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

Work class teacher elementary school is not only about classroom hours. Its tasks are much broader, they include the organization of excursions, and many other types of extracurricular activities.

First of all, the work of the class teacher of an elementary school is to educate a friendly team. The class brings together for the first time different children who have not previously known each other. This is a special team, and working with them gives the teacher an incomparable experience. Every fourth year, the class teacher and the first teacher graduates their pupils in high school, takes on a new team, and all the same, these children remain “his” class for the teacher.

The methods of work of the class teacher are to organize children in addition to the educational process. At school, children develop the socialization skills that children will need in the future, and not only the school, but also the family should take part in this process. How much a person is socialized by the time they leave school depends on their future life. Education should develop an active position of a person in life, he should not remain indifferent and callous, the new generation should be alien to indifference, which is abundant in our society today. If the class teacher primary school a creative person, he approaches this matter with interest and personal interest. His main landmark is the result he has achieved, which means the level of success in his work.

The job of the primary school class teacher is to be in close contact with each student's family. If mutual understanding is reached, only then will there be success in the many years of hard work of raising a child. If the dialogue between the teacher and the family is built constructively, this makes it possible to form moral qualities in the rising generation. Parents should become like-minded people, and not be in a state of confrontation with the school. We have to discuss a variety of topics with parents, and there is openness, trusting relationship between school and family. And the unifying factor here is the children. If a good conditions created, relationships have developed, in such an educational process everyone is comfortable.

The methods of work of the class teacher are based on several fundamental principles, such as activity creativity, cooperation, openness and consistency. At the heart of all this is mutual respect, which is built on the basis of age features each participant in the educational process. And the teacher is focused on success, while he necessarily singles out his personal “zone of success” for each student. Since the teacher lays the formation of a friendly team at the heart of the upbringing of the class, tolerant relations between students in the class are accordingly encouraged and developed. This is a key task facing the class teacher.

However, this idea is implemented not during lessons, but during extracurricular activities. All classes with children, in addition to lessons, are structured in such a way that the personality develops spiritually, and the whole class is involved in general school affairs. In such conditions, a single, full-fledged team is formed. This goal is complex, and in order to realize it, we will have to solve other tasks, of a private nature, which are not so few. First of all, it is necessary to create favorable conditions for each student so that he can develop harmoniously as a person. Encourage cognitive interest child, so that he strives to gain additional knowledge, expand his horizons and erudition. It is necessary to create conditions under which the creative potential of each student can be revealed.

The work of the class teacher of an elementary school is aimed at encouraging creativity, self-realization in it of any student, and this applies both to lessons and to any kind of activity outside the classroom. And a very important point is the upbringing of such life position so that a person knows how to show sympathy, be an active citizen who is alien to indifference, who will not pass by if help or participation is needed somewhere. The culture of communication is also laid down at an early age, and the teacher should become an example. Interpersonal culture should be in the communication of children with adults, and with each other. In order to evaluate his results in the field of education, the teacher must regularly monitor the level of cohesion of his team, what are the interpersonal relations between students in his class.

Before a friendly team is formed, the process goes through a series of milestones. The first stage can be considered the first half of the year in the first grade. The main task on this segment of the path is the adaptation of students to school life. The teacher helps them with this. He studies the interests of each child, his needs, studies the main personal characteristics. Draws an image of the class, how you would like to see it as a whole.

At the second stage, and this is the second half of the first grade and the second grade, the teacher helps the students to accept the rules of life and activities of this team. Helps strengthen interpersonal relationships between children. Creates a developing environment for everyone and unites the team so that children do not feel isolated.

The third stage comes from the third grade. During this period, the further merging of individual children into a team occurs on the basis of the individuality of each child, here it is already necessary to rely on education. Creative individuality reveals itself brighter, the clear leaders of the group are determined.

In the fourth grade, already at the fourth stage, children can express themselves, all the conditions for this have already been created. They discover their own "I". The class in some situations can do something on its own, they plan cool things themselves, and children are also able to distribute responsibilities among themselves. The time is right for summing up, that is, everything that has been accumulated in elementary school.

The work methods of the class teacher are gradually changing, because the team is developing, it is changing and strengthening, and it is no longer possible to manage it with the old methods. When on initial stage the class teacher alone manages, that's right. But children grow up and grow up, and such management becomes irrelevant. The teacher must change his tactics, he must develop self-management, listen to the opinion of the class, and at the very last stage, cooperate with his children.

The forms and methods of working with the class of the teacher can be very different, here is the holding of class hours with the organization of conversations on the topics of morality, while it is necessary to take into account actual problems class and individual students, here are targeted walks and sightseeing activities. Creative exhibitions and theme nights may be held for an aesthetic purpose. All kinds of holidays and competitions, quizzes and interesting projects. In all this, children take the most Active participation All these activities contribute to group cohesion.

The class teacher must be passionate about his work, so that the children follow him with pleasure and help in organizational matters. It is very important that each student feels a sense of belonging to the event, so that he can gain experience, his own, from interacting with society. In such conditions, the potential of the student is better revealed. That is why any class activity should be meaningful and varied. Children do not like streamlined and empty activities, it is important for them to feel the result, and after all, encouragement is necessary. It is best to set an exciting goal for the children's team so that it beckons them and pulls them along, moving them to activity.

Team building is facilitated not only by participation in the affairs of the school or class, children like such joint activities that organize them free time. AT modern world children most time is spent in front of the monitor, playing electronic games, and live communication and outdoor games on the street are clearly in short supply. That is why excursions joint walks evoke great joy. Children want to be useful to others, and they need to be involved in such activities. At least even hold a class cleaning Saturday, where they are all together and nearby, they will have interesting communication, and there are topics for conversation.

In groups extended day you can organize a tea break, children at this time can talk to each other, tell something or come up with something. An excellent way out of the situation to eliminate the lack of communication can be classes after school, for example, dancing. Some schools organize choral singing. But here already one class teacher is not enough, cooperation with other teachers or those people who are trusted to lead the circle is necessary.

The work of the class teacher of an elementary school is, first of all, to create psychological comfort in the classroom. His main task is to form cohesion between children.

The Teaching is but one of the petals of the flower which
called education in the broadest sense of the term.
In education there is no main and secondary, just as there is no
the main petal among the many petals that create
the beauty of a flower.
V. Sukhomlinsky
Being a class teacher is not the easiest thing to do. Possess the skill of
such different guys to create a single and close-knit team is
art. Seeing a personality in every student is professionalism. Be able to
to live a good and memorable school life with them is
talent. These qualities should have a real cool
supervisor.
At school, children develop socialization skills that will
necessary for children in the future, and to take part in this process should
not only the school, but also the family. How socialized a person is at the moment
graduation, his future life depends. Education should develop
active position of a person in life, he should not remain indifferent and
callous, the new generation should be alien to the indifference, which
today in our society in abundance. If the class teacher
primary school a creative person, he is interested and personal
interested in this matter. Its main focus is
the result he has achieved, which means the level of success in his work.
The work of the class teacher of an elementary school is in close
contact with the family of each student. If an understanding is reached,
only then will there be success in the many years of hard work of education
child. If good conditions are created, relationships have developed, in
such an educational process is comfortable for everyone.
The methods of work of the class teacher are based on several
fundamental principles such as (slide 2)
activity creative approach,
collaboration,
openness

consistency.
At the heart of all this is mutual respect, which is built on the basis of
age characteristics of each participant in the educational process. And
the teacher is focused on success, while he necessarily highlights
each student has his personal “zone of success”.
Since at the heart of the education of the class the teacher lays the formation
friendly team, are accordingly encouraged and developed
tolerant relations between students in the class. This is the key task
which stands in front of the class teacher .. All work with children is built
so that the personality develops spiritually, and in general school affairs
the whole class is involved. In such conditions, a single, full-fledged
team. This goal is complex, and in order to achieve it, one has to decide
other tasks, of a private order, which are not so few. Primarily,
it is necessary to create favorable conditions for each student so that he
could develop harmoniously as a person. Encourage curiosity
child, so that he strives to gain additional knowledge, expand
your horizons and erudition. It is necessary to create conditions under which
the creative potential of each student can be revealed.
The work of the class teacher of an elementary school is aimed at encouraging
creativity, self-realization in it of any student, and this
applies both to lessons and to any kind of activity outside
lessons. And a very important point is the upbringing of such a life position,
so that a person knows how to show sympathy, be an active citizen,
who is alien to indifference, who will not pass by, if somewhere
help or participation is required.
The culture of communication is also laid at an early age, and by example
should be a teacher. Interpersonal culture must be in communication
children with adults, and with each other. To evaluate your results on
the field of education, the teacher should regularly monitor, on
what level of cohesion his team is, what are in his class
relationships between students. Before the friendly team will
formed, the process goes through a number of important stages.
The first stage can be considered the first half of the year in the first grade.
(slide 3)

The main task on this segment of the path is the adaptation of students to
school life. The teacher helps them with this. He studies the interests of everyone
the child, his needs, studies the main personal characteristics.
Draws an image of the class, how you would like to see it as a whole.
In the second stage, and this is the second half of the first grade and the second grade,
the teacher helps the students to accept the rules of life and activity
team. Helps to strengthen interpersonal relationships between children.
Creates a developing environment for everyone and unites the team so that children
did not feel isolated.
The third stage comes from the third grade. During this period, further
the merging of individual children into a collective occurs on the basis of
the individuality of each child, here we already have to rely on
upbringing. Creative individuality is revealed brighter, determined
clear leaders of the group.
In the fourth grade, already at the fourth stage, children can
to express themselves, all the conditions for this have already been created. They open themselves
my own "I". The class can do something in some situations
independently, they plan cool things themselves, and children are also able to
distribute responsibilities among themselves. It's time for summing up
results, that is, everything that was developed in elementary school.
The methods of work of the class teacher are gradually changing, because
the team develops, it changes and strengthens, and it is led by the old
methods are no longer possible. When at the initial stage the class teacher
single-handedly manages, that's right. But children grow up and grow up, and
such management becomes irrelevant. The teacher must change his
tactics, he must develop self-government, listen to the opinion
class, and at the very last stage, cooperate with your children.
(slide 4)
Forms and methods of working with the class of the teacher can be the most
different, here and holding class hours with the organization of conversations on topics
morality, while it is necessary to take into account current problems
class and individual students, here are both targeted walks and sightseeing

Events. Creative exhibitions and thematic
evenings pursuing an aesthetic goal. All sorts of
holidays and contests, quizzes and interesting projects. In all this children
take an active part, all these activities contribute to
group cohesion.
The class teacher must be passionate about his work so that children with
gladly followed him and helped in organizational matters.
It is very important that every student feel a sense of belonging to
event, so that I can gain experience, my own, from
interaction with society. In such conditions, the potential is better revealed
student. That is why any class activity must be
content and variety. Children do not like streamlined and empty
classes, it is important for them to feel the result, and after all it is necessary
promotion. Before the children's team, it is best to put an exciting
the goal is for it to beckon them and pull them along, moving them to activity.
Team building is facilitated not only by participation in the affairs of the school or
class, children like such a joint activity that organizes
their free time. In today's world, children most of the time
spend in front of the monitor, play electronic games, and live communication and
outdoor games in the street are clearly in short supply. That is why excursions
Walking together brings great joy. Children want to be helpful
for others, and they need to be involved in such activities. Cool job
primary school leader is, first of all, to create
psychological comfort in the classroom. Its main task is
build solidarity among children.
In conclusion, I would like to give "10 commandments of" cool "
leader": (slides 5.6)
Know how to listen, because there is a rational grain in the ideas of children. Find him.
Do not shout. Do not suppress your voice for your authoritative words spoken
quietly, will be heard faster.
Find something to praise for good word and the cat is happy.
Be fair, for insults hurt the child's soul.
Be able to see the positive qualities of the student for the good in children
more than bad.
infect own example for someone must be a locomotive.

Protect your student even in front of teachers, because in negative
moments have their reasons.
Do not tell your parents about trifles, because in your own impotence
only the weak sign.
Encourage the initiative of students because it is impossible to do everything yourself.
Drink a lot while talking kind words because cool
head mother from breakfast to lunch.
(slide 7)
I would like every class teacher to remember and
was guided in his work with children by the words of V.A. Sukhomlinsky: “At
Every child has bells hidden in their hearts. You only need
find them, touch them so that they ring with good and cheerful ringing.

Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution

higher professional education

"Tyumen State University"

Institute of Pedagogy and Psychology

Department of General and social pedagogy

Topic abstract

« Modern activities primary school class teacher

I've done the work

Kulikov Alexander Yurievich

course, gr. 25POMO132

checked

candidate of pedagogical sciences

Chekhonin Alexander Dmitrievich

Tyumen, 2014

Introduction

2.2 The concept of primary general education

Conclusion

Bibliography

Introduction

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

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

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

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

describe the main functions of the class teacher

reveal the main provisions of the Federal State Educational Standard

bring the concept of primary education.

Chapter 1. The class teacher and his functions

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

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

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

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

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

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

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

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

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

observes the rights and freedoms of students;

together with student self-government bodies, actively promotes a healthy lifestyle.

The class teacher has the right:

receive regular information about the physical and mental health children;

control attendance training sessions students of his class;

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

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

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

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

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

conduct experimental and methodical work on various problems educational activities;

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

The class teacher does not have the right to:

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

use grade to punish a student;

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

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

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

The classroom teacher should be able to:

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

to form their educational goals;

plan educational work;

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

hold a parent meeting;

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

Functions of the class teacher.

Daily:

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

Organization of duty in classrooms.

Individual work with students.

Weekly:

Check student diaries.

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

Working with parents (depending on the situation).

Working with subject teachers.

Every month:

Attending classes in your class.

Consultations with social educator, psychologist.

Excursions, visits to theaters, etc.

Meeting with the parent asset.

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

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

Once a quarter:

Making a class journal at the end of the quarter.

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

Conducting a parent meeting.

Once a year:

Holding an open event.

Registration of personal files of students.

Analysis and preparation of a class work plan.

Making a student portfolio.

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

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

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

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

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

The class teacher promotes the inclusion of students in various creative associations interests (circles, sections, clubs), acting as in educational institutions as well as in institutions of additional education.

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

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

One of the most important social institutions of education is the family. The work of the class teacher with parents is aimed at cooperating with the family in the interests of the child. The class teacher attracts parents to participate in the educational process in an educational institution, which contributes to the creation of a favorable climate in the family, the psychological and emotional comfort of the child at school and at home. Wherein the most important task it remains to update the content of educational activities that contribute to emotional development student, his speech, intellect.

Special place in the activities of the class teacher, it takes a class hour - a form of organizing the process of direct communication between the teacher and pupils, during which important moral, ethical and ethical problems can be raised and solved.

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

education

health

culture

ecology

information

public order

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

Chapter 2

2.1 Standards for the work of the class teacher

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

equal opportunities to receive quality primary general education;

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

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

preservation and development of cultural diversity and linguistic heritage of a multinational people Russian Federation, the right to learn one's native language, the possibility of obtaining primary general education in mother tongue, mastering the spiritual values and culture of the multinational people of Russia;

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

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

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

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

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

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

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

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

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

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

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

diversity organizational forms and accounting individual characteristics each student (including gifted children and children with disabilities), ensuring growth creativity, cognitive motives, enrichment of forms of interaction with peers and adults in cognitive activity;

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

The result of the primary education standard is focused on becoming personal characteristics graduate. The portrait of a primary school graduate looks like this: this is a student who loves his people, his land and his homeland; respecting and accepting the values of the family and society; he is inquisitive, actively and interested in knowing the world; possessing the basics of the ability to learn, capable of organizing their own activities; a student who is ready to act independently and be responsible for his actions before his family and society.

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

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

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

subject, including mastered by students in the course of studying subject experience specific to this subject area activities to obtain new knowledge, its transformation and application, as well as a system of fundamental elements scientific knowledge underlying the modern scientific picture of the world.

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

2.2 The concept of primary general education

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

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

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

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

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

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

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

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

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

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

Connect active parents to the educational process on a new level. The teacher works not only with students, but also with parents, explaining to everyone what and how to do, providing them with methodological and educational literature- in fact, there is pedagogical training for parents.

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

Changing the reporting system of teachers in elementary school.

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

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

Conclusion

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

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

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

Bibliography

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

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

Kosenko A.M. New concept elementary school. 2011. #"justify"> Methods of educational work / ed. V. A. Slastenina. - M., 2012.

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

Federal State Educational Standard of Primary General Education, 2011.

Introduction

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

The activity of a modern class teacher is the most important link in the educational system of an educational institution, the main mechanism for implementing an individual approach to pupils. It is due to the modern task that the world community, the state, parents set for the educational institution - the maximum development of each child, the preservation of his originality, the disclosure of his talents and the creation of conditions for normal spiritual, mental, physical perfection.

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

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

Tasks:

describe the main functions of the class teacher

reveal the main provisions of the Federal State Educational Standard

bring the concept of primary education.

Chapter 1. The class teacher and his functions

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

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

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

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

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

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

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

observes the rights and freedoms of students;

together with student self-government bodies, actively promotes a healthy lifestyle.

The class teacher has the right:

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

monitor the attendance of classes by students of his class;

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

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

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

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

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

conduct experimental and methodical work on various problems of educational activity;

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

The class teacher does not have the right to:

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

use grade to punish a student;

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

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

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

The classroom teacher should be able to:

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

to form their educational goals;

plan educational work;

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

hold a parent meeting;

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

Functions of the class teacher.

Daily:

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

Catering for students.

Organization of duty in classrooms.

Individual work with students.

Weekly:

Check student diaries.

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

Working with parents (depending on the situation).

Working with subject teachers.

Every month:

Attending classes in your class.

Consultations with a social pedagogue, psychologist.

Excursions, visits to theaters, etc.

Meeting with the parent asset.

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

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

Once a quarter:

Making a class journal at the end of the quarter.

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

Conducting a parent meeting.

Once a year:

Holding an open event.

Registration of personal files of students.

Analysis and preparation of a class work plan.

Making a student portfolio.

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

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

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

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

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

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

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

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

education

health

culture

ecology

information

public order

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

Chapter 2 2.1. Standards of work of the class teacher.

equal opportunities to receive quality primary general education;

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

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

preservation and development of cultural diversity and linguistic heritage of the multinational people of the Russian Federation, the right to learn their native language, the possibility of obtaining primary general education in their native language, mastering the spiritual values and culture of the multinational people of Russia;

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

democratization of education and all educational activities, including through the development of forms of state and public administration, expanding opportunities for exercising the right of teaching staff to choose teaching and upbringing methods, methods for assessing the knowledge of students, pupils, using various forms of educational activities of students, developing the culture of the educational environment of the educational institutions;

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

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

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

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

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

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

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

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

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

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

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

subject-based, including the experience, mastered by students in the course of studying the subject area, of activity specific to this subject area in obtaining new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlie the modern scientific picture of the world.

2.2. The concept of primary general education

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

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

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

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

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

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

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

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

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

Connect active parents to the educational process on a new level. The teacher works not only with students, but also with parents, explaining to everyone what and how to do, providing them with methodological and educational literature - in fact, pedagogical training of parents is underway.

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

Changing the reporting system of teachers in elementary school.

But such an approach will automatically require the school system in elementary school to change the system for evaluating teacher work and remuneration. Today, payment depends on the number of students, and reporting is reduced to counting the number of "excellent", "good" and "triple" students. In the new system, there will be no need to write meaningless assessment reports, the teacher will be able to present (in electronic or paper form) how and how far his students are progressing in the formation of skills. This approach will encourage teachers to look for the most effective methods. [3]

Thus, the concept of primary education has both advantages and disadvantages. A class teacher with a heavy workload should assess students objectively, but also design test papers in a way that tests basic learning skills. Also, the class teacher should track the development of skills and work with gifted people.

Conclusion

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

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

Bibliography

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

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

Kosenko A.M. New concept of elementary school. 2011.http:// professionali. en/ Soobschestva/ kakie_ esche_ conferences_ nuzhny_ v_ etom_ forum/ novaya_ conception_ nachalnoj_ shkoly/ .

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

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

Federal State Educational Standard of Primary General Education, 2011.

Primary school teacher and class teacher are inseparable concepts. Whole educational process junior schoolchildren It is educational, both in school hours and outside of school hours. This is explained psychological features junior schoolchild, for whom the leading activity is educational activity. Therefore, the basis of the work of the class teacher in primary school considered spiritual and moral education, the formation of the "moral foundation" of the student. The formation of a class team contributes to the improvement of the educational process in the classroom, increases the motivation of students. How does the formation of a children's team begin? Since this work is only possible in close cooperation with the parents of younger students, then the work of the class teacher in the primary grades begins with the formation of the parent team.

Working with parents of students is a priority in elementary school. Only in the unity of the activities of the teacher and parents is a positive result achieved. The class teacher thinks through his activities in such a way as to involve all families in school activities as much as possible. This requires great tact from the teacher and an individual approach to each family. Parents voluntarily choose the direction in which they would like to cooperate with the school (cultural, educational and social, economic and labor, sports and recreation). When from the first grade it is possible to establish the work of these areas, then in the future all educational work in the children's team is facilitated.

As noted by I.I. Yudin, I.V. Kamenev, extra-curricular educational work in the primary grade, focused on the development of spiritual needs, creativity and national identity children, should be based on joint activities with parents, representatives of the intelligentsia and the public of the district and city. Make parents active participants pedagogical process is an important and responsible task of the teacher. The solution of this problem seems possible if the following activities of the class teacher with parents are reflected in the work plan of the class and the school:

studying the families of students; pedagogical education of parents; ensuring the participation of parents in the preparation and conduct of collective affairs in the classroom; pedagogical management of the activities of the parent council of the class; individual work with parents; informing parents about the progress and results of training, education and development of students.

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

The work of the class teacher in the primary grades is a purposeful system, planned activity, built on the basis of the education program of the entire educational institution, analysis of previous activities, positive and negative trends public life, based on personal oriented approach taking into account the current challenges facing teaching staff schools, and situations in cool team, interethnic, interfaith relations. The teacher also takes into account the level of upbringing of students, the social and material conditions of their life, the specifics of family circumstances.

The work of the class teacher begins with diagnostic activities. Diagnostic activities are carried out taking into account following conditions: studies are aimed at identifying the developmental features of each child; diagnostic results are compared only with the previous results of the same student in order to identify the degree of his progress in development; study of the student's personality and student team carried out throughout the years of schooling; the prospects for the development of the student and the team are determined; research is complex systemic character; diagnostics is carried out in the natural conditions of the educational process.

The study of children and the team is carried out not only with the help of special psychological methods, but also by individual conversations, observations, conversations with parents, teachers.

After the diagnosis and determination of the goals and objectives of education, class teachers choose the areas of educational work, the implementation of which becomes the first brick for the formation of a system of educational work in the classroom.

The position of the primary school class teacher in the school management system is determined, firstly, common tasks training and education facing this school; secondly, the place of the class as an organized association of students, the main and stable unit of the general school community and the main sphere of self-realization of each child; third, functional responsibilities class teacher and the needs of the class; fourthly, the characteristics of the personality of the teacher.

In the course of his activity, the class teacher interacts with:

With educational psychologist the class teacher studies the individuality of students, the process of their adaptation and integration into micro- and macro-society. The class teacher coordinates the communication of the teacher-psychologist with the parents, their advisory, therapeutic support. With the support of a teacher-psychologist, the class teacher analyzes the development of the class team, determining the cognitive, creative abilities and capabilities of pupils, helps the child make a choice future profession; coordinates the choice of forms and methods of organizing individual and group educational extracurricular activities.

With additional education teachers. Interaction with them helps to use the whole variety of the system of additional education for children to expand the cognitive, creative abilities of their pupils, stimulate their self-determination, self-development and self-education, the desire to expand the zone of communication; supports pre-vocational training of students. The class teacher contributes to the inclusion of schoolchildren in various creative associations of interest (circles, sections, clubs) operating both in general educational institutions and in institutions of additional education for children.

With teacher-organizer. Coordinating joint activities, the class teacher involves him in holding events within the class, organizes the participation of students in his class in school-wide events during extracurricular and vacation time.

With social educator. The class teacher is called upon to be an intermediary between the personality of the child and all social institutions in resolving the personal crises of students. With the direct participation of a social teacher, the class teacher organizes socially significant activities of students, activities aimed at the development of social initiatives, the implementation of social projects.