Among the school subjects, it is impossible to single out the main and secondary ones. But if we go to different schools: then their students speak differently, with and without interest, with respect and disdain, about the same school subjects.

In many countries, along with traditional literature, mathematics and physical education, children study subjects whose name discourages the older generation and arouses the envy of the younger.

From cybersecurity lessons in Israel to a beekeeping course in Bashkiria to folk dancing in Armenia, we'll show you the most unusual school subjects taught around the world.

Russia: financial literacy

Opens the top financial literacy program in Russian schools. So far, the course is offered in the form of elective classes. The pilot project was developed in cooperation with such serious agencies as the World Bank and the Ministry of Finance of the Russian Federation. Children learn how to properly handle money, plan income and family expenses. Most importantly, they will be taught to recognize financial fraud. Perhaps financial education in the near future will take its rightful place in the school schedule.

Armenia: Folk Dances

A special folk dance choreography course is mandatory. The authorities believe that in this way they will be able to instill in students rich cultural traditions. Children study the history of folk dance, master complex choreographic compositions. Knowledge of an unusual school subject is strictly assessed. If you "flunk" the exam in folk dances, then you can easily stay for the second year.

UK: Forest School

English children are taught from childhood to navigate the forest. It turns out that at school you can learn how to make a fire by choosing the “right” branches. It is not known whether the ability to build a hut is useful for an urbanized child, but he will definitely not get lost in the forest. The school course is called "Forest School". They teach it in elementary grades.

Israel: cyberwars and discussions

Israeli students learn cybersecurity. So far, only a few schools have implemented the course of the same name. The reason for the innovation is the cyber dependence of the younger generation, which worries parents and doctors. The abundance of gadgets and widespread computerization pose a danger to young people. As part of the new course, children are taught the correct behavior on social networks. They are taught to recognize hidden threats in comments. Much attention is paid to cyber addiction, recognition of the signs of the "gamer" syndrome.

In other schools, children are taught discussions. The name of the item literally means "dispute". Children learn to defend their point of view with the right emotional message. Once a week, schoolchildren study the technique of speech, facial expressions, concentrate on internal sensations during a dispute and visualize words. Another hour passes in the format of group therapy. In this lesson, students share problems. Computer games, interpersonal communication are most often mentioned.

Bashkiria: school beekeeping

Bashkiria produces the best honey in the world. And now beekeepers are trained there from school. More than a hundred schools boast their own apiary, equipped with the latest technology. It is noteworthy that only schoolchildren are engaged in caring for the hives and collecting honey. In addition, they are also taught safety precautions, biology of bees, types of honey plants and much more. The authorities of Bashkiria believe that the introduction of a new item will be a good help to the local beekeeping industry.

Germany: Lessons in Happiness

The German authorities believe that happiness can be learned and have launched a pilot project in some schools. The subject has no specialized teachers. Therefore, the director of the Heidelberg City School teaches the course himself. Children are taught to be happy, to live in harmony, to listen to their hearts. It's hard to imagine happiness exams, so there aren't any. At the end of the year, students are offered options: submit a “kind” video for evaluation or take part in charity.

Spain: emotional education

The program is designed for students of all grades. Children are taught to listen to the interlocutor, to interact with other people. Educators believe that emotional intelligence is an important component of a successful life. In a trusting atmosphere, they teach empathy and mutual understanding, overcome fear, manage anger, and conduct conversations on abstract topics.

Japan: Admiring Nature

The Land of the Rising Sun is a world leader in digital technologies. Widespread computerization has weakened the connection of people with nature. Therefore, the Japanese authorities introduced the lessons of "Admiring Nature" into the school curriculum. The purpose of the classes is to teach students to notice the beauty of the world around them. Teachers draw the attention of children to the relationship of flora and fauna, the features of the development of wildlife. Students do not just admire nature, but receive grades for it and pass exams.

Australia: Surf Lessons

Professional surfers know how difficult it is to compete with the Australian wave conquerors. They are not in vain considered the best in the world. The authorities of the Green Continent are striving to maintain their leadership. To this end, surf lessons are taught in schools. Young conquerors of the waves begin training on the shore, where they learn how to handle the board and keep their balance. According to experts, surfing perfectly trains the body, teaches you to live in harmony with nature. Therefore, tourists should not hope to surpass the skill of local conquerors of the waves.

How children learn in schools in the USA, China and Israel.

School is where most teenagers have to decide what to do with their lives. But educational institutions in different countries approach the identification of children's talents in completely different ways, writes adme.ru.

USA

Compulsory primary school subjects: arithmetic, reading and writing, introduction to natural sciences, local history.

Middle school subjects: mathematics, language, science (combined chemistry, biology, physics), social sciences (history) and physical education plus extra-curricular activities (optional) like psychology, forensic science, journalism, rhetoric, wood carving, pottery, cooking etc.

Mathematics, literature, natural sciences (the year of chemistry, the year of biology and the year of physics), social sciences (history and government), physical education are obligatory in the senior classes.

To this are added several subjects to choose from: acting, physical education, anatomy, statistics, computer science, environmental science, foreign languages, painting, sculpture, photography, cinema, theater, orchestra, dance, computer graphics, web design, journalism, yearbook editing, woodworking or car repair. The list may vary depending on the school.

Israel

Primary school program: Hebrew, mathematics, Tanakh (Holy Scripture), history, geography, natural history, English, music, work, drawing, rhythm and physical education. From the very first year, there are additional subjects for the choice of the teacher: you can study robotics, magic tricks and circus art, theater, choreography or veterinary medicine.

In the upper grades, students themselves choose the direction of their education. You can study foreign languages, chemistry, physics, biology, music, biotechnology, physics and mathematics, design, theater, criminalistics, psychology, economics, winemaking, etc. You can also get a certificate in tourist service or accounting along with a school diploma.

Japan

In elementary school, children learn Japanese (not only modern, but also medieval and ancient), calligraphy, poetry, arithmetic, natural history, social science (ethics, history, etiquette), music, fine arts, physical education and housekeeping.

In secondary school, computer science, natural science (physics, chemistry, biology, geology together), life safety, history, English (mandatory with a native speaker) and several special elective subjects are added to the list of subjects.

In the senior classes, in addition to the previous basic subjects, there are 2 specializations: in the humanities and in the natural sciences. The main goal of education is to enter the university, so the students themselves choose the remaining subjects, such as agronomy, industry, trade, fishing, medical training, welfare, foreign languages, and so on.

Saudi Arabia

Mandatory here are the language, the lesson of religion, mathematics, natural sciences (biology, physics), but the humanities like history or social science are practically absent even in private schools.

Ireland

There are only two compulsory subjects: English and mathematics (in some schools there is a third - Irish).

Everything else is optional. Students pass exams in the subjects of those areas with which they plan to connect their lives. The choice is large: 34 items. For example, accounting, business organization, management, music, drawing, household, IT (IT), woodwork, foreign languages, agronomy, theater, solfeggio and a couple of dozen more disciplines.

Australia

In elementary school, in addition to basic arithmetic, language, physical education, the environment and creative lessons, they teach the ability to speak in public.

In secondary school, English, mathematics, probability theory, computer literacy, social studies, history, geography, ecology, art (dance, drama, music, drawing), physical education and science (this includes chemistry, physics, astronomy) are required.

In high school, students are already studying the basics of their future specialty: accounting, information technology, economics - there is a great variety. What's more, students in grades 11-12 have access to an internship program at work companies, and after graduation, they have the opportunity to immediately get a part-time job.

Regarding physical education lessons, there is an interesting feature: usually there is no sports hall in schools, lessons are held on the street (in rainy weather they are simply canceled). High school students in PE can surf if their schools are located near the ocean.

Spain

Primary education: Spanish, literature, the world around, physical education, mathematics, a foreign language and a creative subject. The latter is mainly music, which is taught at a rather serious level: by the end of school, children can play some musical instrument. It is usually a flute because it is easy to carry around.

In the middle classes, social sciences, geography, history, the study of plastics and images, music and technology are added (the last 3 can be studied for a year).

In the senior classes, everyone is gaining 3 additional subjects of one direction. There are only 4 directions:

1. Humanities.

2. Technology.

3. Natural sciences.

4. Art.

China

Compulsory elementary school subjects: mathematics, Chinese, a foreign language and a choice of drawing, music, physical education or labor.

Middle and senior classes: science (physics, chemistry, biology together), social science, life safety and computer science are added. The degree of difficulty and the number of hours of basic subjects increase every year, turning the Chinese school, by and large, into one of the most difficult and psychologically pressing education systems for students.

United Kingdom

In elementary school, children learn English, math, history, geography, music, industrial technology and art. The final list of items is formed by the parents.

Further lessons are added on the basics of religion (ethics and views on different religions are studied), history, geography, natural sciences, computer science, as well as numerous subjects to choose from depending on the desire of the student, such as cooking, music, psychology, photography, dance, drama, law , social security, accounting, art and design, marine science, travel and tourism and so on.

Most modern objects came to us from the 19th century. But some have not stood the test of time. We introduce you to the forgotten school subjects of the past.

Classical languages

Foreign languages ​​were important subjects in high school in the 19th century. The most popular among them are German and French. They were studied in gymnasiums by both boys and girls.

However, the then students were also required to know the classical languages ​​- Latin and ancient Greek. From 5 to 8 lessons per week were allocated for Latin, 5-7 lessons for Ancient Greek. For comparison: there were 4 lessons per week in Russian language and literature. And in French or German, even less - 3.

We studied the "classics" for a long time. Latin - all eight years of the gymnasium. Ancient Greek - slightly less: 6 years (3rd to 8th grade). The program was intense. They started with the alphabet, then studied grammar, memorized individual words and maxims. Over time, they switched to reading ancient authors, writing small texts and translations.

“Everyone learned by heart the speeches of Cicero, the ode of Horace, the Metamorphoses of Ovid, the Aeneid of Virgil, the historians of all, and even Cicero's De officiis. And all this with grammatical, philological and historical analysis,” wrote Grigory Chervinsky, a graduate of the First Kyiv Gymnasium.

It was believed that ancient languages ​​ennoble young students. Latin and ancient Greek were called the basis of the foundations of a prestigious quality education. It was impossible to enter the university without this knowledge. By the way, the girls did not study classical languages.

“The study of ancient languages ​​is an important exercise for accustoming to thorough mental work, to logical thinking and the correct presentation of thoughts. It develops taste, beauty, clarity and conciseness of speech,” said teacher and publicist Vladimir Stoyunin.

Fencing

In addition to solid knowledge, high school students had to have good manners, an aristocratic posture and be physically hardened. It was believed that dancing and fencing contributed to this. And if choreography is taught in some modern schools, then the obligatory ability to fencing is a thing of the past.

“At one time, rapier fencing was introduced at the gymnasium, for lovers of this sport. I remember our gymnastics teacher Exter, who fenced with rapiers with senior boarders, ”wrote Vladimir Terletsky, a former Kyiv gymnasium student.

Students also trained on other types of weapons - sabers, for example. Fencing lessons continued at universities. In Kiev they were compulsory until 1858 and were equated with other academic disciplines. They were to be attended by all students from the first to the third year.

Law of God

In the century before last, both young men and women studied the Law of God at all levels, from elementary school to university. In gymnasiums, this subject was included in the curriculum from grades 1 to 6 and was taught twice a week. The Law of God was included in the list of annual transfer exams and in the final final exam.

The lesson was a kind of conversation-sermon: the teacher-clergyman explained the tenets of religion or parsed some fragment from the Holy Scripture. Then he asked the students to memorize some passage from the Bible or a prayer, which they later had to repeat by heart. Usually it was rote learning.

The disciples had to know: the prayers "Our Father", "Symbol of Faith", "Virgin Mother of God", ten commandments with explanations, some psalms, Old Testament and Gospel stories, church holidays.

Also, the children had to be sure to know the time of fasting. In the upper grades of the gymnasium, students were taught the history of the church.

“The teacher of the law asked me for the Symbol of Faith and the psalm “Have mercy on me, God,” which he did not even let me finish, he only asked: “Do you know“ Good Tsar good Mother? And in my silence he asked again: “Do you know Macarius the Great?” I was very embarrassed and said that we did not teach such prayers. Then the teacher remarked: “In vain, you need to know this [...]. How did you prepare for the gymnasium, but you don’t know the first thing, prayers to God? We almost cried…”, recalled Grigory Chervinsky.

The main task of the subject was called the moral education of students and instilling Christian values ​​in them. At the same time, the Law of God was supposed to instill in the disciples a sense of devotion to autocracy and religion and turn the youth away from the "infection of freethinking."

Church singing

The close connection between the church and education in the 19th century is evidenced by another subject - church singing. Priests taught children its basics in elementary school.

It was obligatory for pupils of the Institute of Noble Maidens. Even at Kiev University there were elective classes in church singing. Their visit provided certain benefits. Students who sang in the church choir did not pay university fees.

The school curriculum also included logic. It was taught only in the 7th grade of the gymnasium. There was one lesson a week for this. The subject was a kind of combination of the foundations of philosophy and psychology.

At the lessons of logic, students studied the basic forms, laws and methods of thinking. There were also practical classes where the students analyzed the philosophical works of Cicero and Plato. Logic teachers were advised to closely associate their subject with mathematics, because it has the most logic.

In general, logic was supposed to accustom students to clear independent thinking. At the same time, the teacher had to ensure that the students did not fall under the influence of "dry materialism" and godless ideas.

Report

"Geography of the 7th kloss".

geography teacher

Beisembay G.E.

2015-216

Among the school subjects, it is impossible to single out the main and secondary ones. But if we go to different schools, then their students speak differently, with and without interest, with respect and disdain, about the same school subjects. The ambiguity of the assessment is also encountered when mentioning geography: from indifference to keen interest and dubious conviction in the need for blue study.

It is difficult to name another school subject that would have such a wide range of intersubject connections as geography, would have such a variety of forms and means of education.

When teaching our subject, we consciously or involuntarily form in students a conscious attitude towards this subject, and the attitude becomes an important result of his work, the quality of mastering the subject itself largely depends on it. As a rule, students express their attitude to the subject clearly and concisely: “interesting” - “not interested”. And such a review can serve for the teacher as one of the criteria for evaluating his work, because cognitive interest is by no means opposed to the concepts of duty and academic duties.

The process of formation of cognitive interest in the subject of geography occurs under the influence of many factors, but we need to identify the most significant of them.

Interdisciplinary connections are the most important principle of teaching in a modern school. This is the highest level of education. Usually, we teachers experience difficulties in putting into practice the principle of the relationship between the subjects of the natural sciences and the social and humanitarian cycles.

Many geographical concepts cannot be understood and mastered by students without elementary knowledge of mathematics, physics, biology and other subjects. For example, establishing the length of day and night (illuminance) depending on the latitude of a place, using a scale, measuring on a map and terrain, determining the areas of various objects, and eye surveying a terrain plan are impossible without mathematical calculations. The processes of heating and radiation, evaporation and condensation, the formation of precipitation, the concept of weight, density, air pressure require knowledge of physics. The formation of the soil cover, vegetation and wildlife in the natural area and their relationship becomes clear only through knowledge of biology. When studying mineral minerals, various raw materials for chemical fertilizers and getting acquainted with the methods of processing ferrous and non-ferrous metals, oil and gas processing, knowledge of chemistry is necessary.

The role of interdisciplinary connections in improving the quality of students' knowledge was clarified in the assimilation of ideas, in the assimilation of concepts, in the establishment of regular connections between phenomena and objects of nature. At the same time, it was taken into account that the role of interdisciplinary connections in the educational process is largely determined by the specifics of the academic subject, knowledge of which is based on the study of geographical objects and phenomena. Thus, the use of students' knowledge of mathematics contributes to the formation of more specific ideas about the size and size of objects. Knowledge in physics is the essence of physical and geographical phenomena. Using knowledge of biology helps to reveal the relationship between the components of nature.

EXAMPLES:

Lesson in the 7th grade on the topic: "Wet tropical forests of South America" ​​(geography - biology). In this lesson, ask students the following questions:

• How are rainforest trees different from trees found in other natural areas?

  What plants grow on the bark of trees, and their roots hang in the air?

  Which plant has the largest leaves and where does it grow?

Lesson in the 7th grade on the topic: "Living organisms in the harsh conditions of Antarctica." In this lesson, the students can be offered the story I was on a vast plain, and my head was spinning, my nose was bleeding, as if I had climbed high into the mountains. Why did this happen? (The average ice height of Antarctica is 2 km, which is why it is also called the "Land above the clouds")

-There was snow all around me, and I was wearing sunglasses and tanned like in the tropics. Why?

-I saw birds whose eggs are not in nests, but with them, in a bag. What are these birds?

- There were two plant organisms living as one. What did I see?

- Marine animals come out dry from the water. Is it possible?

- And I also saw an elephant, a lion and a leopard living in the water. How can it be?

Geography is a subject of predominantly oral communication, so in the classroom we hold discussions, learn to operate with facts, use the evidence base, analyze, raise questions, draw conclusions and conclusions, defend our ideas. Lessons in which students work in groups have proven themselves well: project defense, environmental monitoring. self-improvement. The sooner the student realizes this, the more competencies he will master.

7th grade aimed at strengthening the practical orientation of school geography:

1. work with a textbook, geographical and popular science literature;

2.work with maps and maps;

3. work with statistical materials;

4. work on the ground;

5.observation of the environment;

6. work with media resources and the Internet;

7. educational scientific projects.

The task of the teacher is, based on the psychological characteristics of students of a certain age, to consistently form their systematic thinking, cognitive interest, to help them not only acquire knowledge, but also learn how to make decisions, think independently and gain self-confidence.The key idea of ​​the modernization of education is the idea of ​​development, where the human personality is the main wealth that the world has. Geography teachers in every possible way contribute to the development of this personality. May our world be richer.

Dear colleagues, you must agree that in our age of computerization, informatization and modernization of education, we cannot but talk about the role of subjects in the lives of our students. Today, the graduate model is reduced to a highly moral, comprehensively developed personality, capable of self-determination, a personality fully prepared for life in modern society.

Yes, the school plays an important role in the development of the student. This is facilitated by the educational process, which is based on the basic curriculum, which includes a number of necessary subjects to be studied with the hours allotted for their study.

Every year the number of subjects studied at school increases. By the 11th grade there are already 17 of them. And each teacher considers his subject important; whether it be mathematics or POPs, fine arts or physics: But it turns out that our students think in a completely different way.

The goal of our Pedagogical Council is to develop common ideas about the general goals of subject education in a school operating in the mode of forming a model of a lifelong education center.

Tasks of the pedagogical council:

1. Comprehension by teachers of their own teaching, developmental and educational activities in modern conditions.
2. Determining the level of awareness by teachers of the goals and objectives of subject education.
3. Identification of the priority tasks of subject education at school.
4. Inclusion in the implementation of the task of forming a graduate as a competent person capable of self-realization.

The epigraph of our teachers' council are the words of A.P. Chekhov: "Children are holy and pure. Even among robbers and crocodiles they are in the rank of angels. We ourselves can climb into any hole we like, but they must be enveloped in an atmosphere decent to their rank. to be obscene in their presence: you can’t make them a toy of your mood: now kiss, then madly trample them with your feet: "

In these words, unfortunately, the whole school life: there is a place for the fact that in the presence of children we can offend each other. To humiliate a child in the presence of children; we can take out the anger on the children, because we are in a bad mood at the moment; but we can cherish them, because at the moment this good mood allows us to do so. As they say, from one extreme to another. But, you see, in this way we will not achieve a positive attitude of our student to our subject, no matter how important we consider it in a number of all other important subjects.

Yes, for many of us there is only one subject. What do our children think? In this regard, among students in grades 9-11, a survey was conducted "Why do I need to study: and the rating significance of subjects:" In this questionnaire, each child could enter his point of view on the need to study a particular subject.

(Introduction to the results of the survey)

In the process of analyzing the answers to the questions, it was concluded that the development of the activities of the teaching staff should go in several directions:

1. Awareness by teachers of the main tasks of subject education;
2. Comprehension by teachers of their own teaching, developing, educating activities in modern conditions
3. Pedagogical mutual learning to create conditions for the implementation of the task of forming a graduate as a competent person capable of self-realization.

So who is he - a modern student?

Who is the modern teacher?

The rapid pace of time makes it impossible to stop and think about yourself. In the historical past, a self-respecting thinker corresponded with a friend or diary entries, where he could discuss topics about himself, fate: Today's life does not give such an opportunity, which means it does not give the opportunity to talk with oneself.

We gave this opportunity to some of our colleagues. They were asked to answer the question: "Why am I in the profession?" And here are the responses we got:

I already knew that I would be a teacher in the 3rd grade. As a teacher, I went through all the stages of growth. Do I enjoy working with children? Yes. Especially with smart, developed people who want to know more. Why am I a teacher? Maybe because I'm just not capable of anything else.

Or: there were teachers in my life whom I would like to be like, to learn how to influence their listeners just like they do.

Or: it is interesting for me to work with children, to see how they develop, grow, gain mind-mind, I like to participate in this process. To be a teacher for me is to fill out a blank sheet of paper, sculpt a person, trying to instill in him good qualities.

Or: there is always the opportunity to see the results of your work, which please or, unfortunately, upset.

Or: it gives me pleasure to see every day cheerful and attentive, mischievous and serious eyes of children, to give them knowledge on the best subject and to see in their eyes understanding, response, joy that the topic is understood, that one more fortress is taken.

As a teacher, I feel like a necessary person, because my work is in the work of a doctor, engineer, lawyer, bricklayer, seamstress, that everyone owes growth and success primarily to the teacher.

These are excerpts from the statements of experienced school teachers, teachers by vocation. This is what they live for, this is their attitude towards their profession and students. And I must say that during the survey, the children of these teachers consider their subjects important, they believe that they need to be studied.

But there are many subjects studied in school. And today I want to hear the opinions of other subject teachers. For this, working groups were formed:

1. Russian language and literature
2. Maths, physics.
3. Tatar language and literature
4. natural science
5. Art
6. Physical Culture. life safety fundamentals
7. English language
8. Social science

The subject groups were asked the following questions to prepare:

1. Who is my student?
2. What does my subject teach?
3. What do I want to teach my children?
4. Why is it vital to study my subject.
5. What do my students need first: knowledge? skills? skills?
6. How can I captivate my student with my subject?
7. How does my subject look in the light of the modern labor market?

And now the floor is given to the groups. (groups take turns speaking - the presentation of teachers itself).

I think that this work has forced you all to concentrate on finding the most convincing arguments in the answers to the questions of subject teaching. You and I looked at the children as partners who do not want to believe us (teachers) only as having power at the blackboard, but want to be converted to the faith of those who stand at the blackboard.

Yes, speaking of education, we inevitably come to three questions:

1. The personality of the pupil.

One of the basic processes is the suggestion of cultural patterns that are significant for her. Mastering operations with objects, skills and abilities. Performance of the forms of behavior fixed by custom in typical situations. The assimilation of normative texts, which are "common sense" and the minimum necessary for a particular era of knowledge, beliefs, ethical principles, values ​​and beliefs. It is necessary to educate in the individual the will to independence, the desire to be different from others, to find one's own path in life. This also requires the ability and inclination to "question", "doubt", "criticism of typical samples", vision of alternatives in decision-making, rational and intuitive choice.

Today we must abandon the impersonality of traditional ZUNs and form the subjective position of the student in relation to his own biography. Education ensures the development of the position of "co-authorship" of the "accomplice", which gives a significant impetus to learning motivation and, in turn, leads to the removal of psychological obstacles to the assimilation of simple program material by stimulating voluntary attention, automatic memorization of the active development of knowledge. Self-construction of one’s life project in the context of social service and personal responsibility only provides an opportunity to responsibly manage one’s life, to be a moral and reasonable master of one’s destiny, business, home, state, and therefore is the most important sign of a free person.

3. Pedagogy of the school, teacher's professiogram.

The tasks of the school are to form in their students the qualities traditionally inherent in intellectuals: decency and responsibility, generosity, the need for creativity, the desire for freedom, the ability to understand and accept others, active activity, bodily and mental health.

Therefore, in the classroom and in extracurricular activities, one should focus on the active, diverse and feasible activities of each student, create situations of positive moral choice, teach dialogue, the ability to hear, listen, speak out and understand others with dignity.

Each subject teacher is called upon to educate and develop, each academic subject should become, first of all, a means of developing the student's personality, and the character and professionalism of teachers is an important means of educating significant character traits and qualities of the student's personality.

The student is "educated" at school under the direct four-way influence: the personalities of one or more favorite teachers, the team of teachers working in this class, the psychological and pedagogical environment as a whole, and the way of school life. Individual-personal pedagogical communication gives the student the experience of dialogue, respect and status communication. Team pedagogical communication gives the student the experience of cooperation, responsible choice, subordination and distribution of labor costs. A favorable psychological and pedagogical climate gives the student a positive experience of interaction in a team of different ages and interests. The way of school life, which is the living traditions of the school, gives the student a stable system of ideals of social life.

The decision of the pedagogical council: the team makes a decision of the pedagogical council.

Finally, I would like to remind you that

The pedagogical council is a being in which the school exists, its paradigm is formed, a team is formed, a pedagogical poem is written, wings grow, healthy pedagogical ambitions are realized, where the sacrament of solving insoluble problems is performed. But on one condition: everyone who comes to the COUNCIL knows why he is there, and is ready to impromptu or programmed to present his point of view, make decisions and take responsibility.