Types of educational activities of the class teacher. Methods of education for the practical work of the class teacher

Interaction of participants in the educational process INTERACTION OF PARTICIPANTS OF THE EDUCATIONAL
PROCESS
Interaction is a universal form of development,
mutual change of phenomena both in nature and in society,
bringing each link to a new qualitative state.
Social interaction is carried out in the process
joint activities and learning.
In the conditions of the school team is carried out
interaction between teachers and students in
organized educational process and
the interaction of students with each other in a joint
activities.
The leading goals of interaction between teachers and students
are:
personality development of the interacting parties;
team development;
implementation of educational tasks

Class teacher and teaching staff

CLASS TEACHER AND
PEDAGOGICAL TEAM
The class teacher implements his functions in close
cooperation with other members of the teaching staff and in
first of all with those teachers who work with students
of this class. Interacting with subject teachers, class
the leader acts as an organizer and coordinator
pedagogical work with students and the team. He introduces
teachers with the results of the study of children, engaging and classroom
team and teachers working in the classroom to discuss the program
pedagogical assistance to the child and his family. He organizes with
subject teachers to search for means, ways to ensure
the success of the child's educational activities, his self-realization in the classroom
and during non-curricular times.
The class teacher regularly informs teachers about
the dynamics of the development of the child, his difficulties and achievements, about
changing family situation. In the event of difficulties arising from
child and his parents associated with learning, he seeks to attract
teachers to discuss ways to overcome these difficulties and helps
teachers to correct their actions, having previously introduced them
with the peculiarities of the mental development of children with deviations in
development, with special ways of pedagogical influence on
such children.

Functions of the class teacher

FUNCTIONS OF THE CLASS TEACHER
Teacher acting as leader
children's team, implements its functions
in relation to the collective of the class as a whole, and to
individual students. He solves problems in
according to the age of the children and
the relationships that have developed between them.
Relationships with each student are built in the classroom
leader, taking into account his individual
features. The main thing in the activity of the classroom
leader - promotion of self-development of the individual,
realization of her creative potential, ensuring
active social protection child, creation
necessary and sufficient conditions for
intensifying children's efforts to solve their own
problems.

Analytic function.
1. Obtaining and processing information about each
student, his psychophysical
development, social environment, family
circumstances.
2.Study and analysis of the development of the child's personality and
student team,
3. Analysis and assessment of the level of upbringing of the individual
and collective.
4.Study and analysis of educational
capabilities of the teaching staff.
5. Study and analysis of educational influences
environment on the students of the class.

predictive function.
1. Anticipation of the results of educational
impact.
2. Forecasting individual levels
student development.
3. Forecasting the stages of formation and
formation of the team, its activities.
4. Building a model of educational work in
class.
5. Planning of educational work in
class.

Organizational and coordinating function.
1. Assistance and cooperation in planning and organizing socially significant
children's activities.
2. Help children in organizing educational activities.
3. Assistance and cooperation in the activities of children's self-government bodies,
the development of class self-government in order to instill skills of self-organization,
responsibility, willingness and ability to make decisions.
4. Assistance in obtaining additional education for children through the system
circles, sections, special courses.
5. Creation of conditions for self-education and self-development of the child's personality;
organization together with the school psychologist of psychological education
students.
6.Organization of interaction with the families of students.
7. Protection of the rights and freedoms of students.
8.organization of interaction with subject teachers, school psychologist,
teacher-organizer, librarian, medical worker of the school.
9. Organization of partnerships with various public organizations,
social institutions.
10. Stimulation of creative, innovative activities of students, teachers,
parents.
11. Participation in the work of teachers' councils, meetings.
12.Promotion of professional self-determination of the graduate.
13. Responsibility for the life, health and safety of children during extracurricular
events.
14.Organization of meals, class and school duty, summer work experience.
15. Maintaining documentation (class journal, attendance records, personal files
students, work plan of the class teacher).

communicative function.
1.Help in establishing and regulating
interpersonal relationships in the nursery and
teenage environment.
2. Building optimal relationships
"teacher - student", "teacher -
parents", "parents - student".
3.Help students build relationships
with surrounding people, society.
4. Correction of student behavior.
5. Promoting the establishment and maintenance
favorable psychological
climate in the team.

Methodology for organizing traditional non-traditional forms of educational forms of educational work

METHODOLOGY
ORGANIZATIONS OF TRADITIONAL
NON-TRADITIONAL FORMS OF EDUCATIONAL
FORMS OF EDUCATIONAL WORK
It should be noted that in higher education for centuries traditionally dominated
first lecture, and then lecture-practical teaching methods, characteristic
whose elements are:
- lecture as the main form of transmission of a large volume of systematic
information that should be an indicative basis for independent work
students;
- seminars and practical classes - a form of organization, deepening, expansion,
consolidation of educational material, its use in practice and for the control of knowledge,
received at lectures and in the process of self-study
- the basis of training is independent educational and cognitive activity
student
- study group - a form of organization of students, the permanent composition of which is preserved
throughout the entire period of study at the university;
- the academic year, usually divided into two semesters, a credit-examination period and
holiday;
- studies at a higher educational institution are completed with state examinations, and
(or) defense of the thesis (final) work The traditional system of education is more or less
less satisfies social needs, but the end of the XX - the beginning of the XXI century
were marked by revolutionary socio-economic, information
changes that required fundamental changes in the educational environment.

10. Pedagogical reflection as a necessary component of the educational work of the class teacher

PEDAGOGICAL REFLECTION AS A NECESSARY COMPONENT
EDUCATIONAL WORK OF THE CLASS TEACHER
It seems important to note several points that emphasize the role of reflection
in professional activity:
firstly, reflection is necessary when mastering professional activity;
secondly, on its basis, the control and management of the assimilation process is carried out; thirdly, reflection is necessary when changing the conditions of vocational education
activities; fourthly, it is one of the main mechanisms for the development of the
activities.
A.A. Bizyaev under pedagogical reflection understands a complex psychological phenomenon,
manifested in the ability of the teacher to enter into an active research position on
attitude towards one's activity and oneself as its subject for the purpose of critical analysis,
understanding and evaluating its effectiveness for the development of the student's personality.
Thus, a reflective teacher is a thinking, analyzing, researching
your experience as a teacher. This, as D. Dewey said, is "an eternal student of his profession" with a tireless
the need for self-development and self-improvement.
Domestic researcher S.S. Kashlev under reflection in the pedagogical process or
pedagogical reflection understands the process and result of fixation by subjects
(participants of the pedagogical process) the state of their development, self-development and reasons
this.
Pedagogical reflection involves mutual reflection, mutual evaluation of participants
the pedagogical process, the interaction that took place, the display by the teacher of the internal
the world, the state of development of students and vice versa

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Introduction_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 3

Chapter 1. Activities of the class teacher_ _ _ _ _ _ _ _ _ _ _ _ _ _ page 5

1.1. The essence of the activity of the class teacher_ _ _ _ _ _ _ _ _ page 5

1.2. Interaction of the class teacher with students_ _ _ _ _ p.13

1.3. Interaction between the class teacher and the student's family__ _ p.22

1.4. Class hour as a form of educational work with students_p.26

Chapter 2. The activity of the class teacher in a modern secondary school

Conclusion _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ page 37

References_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 38

Introduction

In the work of almost every teacher there is a difficult, but very important mission - to be a class teacher. Some teachers consider this work an additional burden to their teaching activities, others call it the most important. No matter how difficult the work of the class teacher, no doubt, children need it, since the main structural link in the school is the class. It is here that cognitive activity is organized, social relations between students are formed. In the classes, care is taken for the social well-being of children, the problems of their leisure are solved, the primary rallying of teams is carried out, and an appropriate emotional atmosphere is formed.

The organizer of the activities of students in the classroom and the coordinator of educational influences is the class teacher. It is he who directly interacts with both students and their parents, sincerely strives to help children in solving their problems in the school team, organizes school life in an interesting and useful way. The class teacher performs very important and responsible tasks. He is the organizer of educational work in the classroom and mentor of students, organizes and educates the student team, unites the educational efforts of teachers, parents and the public.

Class leadership as a problem gathers into a knot the whole set of the most diverse and complex issues of educating a schoolchild. And therefore, its consideration is doubly interesting: it allows you to reveal a broad picture of the scientific vision of the educational process and to reconcile the school traditions of organizing the upbringing of children that have been established for many decades, and at the same time to deploy the ideal construction of a logically accurate and clear practical implementation of scientific and pedagogical ideas.

aim This pedagogical research is the most profound, detailed and accurate consideration of the activities of the class teacher.

Directly, object, studied in this pedagogical study, will be the entire process of the activity of the class teacher. Predmeth- features of this activity, its main aspects. Main tasks: to analyze the literature on this topic, to give definitions to the main concepts. Determine the essence of the activity, the main functions of the class teacher, and also talk about the main forms and methods of the teacher's work. Present practical materials of the real work of the class teacher.

Considering in detail all aspects of the activity and personality of the class teacher, we will try to penetrate and realize not only the complexity of the position of the class teacher, but, of course, its necessity.

Chapter 1

The life and upbringing of a class group in a modern school is led by a teacher in the position of a “class teacher”, but such a position was not always.

In pre-revolutionary secondary educational institutions, the functions of educators of students were assigned to class mentors(in men's gymnasiums) and cool ladies(in women's gymnasiums), who supervised the students of their classes, were responsible for their behavior, but did not act as an organizer of educational work. This work was hardly carried out in the schools of those times.

In the early years of the existence of the Soviet school, the organization and conduct of educational work in the classroom and after school hours was entrusted to all teachers. There was no class teacher at that time. Life demanded the harmonization and unification of the educational activities of teachers, the elimination of depersonalization in the organization of the education of students, especially during extracurricular time. Therefore, leaders of educational work began to appear in many schools already in the 1920s. They were attached to study groups and were called group leaders. AT 1934 after renaming groups into classes, group guides began to be called class teachers . The regulation on the class teacher was approved by the People's Commissariat for Education of the RSFSR on June 28, 1934.

1.1 Existactivity of the class teacher

The class teacher is the central person of the educational process. The class teacher is appointed by the principal of the school from among the most experienced and authoritative teachers. He is responsible for organizing the lives of children, the formation and education of the team, for educational work in the classroom. As an educator of students, he takes care of their comprehensive development, of instilling diligence and teamwork in them, of improving the quality of knowledge and strengthening discipline and order in the classroom. All this work is carried out by the class teacher not as an amateur, but as an official official. The class teacher is responsible to the leadership of the school and public education authorities for the content and organization of educational work in the class assigned to him.

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

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

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

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

Organization and education of the classroom student team - This is one of the main, leading sections of the work of the class teacher. By uniting students into a friendly and purposeful team, the class teacher creates the prerequisites for the successful solution of educational problems.

The next section of the class teacher's activity is improving the quality of knowledge and strengthening discipline . A high level of knowledge and conscious discipline are the most important indicators of the correct organization of educational work. The class teacher takes care of improving the quality of knowledge of schoolchildren, seeks to prevent the backlog of individual students and repetition in their class.

Organization and conduct of extracurricular and extracurricular educational work - one of the most important sections of the activity of the class teacher. Various forms of this organization have developed and are successfully used in schools. Education in the classroom, in the learning process is complemented by extracurricular educational activities. The organization of extracurricular work usually combines two of its main directions - ideological and educational work and the organization of practical affairs of schoolchildren.

A very important part of the activity of the class teacher is coordination of educational activities of teachers . The class teacher must coordinate and direct the educational work of teachers in his class. The charter of the school states that the duties of each teacher include not only equipping students with knowledge, but also the formation of a worldview, the development of cognitive interests and abilities. The task of the class teacher is to ensure close cooperation with the teachers of his class, to achieve unity of requirements and pedagogical influences. From time to time, the class teacher meets with the teachers of his class, discusses the implementation of uniform requirements, the quality of knowledge and the state of discipline. Active communication between teachers and the class teacher helps to improve the state of educational work in the classroom.

The next section of the class teacher's activity is work with rod and students . Each teacher maintains contact with the parents of the students. A closer connection between the school and the family is carried out through class teachers. They communicate with parents more often, inform them about the educational work and behavior of children, outline ways of joint activities for their upbringing.

Here, perhaps, the main sections of the activity of the class teacher. In their totality, they constitute a complex system, which is the basis of the activity of any class teacher.

The class teacher, in comparison with other teachers, performs additionally very important functions for the education of students. Therefore, high pedagogical requirements , the implementation of which creates favorable conditions for improving the quality of his educational activities.

Let's consider some of them.

Force educational impact class teacher on students largely depends on his moral authority. The personality of the educator, his moral character have a decisive influence on the formation of consciousness and on the behavior of schoolchildren. This influence is comparable to nothing and cannot be replaced by anything.

The educator himself must be educated. He himself needs to have high moral qualities, which he seeks to instill in his pets. This is an undeniable position. If the class teacher demands disciplined behavior from his students, and he himself violates the order in the school, then his demands will not achieve the goal. If he calls his students to truthfulness, honesty, and he himself shows dishonesty, then his call will not be heard.

The moral character of the class teacher, his volitional qualities and positive qualities are the most important prerequisites for increasing the effectiveness of educational influence. Authority is won, formed as a result of hard work, exemplary behavior, responsible attitude to the task assigned.

2. Pedagogical excellence

The success of the educational activities of the class teacher largely depends on his skill. It does not come by itself, but is the result of the persistent and daily work of educators to improve their pedagogical qualifications, to expand their political and cultural horizons.

Pedagogical skill presupposes a thorough knowledge of one's subject, an understanding of the patterns of education and training. Even A.S. Makarenko said: “The guys are carried away in the educator by confident and clear knowledge, skill, golden hands, laconicism, constant readiness for work.”

An important indicator of pedagogical skill is the availability of skills and abilities to conduct educational work. Each teacher is required to be able to organize a class, rally it into a friendly team, ensure control over the behavior of students and help form their moral personality traits. A.S. Makarenko believed that “the ability to educate is still an art, the same art as playing the violin or piano well, painting well, being a good milling machine or turner.” An important indicator of pedagogical skill is the search for new ways of approaching children, the ability to influence them. The effectiveness of the educational impact on students largely depends on the establishment of correct contact with class. This matter is not easy. Immediately find mutual language and contact with the class is difficult. Moreover, this requires long time. In the process of work, conflict situations are inevitable. The skill of the educator lies in prompting the students the right course of action in time, convincing them, awakening their thoughts, supporting and believing in their strengths and capabilities.

3. Broad cultural horizons

The complex functions and duties of the class teacher require a high culture from him, permanent expansion cultural outlook. Without this, he will not be able to satisfy the diverse needs and interests of students.

Teenagers and young men are very curious. They often ask questions about a new book, a new movie. They are interested in what is happening in our country and abroad. If the class teacher satisfies these requests, then his authority and influence increase. If schoolchildren do not find an answer to their question, they lose confidence and respect for the teacher.

4. Pedagogical tact

A necessary condition for increasing the effectiveness of the educational work of the class teacher is the observance of pedagogical tact. This is an indicator of the external and internal pedagogical culture of the educator. The pedagogical tact implies, first of all, respect for the personality of the pupil, a sensitive and attentive attitude towards him, trust and, at the same time, unobtrusive control over his behavior, which does not allow excessive guardianship and administration. In the presence of pedagogical tact, it is easier to find the correct line of conduct and apply the most rational measures of pedagogical influence. Experienced educators usually do not abuse reproaches and lectures. They patiently ascertain the causes of shortcomings in the student's teaching and behavior and give sound advice to remedy them. Ignorance of the reasons usually leads to hasty, thoughtless assessments and decisions. It is especially not worth making decisions under the influence of the first impression or in a moment of irritation. Irritation often leads to a deterioration in relationships with students, to a loss of authority. A tactful educator weighs everything and acts with great caution and delicacy. He strives to understand, to understand the inner motives of the actions and actions of students, and only after that he takes certain measures of pedagogical influence. The attitude of the class teacher to the student should be based on deep respect and trust in his personality. Usually, conflicts between teachers and children arise where there is no trust and respect for the pupils, where the pedagogical tact is violated.

5. Love and respect for children

Reasonable love and respect for children is an indispensable condition for increasing the effectiveness of educational work. Who does not love children, he cannot become their real educator, mentor. Caress and love, respect can evoke a good feeling in children, bring up the necessary qualities, accustom them to work and order, to obedience and respect for elders. Nothing brings a class teacher closer to his pupils like a trusting, sincere and attentive attitude. If he treats his students with indifference, and even more so with disdain and arrogance, this separates him from them and undermines his authority. And without authority it is impossible to be an educator. Love and respect for schoolchildren does not exclude, but necessarily presuppose high demands on them. It is impossible to ignore the misconduct of students, their violation of discipline and order. Love and trust in students and at the same time high fair demands cause reciprocal love for the educator and deep respect for him. Schoolchildren respect strict and demanding, but fair teachers. They highly appreciate in them those qualities that help them become knowledgeable and full-fledged people.

6. Having organizational skills

The upbringing of children is, first of all, the organization of their life.

The class teacher, who has organizational skills, usually does not take on all the affairs himself. He skillfully attracts the activists and all other students, assistants from among teachers, parents, members of production teams. As a result, with less effort, he manages to do much more than those class teachers who take on everything themselves and often do not finish the job.

7. Creative approach to educational work

The organization of educational work should be approached creatively. We must constantly think, take the initiative and skillfully solve pedagogical problems. When the class teacher works without a twinkle, his activity becomes boring, monotonous. If he takes the initiative and does not allow patterns in his work, then he achieves serious success in education.

8. Improving the qualifications of the class teacher

Complex and multifaceted educational activities require regular and systematic work on professional development. Not only young, novice class teachers, but also experienced teachers who have worked at the school for many years need to improve their skills. It is impossible to achieve serious success in the upbringing of children if the educator will rely only on previously memorized pedagogical rules and methodological techniques.

Here are the basic requirements that any class teacher should know and fulfill.

Criteria for the effectiveness of the work of the class teacher.

The study of the results and effectiveness of the work of the class teacher is one of the most difficult issues of pedagogical theory and practice. The complexity is primarily due to the fact that the state, results and efficiency of its work are influenced not only by the conditions of the school itself, but also by the external environment in relation to it. In a "pure form" it is impossible to determine the result in this case.

To assess the effectiveness of the work of the class teacher, it is necessary to determine the appropriate criteria and indicators. There are two groups of criteria for the effectiveness of the work of the class teacher:

the first group - performance criteria, showing how effectively targeted and socio-psychological functions are implemented. The performance indicators reflect the level that the pupils of the teacher reach in their social development. And the second group - procedural indicators. They also reveal how the pedagogical activity and communication of the teacher is carried out, how his personality is realized in the process of work, what his working capacity and health are, as well as what processes of activity and communication of students he organizes.

However, indicators cannot be the same for everyone. They are specified by the participants in the pedagogical process, taking into account specific goals and objectives, and serve as a tool for introspection and self-evaluation of the class teacher, children, teachers, and parents. They should be specific enough, measurable, understandable for children and adults.

When studying the effectiveness of the work of the class teacher, it must be borne in mind that the dynamics of indicators may not be the same. Moreover, some of them may hardly change, and sometimes be worse than in the previous stage. The general conclusion is made on the basis of a comparison of all the obtained data characterizing the pedagogical process.

The question arises: "How often is the effectiveness of the class teacher's work assessed?". On the one hand, this is carried out constantly, when it comes to observation or the use of research methods that organically fit into the pedagogical process, and on the other hand, periodically, through specially organized “sectional” studies (for example, a questionnaire survey of students and parents). In this regard, we can talk about current, periodic, final, separated in time results.

For a deeper study of the work of the class teacher, it is advisable to take into account and analyze the information obtained in different periods and by various methods.

1 .2. ATcla interactionsenior leader with

studentami

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

In accordance with the concept of Academician R.Kh. Shakurov in management can be distinguished three levels of functions.

The first includes pedagogical and social humanitarian functions assigned by R.Kh. Shakurov to the target group. These functions are aimed at creating conditions for the social development of students, focused on helping the child, both in solving his actual personal problems, and in preparing for independent living. Among them, it is necessary to single out two that determine the main content of the activity of the class teacher:

- education of students

- social protection of the child from the adverse effects of the environmentatliving social environment

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

It is important to implement the function team building , acting not as an end in itself, but as a way to achieve the goals set for the class. One of the tasks of the class teacher is the development of student self-government.

The third group of functions expresses the requirements arising from the logic of the activity of the subject of management itself and the organization of students' activities in general. It includes the following functions: diagnostic, goal setting, planning, control and correction.

Implementation diagnostic function involves the identification by the class teacher of the initial level and constant monitoring of changes in the upbringing of students. It is aimed at researching and analyzing the personality and individuality of the child, at finding the reasons for the ineffectiveness of the results and at characterizing the integral pedagogical process.

Realizing the diagnostic function, the class teacher can pursue a dual goal: firstly, to determine the effectiveness of their activities; secondly, diagnostics can turn from a research tool into a tool for shaping the personality and developing the child's individuality.

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

The goals of the educational process determine the tasks of managing the process; they determine the tasks of managing the process of developing the child's personality. They can be divided into public and private. The general ones are specified in accordance with the main areas of social relations in which the child is included. Practical goals are transformed into the goals of organizing students' activities, i.e. to private.

The logic of goal-setting is reflected in the process activity planningaboutsti class teacher. Planning- this is the help of the class teacher to himself and the class team of the rational organization of activities. The purpose of the plan is to streamline pedagogical activity, to ensure the fulfillment of such requirements for the pedagogical process as regularity and systematicity, manageability and continuity of results.

In planning, close cooperation between the class teacher and the class team is important. The degree of participation of children depends on their age.

Planning should be what leads to the goal. Since the goals are defined as strategic and tactical, then the plans can be strategic, or long-term, and tactical, or working.

primary goal control and correction functions in the activities of the class teacher is to ensure the continuous improvement of the educational process.

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

Correction is always a joint activity of the class teacher and the class team as a whole, a group or individual students. The three functions listed above determine the content of the activity of the class teacher.

Realizing their functions, the class teacher selects the forms of work with children. First of all, they are associated with the organization of a variety of activities for children. It is possible to distinguish forms by types of activity - educational, labor, sports, artistic; according to the way the teacher influences - direct and indirect.

By the time of the form can be divided into:

Short-term (from several minutes to several hours)

Long-term (from several days to several weeks)

Traditional (regularly repeated)

By the time of preparation, we can talk about the forms of work carried out with students without including them in the preliminary work, the preparation of students.

According to the subject of the organization, the classification of forms can be as follows:

Children are organized by teachers, parents and other adults;

Activities are organized on the basis of cooperation;

The initiative and its implementation belongs to the children.

According to the result, all forms can be divided into the following groups:

The result is information exchange;

The result is the development of a common decision (opinion);

The result is a socially significant product.

According to the number of participants, the forms can be:

Individual (teacher-pupil);

Group (teacher - a group of children);

Mass (teacher - several groups, classes).

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

Group forms of work include business councils, creative groups, self-government bodies, micro circles. In these forms, the teacher manifests himself as an ordinary participant or as an organizer. Its main task is, on the one hand, to help everyone express themselves, and on the other hand, to create conditions for obtaining a tangible positive result in the group, significant for all team members and other people.

The collective forms of work of teachers with schoolchildren include, first of all, various activities, competitions, performances, concerts, hikes, tours, sports competitions, etc. Depending on the age of students and a number of other conditions in these forms, teachers can play a different role: a leading participant, an organizer; an ordinary participant in an activity that influences children by personal example; a novice participant who influences schoolchildren by a personal example of mastering the experience of more knowledgeable people; adviser, assistant to children in the organization of activities.

Organization of educational work in the classroom.

General social function education is to pass on from generation to generation knowledge, skills, ideas, social experience, ways of behavior.

In a narrow sense, upbringing is understood as the purposeful activity of teachers designed to form a person's system of qualities or any specific quality (for example, the education of creative activity). In this regard, education can be viewed as a pedagogical component of the socialization process, which involves targeted actions to create conditions for the social development of a person. The creation of such conditions is carried out through the inclusion of the child in various types of social relations in study, communication, play, practical activities.

When we talk about the impact of the teacher on the student in the framework of the implementation of their professional functions, then we call this pedagogical activity educational work . The educational work carried out by the class teacher includes the implementation of a set of organizational and pedagogical tasks to be solved in order to ensure the optimal development of the student's personality, the choice of forms and methods of education in accordance with the tasks set by the educators and the process of their implementation. In the educational work of the class teacher, it is necessary to highlight three main directionsenia.

First associated with direct impact on the student

The study of the individual characteristics of his development, his environment, his interests;

Programming of educational influences;

Implementation of a set of methods and forms individual work;

Analysis of the effectiveness of educational influences.

Second direction associated with creating an educational environment:

Team building

Formation of a favorable emotional atmosphere;

Inclusion of students in various types of social activities;

Development of children's self-government.

third direction suggests correction of the influence of various subbobjects of the child's social relations:

Social family assistance;

Interaction with the teaching staff;

Correction of the impact of mass media;

Neutralization of the negative impacts of society;

Interaction with other educational institutions.

The question arises as to what is the purpose and objectives of education. In general, all pedagogical goals can be conditionally divided into 2 interdependent groups: ideal and actual. Based on the real goals of education, it is possible to determine the actual tasks of educating students. Based on the fact that the result of upbringing is the social development of a person, which implies positive changes in his views, motives and real actions, we will single out 3 groups of educational tasks focused on the result of raising a child.

First group of tasks associated with the formation of a humanistic worldview. In the process of solving them, the process of appropriation by the child takes place. universal values, the formation of a person's humanistic views and beliefs.

The second group of tasks is inextricably linked with the first and is aimed at shaping the needs and motives of moral behavior.

Third group involves the creation of conditions for the realization of these motives and stimulation of the moral behavior of children.

The process of education should be focused on the result of education, which contributes to the formation of a person's sociality, that is, his readiness to participate in a complex system of social relations in the economic, political and spiritual spheres.

The main tool for solving educational problems are metoda and tricks education.

Under methods of education we understand the ways of interaction between teachers and students, in the course of which changes occur in the level of development of the qualities of the personality of pupils.

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

In order to influence the intellectual sphere to form views, concepts, attitudes, methods of persuasion, suggesting a reasonable proof of any concept, moral position, assessment of what is happening.

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

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

Incentive methods help to form the ability to correctly assess one's behavior, which contributes to the awareness of one's own needs - understanding the meaning of life, choosing the appropriate motives and their corresponding goals, i.e. what constitutes the essence of motivation.

Methods of influencing the emotional sphere involve the formation of the necessary skills in managing one's emotions, teaching self-management of specific feelings, understanding one's emotional states and the reasons that give rise to them. The method that affects the emotional sphere of the child is suggestion and related atyowe are attractions. Suggestion can be carried out both verbally and non-verbally. "To inspire - to influence feelings, and through them - on the mind and will of a person."

the process of suggestion is often accompanied by a process self-hypnosis: the child tries to inspire himself with this or that emotional assessment of his behavior.

Methods of influencing the volitional sphere suggest: the development of initiative in children, self-confidence; development of perseverance, the ability to overcome difficulties in order to achieve the intended goal; the formation of the ability to control oneself (restraint, self-control); improving the skills of independent behavior, etc. The dominant influence on the formation of the volitional sphere can have demand methods and exercises.

Methods of influencing the sphere of self-regulation are aimed at developing in children the skills of mental and physical self-regulation, developing the skills of analyzing life situations, understanding their behavior and the state of the people around them, and developing the skills of an honest attitude towards themselves and others.

Methods of influence on the subject-practical sphere aimed at developing in children qualities that help a person realize himself both as a purely social being and as a unique individuality.

Methods of influencing the existential sphere aimed at including students in the system of new relationships for them. In a school setting, it is useful to consider exercises to develop children's ability to judge based on the principle of justice, and even better - to solve the so-called dilemmas. Dilemma method It consists in a joint discussion by students of various moral problems. Questions are developed for each dilemma, in accordance with which the discussion is built, for each question the children give convincing arguments “for” and “against”.

The corresponding dilemma method is self-education method - reflection, meaning the process of thinking of an individual about what is happening in his own mind. It involves not only a person's knowledge of himself in a certain situation or in a certain period, but also the clarification of the attitudes of others around him, as well as the development of ideas about the changes that may occur.

The implementation of each method involves the use of a set of techniques that correspond to the pedagogical situation, the characteristics of students, and the individual pedagogical style of the teacher. At the same time, the implementation of various methods can be carried out using the same techniques.

parenting practices - these are pedagogically formalized actions, through which external stimuli appear on the behavior and positions of the student, changing his views, motives and behavior, as a result of which the reserve capabilities of a person are activated and he begins to act in a certain way.

In pedagogical theory and practice, there is some classification of methods of education.

First of all, stand out communication techniques, i.e. methods of communication between teacher and students. This includes such techniques as “role mask”, “continuous relay race of opinions”, “self-stimulation”, “improvisation on free theme"," improvisation on a given topic.

The second group of methods is related to organizational activities teacher, aimed at the existence of the situation around the student. This group includes the method of "instructing", "role distribution", "correction of positions", "self-dismissal of the teacher", "role exchange", "mise-en-scene".

Humor, a personal example of a teacher, changing the environment, turning to independent experts, etc., occupy a large place among the many pedagogical techniques.

There can be an infinite number of teaching methods. Each situation gives rise to new ones, each teacher from a variety of techniques uses those that correspond to his individual style. What works for one student may not work for another.

The educational work of the class teacher is multifaceted, and the choice of ways to solve educational problems depends on many factors, including the individual style of pedagogical activity.

1 .3. Interaction is coolth headand the student's family

The necessity and importance of cooperation between family and school has never been questioned. Parents are the first and main teachers of the child before he enters school and fulfill this role in the future. The effectiveness of the school in teaching children largely depends on how it interacts with the family.

Class teachers play a leading role in organizing cooperation between the school and the family. It is their work that determines the extent to which families understand the actions taken by the school in relation to the education of children, and participate in their implementation. One of the most important tasks of the class teacher is to promote unity, family rallying, establishing mutual understanding between parents and children, creating comfortable, favorable conditions for the development of the child. Its successful solution is possible if the educational work is based on the idea of ​​cooperation between teachers, parents and children.

Children, parents, teachers are members of one team. They are united by common concerns, problems, the result of the solution of which largely depends on the nature of their interaction.

Collaborative interaction between the family and the class teacher is based on the principles of mutual trust and respect, mutual support and assistance, patience and tolerance towards each other.

Joint activities of children, parents and teachers can bewithon foot if:

Children, parents, teachers are positively inclined to work together, they want to act together, they are aware of its goals and find personal meaning in it;

Joint planning, organization and summing up of activities are carried out; taking into account the desire and capabilities of the participants in the work, roles, functions, and areas of activity are distributed;

Situations of free choice by participants of various types, methods, forms and their position in joint work are created;

There are no impositions, pressure on children and parents; actions, the style of the teacher contributes to self-realization and self-expression of the participants in the activity.

Cooperation between teachers, students, parents is realized in various forms of joint activities. We list several forms of joint activity of students, parents and teachers used in practice.

class meeting :

This is a conversation of equal interested people. Problems reflecting the common interests of parents and children are discussed. The meeting is especially active and interested if group work, creative assignments, problem solving, discussion of situations from the life of the class are used. The meeting can take the form of a conference, debate, collective creative work.

Forms of cognitive activity :

public reviews of knowledge, creative reports on subjects, days of open lessons, a holiday of knowledge and creativity, tournaments of connoisseurs. In all these forms, there is a direct relationship between children, parents and teachers.

Forms of work :

designing an office, collecting waste paper, planting a memorial alley in connection with a significant event in the lives of children and parents, etc.

Leisure activities :

joint holidays, preparation of concerts, performances, competitions, competitions, KVN, home weekend clubs, parental schools of interest.

Thus, by organizing joint activities of parents and children, the class teacher ensures the formation of friendly and mutually interested relations in the family, attracts parents to solve the problems of children and the entire class team.

Parents, the class teacher are the educators of the same children, and the result of education can be successful when they become allies. At the heart of this union is the unity of aspirations, views on the educational process, jointly developed joint goals and educational tasks, ways to achieve the intended results.

Forms of interaction between the class teacher and parents - these are ways of organizing their joint activities and communication. Suitable combination collective, group and individual forms of interactiontwiya. For example, the discussion of any problem of upbringing at a parent meeting can be continued at individual meetings with parents, as well as at group consultations. We list the most common colle to active forms interaction between teachers and parents.

Parent meeting - the main form of work of parents, where the problems of the life of the classroom and the parent team are discussed.

Parent lecture hall introduces parents to the issues of education, improves their pedagogical culture, helps to develop unified approaches to raising children.

Evening of questions and answers is carried out after a survey of parents or grouping of problematic issues that arise in the upbringing of children and relationships with them.

Dispute - reflection on the problems of education - one of the forms of increasing pedagogical culture that are interesting for parents. It takes place in a relaxed atmosphere and allows everyone to join in the discussion of the problem.

Meeting with administration, class teachers should be carried out annually. Teachers acquaint parents with their requirements, listen to their wishes.

A particularly important form is the interaction of teachers with parentbteam. Together they are trying to form councils of affairs to organize work, taking into account the possibilities and interests of parents.

Group lessons may be of an exploratory nature. Also group lessons may be associated with teaching parents about classes and skills in organizing the activities of circles for children, club forms of work on weekends.

Collective and group forms of interaction permeate indus and visual forms . These include conversations, intimate conversations, consultation-thinking, the implementation of individual assignments, a joint search for a solution to the problem, correspondence. Individual work with parents requires much more effort and ingenuity from the teacher, but its effectiveness is much higher. It is in individual communication that parents learn the requirements set by the school for students and become allies of the class teacher.

From successful interaction all parties win. A positive result of cooperation for teachers is an increase in respect from parents and society as a whole, an improvement in interpersonal relationships with them, an increase in authority in the eyes of children, parents and school administration, greater satisfaction with their work, a more creative approach to it. For parents, the result of interaction is a better knowledge of children and school programs, confidence that their opinions and wishes are taken into account in teaching, a sense of their importance in school, strengthening the family and improving communication with children. For children, the payoff is clear. It manifests itself in a better attitude to school, to learning, in the development of their knowledge and skills, a successful social position.

1 .4. Class hour as a form of educational workaboutyou are with the studentsXia

One of the main forms of educational work with students is the class hour. The class hour can be called a specially organized value-oriented activity that contributes to the formation of a system of attitudes towards the world around schoolchildren.

There are three main educational functions of the classroom: etcaboutilluminating, orienting, guiding.

educational is that the class hour expands the circle of students' knowledge of ethics, aesthetics, psychology - sciences that are not reflected in the curricula. This enlightening function of the classroom is often referred to as the function of "exploring the world". Thanks to this feature, cool clocks can have a wide variety of topics, so they are very interesting for children.

Orienting consists in the formation of certain attitudes among students to the objects of the surrounding reality, in the development of a certain hierarchy of material and spiritual values. This function is the main one, it helps to evaluate the world. However, it is inextricably linked with enlightenment: it is impossible for a student to convey an attitude to an object of the world with which the student is unfamiliar. Most often, in class hours, they resort to familiarizing children with one or another phenomenon of life, precisely because it is necessary to educate children in a certain attitude towards them. Sometimes a class hour can only have an orienting function, when the teacher sets as his task the formation of one or another attitude. This happens at class hours when some famous event is being discussed; this also happens in class hours, on which student questionnaires are analyzed; such cool hours include discussion of movie articles, etc. It should be noted that it is rather difficult to conduct such a class hour: it is necessary to foresee the possible nuances of the relationships that the children already have and imperceptibly develop them in the desired direction.

guide helps to translate the conversation about life into the real practice of students, directing their activities. This function acts as a real impact on the practical side of the life of pupils. "Introduction" and "assessment" of the world should end with "interaction" with the world.

Most often, a class hour simultaneously has all three of these functions: it enlightens, orients, directs.

The purpose of the class hour is the end result that the teacher strives for in the system of educational work. And the task of the class hour is the result that the teacher plans to receive and receives at the moment. A task is a step in the overall movement towards a goal. A variant is possible when not one, but two or three tasks are solved at the classroom hour. Many class teachers make serious mistakes: they do not always see the difference between the goal and task of the class hour; and the tasks set by them then look like "tell about ...", "explain ...", "see ...", "discuss ...". After spending one class hour, the class teacher expects immediate results, without creating a system of appropriate influences in another area of ​​students' life; inventing the theme of the class hour, then they adjust the educational goal and tasks for it, they come from the event, and not from education. All these mistakes sometimes give rise to a formal educational event.

So, by organizing the value-oriented activity of schoolchildren with the help of a class hour, we thereby contribute to the transfer and development of social value relations in them, which are the main goal of this form of educational work.

It is necessary to prepare a class hour no less carefully than a lesson: think over the content, determine a clear structure, create an environment and prepare auxiliary material in advance. It is equally important to build the thematic system of a number of classroom hours so that they constitute the goal of the impacts. The methodology for organizing a class hour consists of three main areas: determining the content of a class hour, organizational design, and planning a series of class hours. The organization of a class hour should begin with the psychological preparation of students. Also, an important part of the overall organizational work is the preparation of the premises.

Class hours must be reasonable. The basic rule of time management can be formulated as follows: "The class hour must be completed before the students began to expect the end."

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1.4. Methods of education for the practical work of the class teacher

The study of schoolchildren by the class teacher is carried out using various methods. The most important of them are the following: daily monitoring of the activities and behavior of students in the course of studies and extracurricular activities, individual and group diagnostic conversations, studying the results of students' activities, visiting them at home, natural experiment, rating and method of competent assessments. How to use them in the process of educating schoolchildren? Daily observation of the behavior and activities of students.

The essence of this method is to observe students in various conditions educational and extracurricular work, to identify the features of their attitude to the implementation school duties, character traits, culture of behavior, etc. In order to draw generalizing conclusions on these issues, one must have facts and examples that characterize stable, not random phenomena. For example, when observing one or another of the students, the class teacher notices that in the classroom he cannot restrain himself and behaves restlessly, during breaks he runs screaming along the corridor, pushes his comrades, etc. it is logical to conclude that his discipline is insufficient. If teachers complain about a student that he cheats homework or does not do it at all, it must be assumed that he requires constant attention and help in improving homework. academic work. Such observations and factual material should be accumulated by the class teacher not only according to the students' academic performance, but also according to their moral manifestations, attitude towards socially useful activities, health and physical development, behavior in their free time, etc.

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

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

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

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

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

The study of schoolchildren is a continuous process. The class teacher not only pays attention to the behavior, character and various activities of his pupils, but also to the changes that occur in their development. That is why, using the methods discussed above, the class teacher also determines the dynamics that characterize the level of upbringing of schoolchildren and predicts further collective and individual work in the class. All this requires that it constantly record and accumulate data on the results of the study of students and deeply analyze them. A.S. Makarenko considered it necessary that the teacher keep a diary of the study of students, regularly record the most important facts of their behavior, see the trends in their development, and on this basis predict and design educational work.

For the practical work of the class teacher, the following classification of methods is most suitable

upbringing:

Methods of persuasion, with the help of which the views, ideas, concepts of the educated are formed, there is an operational exchange of information

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

Methods of exercises (taming), with the help of which the activity of the educated is organized and its positive motives are stimulated (various types of tasks for individual and group activities in the form of assignments, requirements, competitions, showing samples and examples, creating situations of success);

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

Effective activities, monitoring systems, contributes to the effectiveness of the work of the class teacher. CHAPTER II. METHODOLOGICAL RECOMMENDATIONS FOR THE USE OF INFORMATION COMPUTER TECHNOLOGIES WHEN ORGANIZING THE ACTIVITIES OF THE CLASS TEACHER The computer is the best friend In recent years, the world is changing so fast, and teachers cannot keep up with the rapid development of society, ...

His mistakes. 2. Forms of work of the class teacher with the student's parents According to their status, the class teacher in the school is the main subject of educational work with the parents of students. He develops the main strategy and tactics of interaction between the school and the family in the education of the student's personality; being a specialist in the field of pedagogy and psychology, he helps parents in resolving ...

His recommendations, parent survey sheets. Equip and decorate the meeting room. Based on this structure, the preparatory work was built. The class teacher determined the purpose of the meeting in accordance with its subject matter. The theme of the meeting is "Difficulties in adapting a child to learning in the 5th grade." The purpose of the meeting: To draw the attention of parents to the seriousness of the problem of adaptation; ...

Pedagogical education and counseling - organizing parent universities, lectures, conferences, seminars, parent associations at the school. 1.3 Content, forms and methods of joint work of the class teacher with parents Forms of interaction between the class teacher and parents are ways of organizing their joint activities and communication. Suitable combination...

Introduction

Chapter I Class teacher in a modern school

1.1 The class teacher at school, the specifics of his work

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

1.3 The purpose of training and education of the class teacher

1.4Education methods for the practical work of the class teacher

1.5 Mastery

1.6 Forms of work of the class teacher

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

1.8 Pedagogical tasks of the class teacher

1.9 The educational process and its patterns

1.10 Professional suitability of the class teacher

1.11 Teaching skill

Chapter II . Organizational and pedagogical work of the classroom

leader

2.1 The work of the class teacher in the study of students

2.2 Supervision of the class teacher for students

2.3 Team building

17 Innovation

Chapter III . The work of the class teacher to create and educate the student team

3.1 Creation of the student team

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

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

4.1 Work of the class teacher with teachers

4.2 Work of the class teacher with parents

4.3 Planning the class teacher of educational work.

Maintain class documentation

Conclusion

Literature

Introduction

The main structural element in the school is the class. It is here that cognitive activity is organized, social relations between students are formed. Representative functions in school self-government bodies are also most often performed on behalf of the class. In the classes, care is taken for the social well-being of students, the problems of students' leisure, primary team building are solved, and an appropriate emotional atmosphere is formed. For each class, starting from IV, one of the teachers successfully working in this class is attached by order to the school. This is the class leader.

The purpose of my term paper is to demonstrate the work of the class teacher in the classroom. What duties, functions he performs, the content and forms of organizational work. The class teacher performs by no means the last role in the school team.

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

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

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

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

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

The class teacher is a professional teacher, a spiritual mediator between society and the child in mastering the culture accumulated by mankind, organizing a system of relations through various types of educational activities of the class team; creating conditions for the individual self-expression of each child and the development of each personality, the preservation of originality and the disclosure of his potential abilities, the protection of the interests of childhood.

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

Chapter I .

Classroom teacher

in modern school

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

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

The main activity of the class teacher is the education of students and their rallying into a friendly team. Of course, in the center of his attention are the issues of educational work, raising the level of knowledge. But he approaches their solution primarily as an educator. It helps teachers to improve the quality of teaching.

The class teacher only partially directly organizes the children's life and activities. Parents, subject teachers, mentors, craftsmen, leaders of circles, sections, studios, who organize everyday life, educational and socially useful work, social activities, tourism, local history, technical and artistic creativity of schoolchildren, play a significantly larger role in this sense. The class teacher is responsible for the content of the educational process, its compliance with the goals of humanistic democratic education and the active participation of children in it. This requires diagnostics, a fairly complete awareness of the educator about the child's participation in various activities, his relationships in groups, the nature and content of communication, emerging needs and interests, incentives and motives for behavior. Based on the information received from the children themselves, from the direct organizers of their lives, the class teacher controls the state of educational relations, gives advice, and makes pedagogical adjustments throughout life.

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

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

Among the main qualities of the personality of the class teacher, first of all, one should name such qualities as communicative ideological content, social activity, moral maturity. These qualities, of course, are necessary for every teacher. But it is especially important to have them for the class teacher. After all, he educates his students not only by word, but also by personal examples, by his behavior. Not unimportant for the class teacher are such qualities of his personality as passion for the profession, humane attitude towards children, high demands on himself and his students. The class teacher also needs such qualities as communication, friendly disposition, politeness in communication. The success of the class teacher also depends on the availability of information knowledge and skills. It is especially important to have the ability to clearly, expressively, logically express your thoughts, to be able to convince, attract. The main qualities necessary for a class teacher include tact, endurance and self-control, responsiveness, observation, sincerity, resourcefulness, accuracy and external neatness. The success of the class teacher's work largely depends on his ability to have a number of applied, creative skills: the ability to sing, play musical instruments, dance, draw, read expressively. The class teacher is the closest mentor to the students in their class. It is designed to organize the life of schoolchildren, manage their development. His honorable work is the direct upbringing of children and youth, the formation of a cheerful, hardworking, physically and morally healthy generation.

The class teacher sets and implements uniform educational tasks. So, he seeks to accustom children to hard work, organization, truthfulness. But the ways, means and methods of achieving these tasks may be different depending on the individual characteristics of the students. Some need to be encouraged in time, others should be skillfully punished for violating the rules of conduct. And for this you need to deeply and comprehensively study them. The class teacher needs to know well about his students, understand them, be able to organize useful educational and social activities, taking into account their individual characteristics and interests. Knowing the students well will help to correct behavioral deficiencies.

The effectiveness and quality of the educational activities of the class teacher largely depends on the systematic work to improve their skills. In order to educate students well, they themselves need to be well educated and highly educated, constantly replenish and improve their knowledge and pedagogical skills. The most important form professional development of the class teacher is self-education. The systematic work of the class teacher to improve their skills ensures their constant movement to the heights of pedagogical skill.

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

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

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

In addition, many types of extracurricular work, such as, for example, the creation and education of a student team, the organization of socially useful work, numerous types of moral and artistic and aesthetic activities of students, are not directly included in the duties of teachers - district teachers and are assigned to the class teacher.

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

In a peculiar form, this institution also exists in modern schools in some foreign countries. In Belgium, for example, teachers do not educate and discipline students. Their responsibility is to ensure that students are fully knowledgeable in the subject they teach. Everything else is up to the teachers. They monitor order in the classroom and conduct extracurricular activities. This position is most often taken by young people, since in Belgian schools the majority of teachers are women.

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

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

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

1.2. The main functions and responsibilities of the class teacher

at school

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

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

educational (formation of personality and team)

communicative (organization of communication);

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

corrective (transformation, personality change);

ecological (protection of the child from adverse influences);

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

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

Stimulating-inhibiting function - makes it possible to activate the socially valuable activities of children and stop the negative ones. Improvisational and creative function - provides the class teacher with increased contact, communication efficiency, purposeful interaction with children.

The most important functions (from lat. functio - execution, duty) of the class teacher are the following: cognitive-diagnostic, organizational-stimulating, unifying-rallying, coordinating and personality-developing. Let us briefly consider the essence of each of them.

a) Cognitive diagnostic function(from lat. cognitio - knowledge, knowledge; diagnos - definition). It is connected with the need to comprehensively study the characteristics of the development and behavior of students and determine the level of their upbringing in order to take these features into account in the process of extracurricular work and implement an individual approach to their education and upbringing. The class teacher needs to know the state of health of students and physical development, the conditions of home education, the nature of their learning and upbringing, interpersonal contacts and participation in organized activities, their inclinations, abilities and interests, attitude to educational work and the dynamics of progress. The specified data must be brought to the attention of the teachers working in the class so that they take them into account in the process of teaching and educational activities.

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

in) Uniting-rallying function. This function stems from the fact that an effective factor in education is the cohesion of students, a healthy psychological microclimate in the classroom, friendly communication, caring for each other, and the influence of the student team. At that time, it is necessary to prevent the appearance of groups with a negative orientation in the classroom, creating conditions for exciting joint activities of students.

G ) Coordinating function class leader. It is due to the fact that, since, as noted above, the need to coordinate their pedagogical efforts in teaching and educating students, coordinating their activities and implementation unified approach to children. Similar work should also be carried out with the parents of students and involve them in joint educational work with the school. As problems for such work, there may be shortcomings in the home teaching of students, and various deviations in behavior, and the activation extracurricular reading etc.

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

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

These include:

a) a comprehensive study of students;

b) clarification and implementation of the rules of student behavior;

c) daily monitoring of student progress, monitoring their homework, as well as the regulation of the volume of homework;

d) periodic holding of student meetings in the classroom;

e) involvement of students in circle work;

f) organization of socially useful labor;

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

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

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

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

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

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

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

1. Pupils solve problems in the process of learning that are of interest and significance to them.

2. The class teacher feels congruent towards the students, i.e. manifests himself as a person as he is, expressing himself freely.

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

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

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

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

We can distinguish the following patterns of education .

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

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

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

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

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

Only in conditions of love and security does the child freely and freely express his relations and develop favorably. Therefore, education includes in its content a demonstration of love for the child, the ability to understand, help the child, forgive his missteps, protect;

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

As pointed out by L.S. Vygotsky, "a teacher with scientific point vision - only the organizer of the social educational environment, the regulator and controller of its interaction with each student.

Success situation- this is a subjective experience of achievements, the inner satisfaction of the child by the very participation in the activity, own actions and the result. Positive reinforcement is the most common condition for creating a situation of success.

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

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

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

1.4. Methods of education for the practical work of the class teacher

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

The essence of this method is to observe students in various conditions of educational and extracurricular work, to identify the features of their attitude to the performance of school duties, character traits, culture of behavior, etc. In order to draw generalizing conclusions on these issues, one must have facts and examples that characterize stable, not random phenomena. For example, when observing one or another of the students, the class teacher notices that in the classroom he cannot restrain himself and behaves restlessly, during breaks he runs screaming along the corridor, pushes his comrades, etc. it is logical to conclude that his discipline is insufficient. If teachers complain about a student that he cheats on homework or does not do it at all, it must be assumed that he requires constant attention and help in improving homework. Such observations and factual material should be accumulated by the class teacher not only according to the students' academic performance, but also according to their moral manifestations, attitude towards socially useful activities, health and physical development, behavior in their free time, etc.

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

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

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

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

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

The study of schoolchildren is a continuous process. The class teacher not only pays attention to the behavior, character and various activities of his pupils, but also to the changes that occur in their development. That is why, using the methods discussed above, the class teacher also determines the dynamics that characterize the level of upbringing of schoolchildren and predicts further collective and individual work in the class. All this requires that it constantly record and accumulate data on the results of the study of students and deeply analyze them. A.S. Makarenko considered it necessary that the teacher keep a diary of the study of students, regularly record the most important facts of their behavior, see the trends in their development, and on this basis predict and design educational work.

For the practical work of the class teacher, the following classification of methods is most suitable

upbringing:

Methods of persuasion, with the help of which the views, ideas, concepts of the educated are formed, there is an operational exchange of information

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

Methods of exercises (taming), with the help of which the activity of the educated is organized and its positive motives are stimulated (various types of tasks for individual and group activities in the form of assignments, requirements, competitions, showing samples and examples, creating situations of success);

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

1.5. SKILL

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

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

“I am convinced,” he wrote, “that it is as easy to teach to educate, perhaps as to teach mathematics, how to teach to read, how to teach a good miller or turner, and I taught.

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

Mastery also includes those pedagogical improvements that the class teacher (educator) carries out, drawing the necessary conclusions from the shortcomings, mistakes and successes made, enriching his methodological arsenal.

1.5. Form of work of the class teacher

The forms of work of the class teacher are determined on the basis of the pedagogical situation prevailing at school and in this class, the traditional experience of education; the degree of pedagogical influence - the level of development of students' personalities, the formation of the class team as a group in which the development and self-determination of adolescents takes place. The number of forms is endless: conversations, discussions, games, competitions, trips and excursions, competitions, socially useful and creative work, artistic and aesthetic activities, role-playing training, etc. At the same time, the most important task remains to update the content of educational activities that contribute to the emotional development of the student, his speech, and intellect; formation of skills of a critical attitude to information, including audiovisual.

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.

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

Consider in in general terms the essence and structure of the most relevant forms of work of the class teacher.

"Hour of Knowledge and Belief" is devoted to the analysis of the students' worldviews, political, moral, aesthetic ideals, value orientations. Taking into account the educational material mastered by schoolchildren, knowledge of current socio-political events, new phenomena in science and art, the class teacher with the children determines the topic of the interview, discussion, dispute. On the chosen topic, the educator himself and all students are preparing. Students make presentations, ask questions, express judgments and beliefs. During the discussion, the class teacher shares his thoughts. In the final part of the "Hour" he expresses his opinions, assessments of knowledge, considerations, views, beliefs of the children, gives them a clear idea of ​​what they have mastered well, what to work on, what moral, aesthetic views need to be rethought. Today, when in politics, economics, social sciences In art, many values ​​are being reassessed, all this analytical and evaluative work of the educator acquires a special meaning and significance.

During "Hour of Labor" children actively discuss the issues of restructuring the economic life of the country, which are accessible to their understanding, as well as the practice of their own labor relations in the team. "Hour of Labor" can turn into a kind of production meeting, which discusses the organization of work of high school students, product quality, the attitude of children to work, and the distribution of earned funds. If the “Hour of Labor” on general economic issues can be organized as a seminar, then on labor relations in a team it can be organized as a meeting or conference dedicated to urgent topical issues, contradictions and conflicts.

"Team Hour" » is a kind of form of meeting of the class team. It poses and comprehends the actual problems of the life of school-wide and class collectives, the state of self-government, the fulfillment of public assignments, collective relations, and the behavior of individual children. Together with the class asset, the educator identifies an urgent topic, studies the state of affairs. All the guys are specially preparing for performances: they study positive experience and shortcomings. During the "hour" a free discussion is held, the main conclusions and decisions are formed, topics and questions are put forward for the next "Hour of the team". When the “Hour of the Collective” is held as a reporting general meeting, authorized and responsible for the types of activity come forward with answers: headman, cultist, hozorg, fizorg, editor of the wall newspaper, tourist organization. The results of the competition, school duty, organization of self-service, evenings, hikes, physical culture and sports events are also discussed. During all discussions, the class teacher expresses his opinion in a tactful, unobtrusive manner. The final moment of the "hour of the team" is the expression of public opinion: the adoption of an agreed decision, appeal, recommendations, wishes.

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

"Family Hour" in terms of content, it is aimed at understanding the experience of family life. Schoolchildren discuss examples of the life of families in which they grew up prominent figures. Interesting people speak before them, their own parents, and the children themselves talk about their attitude to dads and moms, other family members, to household work, to spiritual communication in the family. It is important for the class teacher to understand what ideas about life are drawn in the family, how they are correlated with those acquired at school, in public organizations, from media sources. The class hour can be devoted to the problems of the street. Children should be given the opportunity to actively discuss their lives in the yard, in an informal group. How much time does the street take for the guys, with whom they are friends, what they play, what is the atmosphere, the content of relationships and communication.

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

1.7.The system of work of the class teacher and its main

directions

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

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

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

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

The main directions of the class teacher are:

1. The study of students and the class team: obtaining demographic, medical, psychological and pedagogical data (family, social and financial situation, health status, level of development, upbringing and learning, individual characteristics, etc.)

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

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

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

5. Organization of work with parents of students: systematic informing about the progress, behavior of students, visiting students at home, providing pedagogical education to parents, involving parents in educational work with students.

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

1.8. Pedagogical tasks of the class teacher

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

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

* analytical-reflexive tasks, i.e. tasks of analysis and reflection of the integral pedagogical process, its elements, arising difficulties, etc.;

* constructive and prognostic tasks, i.e. the tasks of building a holistic pedagogical process in accordance with the general goal of professional and pedagogical activity, the development and adoption of a pedagogical decision, predicting the results and consequences of decisions made;

* organizational and activity tasks - implementation tasks various options educational process, a combination of diverse types of pedagogical activity;

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

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

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

Another important task of the class teacher to ensure the integrity of the educational process is to coordinate the activities and establish relationships between the four leading teams: children's educational, teachers working with the class, parents and labor (basic enterprise). In the children's team, the class teacher contributes to the organization of student self-government, the establishment of business relations of responsible dependence, and the development of relations of interest. He interacts with children on the basis of respect, mutual exactingness, attentiveness, empathy, mutual assistance and justice. With a team of teachers working in the classroom, the class teacher exchanges information, agrees on common actions, requirements and joint forms of work. Interactions with the parent team are based on the exchange of information, the unity of requirements, the implementation of parent pedagogical general education, the participation of parents in certain forms of pedagogical work with children. Relations with the labor collective are organized as sponsorship, business and free communication.

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

1.9. Educational process and its patterns

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

Any educational task should be solved through the initiation of the child's activity: physical development - through physical exercises, moral - through a constant orientation to the well-being of another person, intellectual - through mental activity, etc.

Speaking about the activity of the child, we must imagine that it essentially depends on his motivations. Therefore, the teacher must first of all rely on the needs and motives of the child, determine what is the main thing for the child at the moment.

The second pattern determines the unity of education and education. Education is aimed at shaping the general culture of a person. At the same time, the development of the individual takes place, acquiring social experience, forming a complex of necessary knowledge, spiritual abilities. Considering the process of education and upbringing as a single process, it is necessary to single out the specifics of these two socio-pedagogical phenomena. Forming knowledge, a person develops; developing, he seeks to expand the scope of his activities and communication, which, in turn, requires new knowledge and skills.

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

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

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

The essence of the integrity of the educational process lies in the subordination of all its parts and functions to the main task: the formation of a holistic person (the development of the child's individuality and his socialization). This approach to the organization of educational work involves the implementation of the following conditions:

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

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

· thirdly, to ensure the unity of upbringing and self-education, education and self-education. At the same time, it is necessary to establish links between the elements of the pedagogical system. They are information communications (information exchange), organizational and activity communications (methods of joint activity), communication communications (communication), communications of management and self-management.

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

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

Principles always correspond to the goals and objectives of education, in accordance with the possibilities for their achievement.

1.10.Classroom professional suitability leader

Any professional activity requires from a person a certain inclination, the necessary physical and mental data, as well as appropriate personal development. For example, when selecting for a summer job, they check vision, hearing, reactivity of the nervous system, the ability to endure heavy physical exertion, etc. A person will not be enrolled in the fleet if he is not able to endure sea rolling. When appointing to many leadership positions, they take into account the organizational skills and abilities of a person, his communication skills. In the absence of mercy and high morality, a doctor is not able to properly fulfill his duties. No less important is the professional suitability of a person for pedagogical activity, for educating people. No wonder the outstanding Russian chemist D.I. Mendeleev wrote:

“It is necessary to call for pedagogical work, as for a maritime, medical, or the like, not those who seek only to secure their lives, but those who feel a conscious vocation for this work and for science and foresee their satisfaction in it, understanding the general need of the people. ".

The professional suitability of a person is nothing more than a necessary set of abilities, physical, neuropsychic and moral qualities that are required to master certain work functions and succeed in a particular area of ​​production or spiritual life. Therefore, it cannot be reduced only to the sum of knowledge, skills and practical skills that are acquired in the course of vocational training. Still needed, as noted above, the inclination to work, the presence of certain natural data and moral qualities.

Professional suitability for pedagogical activity is associated with a person's physical and mental health, the ability to withstand the effects of strong stimuli, show restraint, etc. Among the personal qualities that characterize the suitability for pedagogical activity, also include: a tendency to work with children, sociability (the desire and ability to communicate with other people), tact, observation, developed imagination, organizational skills, high demands on oneself. All this is quite amenable to medical and psychological-pedagogical diagnostics, certain testing. Unfortunately, when enrolling students in pedagogical institutes and the pedagogical departments of universities do not yet provide for the determination of their professional suitability, enroll all those who pass the necessary entry exams. That is why many teachers who are obviously professionally unsuitable end up in schools, which has a sharp negative effect on the education and upbringing of students.

1.11.PEDAGOGICAL SKILL

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

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

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

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

Pedagogical skill is the basis of the professionalism of the class teacher, without which it is impossible to work at school. It is based on sufficient theoretical and practical training of the class teacher, which is provided in pedagogical educational institutions and continues to be polished and improved at school. So, the class teacher needs to know how to prepare for classes, correctly determine the structure, content and methodology of conducting individual stages of the lesson, use the most important techniques for creating problem situations, maintain the attention and discipline of students in the classroom, combine various forms and methods of testing and evaluating knowledge, conducting frontal and individual work with students, etc. Somewhat simplifying the matter, we can say that the system of this knowledge, skills and abilities is to some extent determined by the normative courses of psychology, pedagogy and private methods, which are studied in pedagogical educational institutions and in the pedagogical departments of universities. Unfortunately, it cannot be said that all class teachers have a good command of these normative courses, which, of course, has a negative effect on their pedagogical activity.

II chapter

Organizational and pedagogical

class teacher work

2.1 The work of the class teacher in the study of students

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

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

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

The study of students requires knowledge of the psychological properties of the student's personality, as well as mastering the principles and methods of pedagogical research. Unlike theoretical teachers, the class teacher studies his pupils for purely practical purposes: it is better to know in order to educate better.

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

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

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

It is necessary to establish his attitude to learning and work: whether he studies conscientiously or dishonestly, what subjects he likes, how systematically he studies, whether he helps his classmates to study better, how independence is developed, etc., how he relates to physical labor, what kind of work he prefers, hardworking or lazy ; how he relates to tools and materials, how thrifty and accurate in work.

The success of the teaching largely depends on the talents and abilities of the student. Therefore, it is important to determine what abilities he has, what type of thinking and memory he has; whether he is observant, quickly or slowly learns educational material, whether he has imagination and wit; what he is interested in after school hours, how he spends his leisure time.

A special question for the study of the student is his attitude to social work: what assignments and how he performs; how developed initiative, responsibility, sense of duty.

1. Features of the general properties and qualities of the personality - the orientation of the personality, its moral character, character, temperament and abilities:

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

Student learning is not an end in itself. It enables the class teacher to predict the development of the student, to anticipate and prevent his difficulties in learning, to create the most favorable conditions for his development. The knowledge of the peculiarities of the mental development of the student is needed by teachers who teach him, and parents.

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

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

Experience in practice

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

There are students who do not show due perseverance in work, cannot force themselves to do homework. The conditions of family education, the state of health, the influence of those contact groups with which he is in constant communication, etc., affect the educational work and behavior of the student.

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

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

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

2.2.Supervision of the class teacher for students

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

Monitoring must be planned and systematic. It is important to outline an observation plan, in which to provide not only a program, but also the sequence, time and place of observation. Systematic monitoring implies the regularity of its implementation.

Observation is usually carried out in the natural conditions of education and upbringing, in various activities of students. Observing students in their lessons and the lessons of other teachers, the class teacher reveals the features of their cognitive activity, attitude to the subject, their interests and abilities, skills and abilities of educational activities, volitional qualities, etc.

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

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

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

A common form of recording the results of studying students is the pedagogical diary of the class teacher, which is used when compiling the characteristics of students and the class team.

2.3.Team building of the class

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

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

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

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

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

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

The team is united in the process of joint activities and communication. First of all, business relations arise in it - relations of responsible dependence. They are the core of the team. But interpersonal comradely relations between students soon develop, based on the mutual interest of schoolchildren. Gradually, another type of interpersonal relationship arises - selective relationships between friends in the class in accordance with personal sympathies.

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

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

So, the team is formed in active relations. It matures most intensively in creative, problematic activities, when schoolchildren do not just perform one or another task, but jointly solve complex, but feasible tasks. A.S. Makarenko insisted that more and more complex and exciting tasks be consistently put forward before the team. The team, in his opinion, lives in a promising, tomorrow's joy.

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

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

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

Formation and management of this real power education, however, presents considerable difficulties. The value judgments of adolescents are often based primarily on feeling and are not sufficiently understood. In addition, they sometimes develop latently, imperceptibly, and once rooted, they are firmly held in the minds of schoolchildren. An example of negative public opinion in school groups is the so-called psychology of a threesome - a deliberate overestimation of a three.

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

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

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

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

The exactingness of the primary team to the schoolchild is combined with the education of schoolchildren of friendliness, attentiveness and sensitivity in relations with each other. V.A. Sukhomlinsky wrote in this regard: “An indelible mark on the soul of the pupil leaves the sensitivity and care shown by the educators. But even stronger is the sensitivity and caring of the team. The task of the educator is to ensure that each child experiences a sense of gratitude to the team for sensitivity, for help in difficult times.

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

2.4. INNOVATION

The highest level of a teacher's professional activity is pedagogical innovation. “Innovation is new in the creative activity of people; activity of innovators. The very same concept comes from lat. novator, which means a renovator, a person, ideas, techniques in a particular field of activity.

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

Let's look at an illustrative example:

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

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

Only a loving teacher can be a favorite teacher.

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

The work of the class teacher to create and educate the student team

3.1. Creation of a student team

Only by rallying students into a friendly and efficient team, it is possible to successfully carry out their education and upbringing. The main questions of the methods of organizing and educating the student body are covered in detail in a special chapter on this topic. Therefore, here it is necessary to touch only on some features of the work of the class teacher in this direction.

The creation of a student team, as well as education in general, must begin with getting to know the students. When starting to work with the class, the class teacher needs to look at the personal files of students, talk with teachers, analyze the class journal for the previous academic year and get a general idea of ​​​​the progress, positive aspects and shortcomings of the class in order to determine a more correct approach to the organization of educational work.

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

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

The asset usually consists of the best students who study well and are respected among their comrades. Activists should be regularly briefed and assisted in the tasks ahead. It is necessary to explain in detail what duties are assigned to the head of the class, the heads of various commissions. But this is not enough. The practical assistance of the class teacher in the work of the asset is important. Therefore, it is necessary to teach activists how to develop planned activities, help them in the distribution of public assignments and give advice when certain difficulties arise.

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

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

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

EXPERIENCE IN PRACTICE

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

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

These are some of the features of the work of the class teacher in creating a student team. At the same time, a variety of work is being carried out to comprehensively educate students and, in particular, to improve academic performance, moral and aesthetic education, as well as to develop industriousness.

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

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

labor and moral education of students

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

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

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

The responsible area of ​​activity of the class teacher is moral and labor education. With the help of various extracurricular activities (conversations, lectures, reports, student evenings, etc.), he introduces students to the modern life of the country, various social events in the country and abroad, conducts debates on moral topics, literary and artistic evenings, etc. .l However, social and moral education cannot be reduced only to verbal forms of work. Public work and labor activity should be of great importance here. To this end, various types of socially useful and productive work of students, self-service work, collection of medicinal plants, feasible participation in the improvement and repair of the school, as well as work on industrial enterprises, work is underway on vocational guidance.

The functions of the class teacher include the organization of cultural and mass work and leisure of students, their involvement in recreational and sports activities. The class teacher, together with the school doctor, conducts sanitary and hygienic education of schoolchildren, takes care of preventive vaccinations and medical examinations, and participates in the organization of sports competitions and holidays.

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

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

Labor is an equivalent subject of the curriculum. True, in recent years, in most schools, work has been in decline. This is due both to the general socio-economic situation, and to common development society. In this regard, labor training requires a radical restructuring. Labor must assume a broader function than, but not excluding, the preparation of children for work in production. This is where I see the future. labor training.

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

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

Many teachers work in schools who achieve high quality teaching and upbringing, creatively approach the methodological side of the educational process, enrich best practices and make a significant contribution to the development of the theory and practice of the educational process. Many of them were awarded the honorary titles of "Honored Teacher", "Teacher Methodist", "Senior Teacher".

In the context of reforming and renewing our society, the role of the teacher in these processes can hardly be overestimated. In many respects, the education of the people, its culture and morality, as well as the direction of the further development of society depend on it. Currently, a number of measures are being taken to improve the professional training of teachers in pedagogical institutes and universities. In particular, their creative and practical training is intensified in those disciplines that will be the subject of teaching at school, the study of psychological and pedagogical disciplines is significantly expanded and their theoretical and practical orientation is deepened. The mechanisms for selecting applicants for enrolling them to study at pedagogical institutes and universities are being improved. They run undergraduate courses. Measures are being taken to ensure that the salary of a teacher is not lower than the average monthly salary of workers and employees of other professions.

But social status and the prestige of the teacher, the class teacher to a large extent depend on him, on his erudition and quality of work. This is not a simple matter. Teaching is one of the most complex activities. And here, before the teacher, the class teacher, a series of professional problems. The appeal of pedagogical theory to the class teacher does not at all reduce the difficulties that he encounters in his work. The point here is the following. The theory contains generalized provisions on how to educate and educate students; it fixes general methodological ideas about the approach to children, about taking into account their age and individual characteristics. Practice, on the other hand, appears in a wide variety of the concrete and the individual, and often raises questions to which theory does not always provide direct answers. That is why a great practical training, experience, pedagogical flexibility and the ability to creatively approach the solution of emerging problems are required from the class teacher, the teacher, which in general determine the level of his professionalism.

Work of the class teacher with teachers

and parents

4.1. Work of the class teacher with teachers

Carrying out educational work with students, the class teacher should maintain close contacts with teachers in order to establish uniform requirements for students and improve the quality of the educational process. What form does this work take?

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

The active life position of the student is manifested in his conscious and interested teaching. “Learn with integrity! should be the rule for all students.

To educate such an attitude to learning is the business of all teachers and parents, but the class teacher has his own opportunities in solving this problem.

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

The class tutor studies learning difficulties and, together with parents and teachers and the class asset, eliminates them. Some students need extra classes, others in increased control, still others in increased attention and even treatment, fourth should be taught the methods of mental work It is important to organize mutual assistance between students in the class. It is carried out on a voluntary basis in the form of comradely cooperation.

The classroom mentor, in unity with the teachers, forms a cognitive interest in students. It contributes to the inclusion of students in the work of subject circles, organizes conversations on scientific topics and meetings with scientists, the active class under his leadership promotes popular science literature, etc.

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

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

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

In the organization of extracurricular, out-of-school work of the class team, leisure and vacation activities, the class teacher actively interacts with the organizing teacher. 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 the support of the teacher-organizer, the class teacher attracts representatives of culture, sports, and the public to work with the class.

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

Widespread in general educational institutions are various children's public associations that contribute to the inclusion of children and adolescents in new social relations; their self-realization, the manifestation and development of civic and moral positions, the socialization of the individual. In this direction of activity, it is important for the class teacher to decide in cooperation with the senior counselor. In particular, joint efforts are organized to inform students about existing children's and youth public organizations and associations.
To successfully address the issue of education, upbringing and development of the child's personality, it is necessary to actively interact with all participants in the educational process, differentiation, integration and coordination of pedagogical work in a single educational space and sociocultural environment. In this connection pedagogical council general educational institutions, when determining the functions of the class teacher, it is necessary first of all to clearly identify his rights, duties and responsibilities, correlating them with the official duties of other participants in the educational process.

4.2. Work of the class teacher with parents

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

The class teacher organizes all his activities with parents through the class parent committee, as well as through teachers working in this class. The functions of the parent committee of the class are basically the same as those of the general school, but here special attention is paid to an individual approach to the parents of students, the study of students, the implementation of measures to eliminate the causes of poor progress and shortcomings in behavior, the development of creative activity of students, the contacts of the committee with all teachers working in this class.

The elements of the system of work with parents are: the study of the family, its way of life, microclimate, the nature of educational activities; establishing and maintaining uniform requirements of the school and family in the upbringing of children; consistent psychological and pedagogical education of parents; systematic mutual informing about the progress of the student's development; joint decision-making that contributes to the successful education and upbringing of children; providing practical pedagogical assistance to parents, if necessary; assistance in establishing family relations with the public in order to improve the upbringing of children; involvement of parents in extra-curricular educational work with students at school and outside it.

Working with parents requires from the class teacher the ability to establish trusting and business relationships with them, pedagogical tact, endurance, consistent and relentless attention.

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

The main thing in the work of the class teacher with parents is to ensure the unity of the requirements for the upbringing of students from the family and the school, to create normal conditions for their home teaching and to direct the educational activities of the family. The content and main forms of work of the school with the family are disclosed in a special chapter on this topic. Therefore, here we will limit ourselves to highlighting only some issues of the activity of class teachers in maintaining ties with students' parents.

Parents, according to the methodical letter “On the work of the class teacher”, are a kind of collective that is constantly acting and organized on a voluntary basis. Like any collective, it must have its own organization, management bodies, authorized persons, distribution of duties. The class teacher in all work relies on this team, primarily on its highest body - the parent meeting. The parent meeting elects its working body - the parent committee.

At the school and Soviet family a single educational goal is the comprehensive development of children. They have common approaches to education, in many ways common methods and means of pedagogical influence, general ideas about the results of education.

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

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

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

Inviting (rather than calling) parents to school and visiting them at home are carried out according to prior arrangement. The class teacher informs parents about the success of the student, focusing their attention on the positive, talks about the difficulties and failures of the student, trying to find out the reasons and motives for weakening in school, jointly determine the methods of pedagogical assistance. The teacher uses meetings with parents to study the family.

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

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

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

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

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

Sanitary and hygienic regime of a schoolchild in the family;

Acceleration and its impact on the education of students;

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

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

Influencing the educational activities of the family, the class teacher at the same time relies on parents in carrying out educational work with students. On his initiative, parents often take patronage over "difficult" students who are not properly influenced by the family. Parents - specialists in various fields of knowledge and professions - conduct conversations with students on medical, patriotic and industrial topics, take part in organizing excursions, literary and artistic evenings, etc. Some parents conduct circle classes in manual labor, aircraft modeling, and technical creativity.

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

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

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

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

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

A special task of the class teacher is to help parents in the economic education of children. Studies have shown that teenagers and even high school students, as a rule, do not participate in the distribution of the family budget. Some parents consider money to be an evil that children should face as late as possible. Others, on the contrary, reliably supply children with money, “reward” them with money for education and services. Still others give out money for accumulation, borrow money from children, and then give it back with interest, and so on.

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

Nothing contributes to the rapprochement of the school with the family as inviting parents to talk with students, to lead circles and sections. At the same time, the authority of parents increases, and the interest of their children in school is also noticeably increased.

An essential element of school management is the coordination of the activities of class teachers to maintain and strengthen ties with the family, as well as the organization of this work on a schoolwide scale. However, since these issues are covered in the chapter on working together between school, family and community, they do not need to be discussed in detail here. It should only be emphasized that the issues of improving family education should be discussed at teachers' councils, in methodological associations (sections) of class teachers, and also help in the work of parent committees. The personal responsibility of all school leaders, teachers, class teachers, educators of extended day groups for the successful performance of their official functions.

4.3.Planning by the class teacher of educational

work. Maintain class documentation.

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

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

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

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

In practice, the following structure of the plan was established: the characteristics of the class, the tasks of education, the system of educational activities.

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

At the beginning of the plan, a description of the class is given, which reflects the state of upbringing of the class team and individual students. The degree of cohesion of the team, the effectiveness of public opinion about it, the ratio of the asset and the rest of the class, i.e. the degree of development of the activity of all students, the quality of students' knowledge, the nature of mutual assistance within the team, deviations from the norms of behavior on the part of individual students and their causes. The dominant interests of students and other features of the class are also indicated. The characteristic serves as the basis for concretizing the tasks of education for a quarter.

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

The tasks of education can be detailed in such a way that they correspond to the sections of the plan. Assign tasks to certain types educational work is inappropriate, as this can lead to formalism, because any work in the classroom is aimed at the comprehensive development of students.

Systematism in educational activities is one of the main requirements for the work plan of the class teacher. First of all, it requires the establishment of continuity in educational work between classes. Taking into account the age characteristics of schoolchildren in education is the most important principle of planning work with the class. A good guide in this case is the manual "The Approximate Content of the Education of Schoolchildren". These features are taken into account in the following areas:

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

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

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

G) from simple executive work to independent social activity. By implementing continuity, the class teacher prevents harmful "marking time", gradually complicates the tasks and forms of educational work (which does not allow the weakening of students' interest in the social life of the school and class), taking into account the progress in the development of students. When students move from class to class, the teacher provides a constant update of the types of educational work, giving students a lot of room for independence and initiative, expanding self-government of students.

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

Here is an approximate form of the manager's work plan for the academic quarter:

It is recommended to include the following sections in the plan: socio-political education, the formation of a conscious attitude to learning, moral and legal education, labor education and career guidance, aesthetic education, strengthening the health of students, work with parents. Other sections and their other sequence are also possible. In this case, the program “Approximate content of the upbringing of schoolchildren” can serve as a guide, which varies the composition and sequence of sections depending on the age of the students. It is useful to include in the plan the section "Socio-psychological study of students." This section provides for the observation of students at school, outside it, familiarization with the conditions of life and upbringing in the family, etc.

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

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

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

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

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

However, a preconceived “program” does more than just make our behavior meaningful. If it is compiled and fixed in the mind of a person, it encourages him to perform the intended actions and deeds, giving them a strong-willed character.

The more complex human activity and the longer it covers, the more important is its preliminary thinking, programming or, in other words, planning. It is these types of activities that include pedagogical activities and, in particular, the educational work of the class teacher. It is always calculated for a more or less long time, is associated with the simultaneous solution of many problems and tasks, and if it is not forecasted in detail and carefully planned, success will not be achieved. To work without a plan means, as a rule, to follow the events. To work according to a pre-conceived plan means to direct events, create educational situations and give purposefulness and effectiveness to pedagogical work.

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

a) the plan should provide for a variety of activities and types of work that would contribute to the comprehensive development of students;

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

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

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

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

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

First stage. Starting to draw up a plan, it is necessary first of all to determine the level of upbringing of the class, its positive sides and disadvantages. It is important to study the shifts in the life and work of the class, the level of development of the team. For example, progress has been made in the cohesion of the class, in the holding of exciting extra-curricular activities. So, relying on these positive aspects, we need to take care of organizing a more meaningful practical activity and giving it the character of interesting prospects, thus realizing the "law of motion" of the team.

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

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

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

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

a) conversation “Compliance with the daily routine is a feature of a cultured person”;

b) conversation "Techniques for active reproduction of the studied material in the preparation of homework";

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

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

e) participation in the improvement of the school territory, planting decorative bushes;

f) a joint meeting of students and parents on the issue "On the participation of schoolchildren in domestic work";

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

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

i) preparation literary evening"Motherland - in poetry";

j) participation in the sports competition of the school under the motto "Olympic Reserve";

l) conducting once a week a review of newspapers on the topic "How does the world live?"

Third stage- development of measures to solve the leading educational problem. "Increasing student responsibility for doing homework":

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

b) a conversation with students "Basic rules for doing homework";

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

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

e) conducting two practical classes on doing homework in mathematics and the Russian language;

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

Fourth stage- Drawing up a plan of educational work. If the necessary activities for the academic quarter or semester have been developed, they must be arranged in the chronological order in which they should be carried out. It is good to use such a plan, because it is clear what needs to be done and when.

All this work is carried out by the class teacher himself. But the drawn up plan must be discussed with the students, it is imperative to acquaint them with the leading task, to which they should pay special attention. Naturally, it is necessary to take into account the suggestions of students, to justify the planned activities.

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

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

The plan should optimally combine verbal and practical methods work. Giving preference to the organization of students' activities, one should not underestimate the role of clarification and ideological and moral enlightenment.

Co-operation and mutual assistance of class teachers should be encouraged. A conversation well prepared by the teacher can be conducted in several classes. The knowledge and experience of the teacher, valuable for the education of students, should not be limited to the framework of one class. By activating this pedagogical reserve, the team of teachers will save their strength.

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

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

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

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

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

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

CONCLUSION

Most of the educational work is provided by the school. The school has qualified teachers and builds educational work on a scientific and pedagogical basis.

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

The school is an exceptionally complex and highly ramified mechanism in its internal structure, which can function successfully only if each of its individual links and subdivisions act in a coordinated and efficient manner. It is difficult, for example, to achieve high results in training and education if the teaching staff of the school does not have a single line and consistency in work, if it is not united by clearly defined goals. No less important is the properly organized interaction of all parts of the student team, the degree of its influence on the study and behavior of schoolchildren. All this indicates huge role development scientific foundations management of the school and its teaching and educational work.

The implementation of the law on education also requires explanatory work among parents and young people about the ways of obtaining education. To this end, the school organizes parent meetings, talks, lectures and reports on these issues, collective and individual consultations for parents and students on vocational guidance. An important place in this direction is occupied by the expansion and strengthening of the educational and material base of the school. With the help of sponsoring enterprises, teachers equip classrooms, create a backdrop for textbooks and teaching aids for students to use free of charge, strengthen the basis for labor training and education, and so on.

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

With frontal control, the work of several teachers or the entire teaching staff is studied in order to solve all the main tasks of training and education. In this case, the lessons of teachers who are attended by the principal and his deputies are analyzed in terms of their content, methodological organization and educational orientation, as well as the quality of knowledge and behavior of students.

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

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

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

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

In the article "Psychological Science and the Matter of Education" S.L. Rubinshtein wrote: "The pedagogical process, as the teacher's activity, forms the developing personality of the child to the extent that the teacher directs the child's activity, and does not replace it." The formation of personality occurs mainly in the process of one's own activity, one's own actions. Therefore, the main task of the class teacher is to ensure that the role of self-education in the formation is as large as possible.

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

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

LITERATURE 1. Kharlamov I.F. Pedagogy: Textbook.-4th ed., Revised. and additional – M.: Gardariki, 2002. 2. Krol V.M. Psychology and Pedagogy: Textbook for tech. universities. – M.: Vyssh.shk., 2001. 3. Likhachev B.T. – Pedagogy: Course of lectures / Textbook for student teacher. Proc. Institutions and students of IPK and FPC. -4th ed., revised. And additional - M .: Yurait, 2000. 4. Pedagogy: Proc. Allowance for students ped. In-tov /. Under the editorship of Yu.K. Babansky.- M.: Enlightenment, 1983. 5. Pedagogy: Textbook for students of pedagogical in-tov / Yu.K. Babansky - 2nd ed., add. And a reworker. - M., Enlightenment, 1988. 6. Stolyarenko L.D., Stolyarenko V.E. – Psychology and pedagogy for technical universities. Series "Textbooks for technical universities", Rostov N / D: "Felix", 2001. 7. Shchurkova N.E. The program of education of schoolchildren - M., 1998. 8. Karakovsky V.A., Novikova L.I., Selivanova N. Education? Education... Education! - M., 1996. 9. Bondarevskaya E.V. Value bases of personality-oriented education. // Pedagogy. 1995. No. 4. 10. Agutov P.R. Technology and modern education// Pedagogy. -1996. - No. 2/. 11. Anikeeva N.P. Education by game: Prince. for the teacher. - M .: Enlightenment, 12. Afanasiev V.G. Consistency and society. – M.: Politizdat, 1980. 13. Fridman L.M., Kulagina I.Yu. "Psychological handbook of the teacher".

Raising children is a risky business, because in case of success, the latter is acquired at the cost of great labor and care, in case of failure, grief is incomparable with any other.
Democrat

The combination of the words "class teacher" is clear to those who have already graduated from school, and to those who are still studying in it. It often happens that all memories of the school are somehow connected with the name of the class teacher. Today there are different opinions on this matter. Many educators believe that a class teacher is needed only if he treats his work informally and responsibly. But how to do it? What areas of work with the class should be a priority for the class teacher? What are the main functions in each direction? What diagnostic and corrective methods will help to make this area of ​​work of the class teacher effective? Recently, a lot has been said and written about the problem of the class teacher.

Do schools need classroom teachers? (see annex 1)

Class teacher through the eyes of children and parents.

Interestingly, the results of sociological research on this issue were carried out by me personally. They were held among children and their parents in an ordinary secondary school in the city.

A total of 1080 people were interviewed. 80% of the answers indicate that the role of the class teacher is difficult to overestimate, especially in our time, when parents are busy maintaining the financial situation of the family, simply speaking, getting a piece of bread, communication with the child is spent a minimum of time. This is confirmed by 60% of the surveyed firs. Answering the question: "How much time do you devote to communicating with own child?", parents give the following figures: 2 hours a day - 10%; 1 hour - 40%, other 50% calculate the time to communicate with the child in minutes: 40-60 minutes - 30%; minutes a day - 20%. 20% of parents explain and justify themselves by professional employment, an increase in the amount of working time.

At the same time, 10% of the parents surveyed believe that the institution of class teachers has become obsolete. But the analysis of the survey showed that these 10% are families in which they either do not work and are engaged in upbringing themselves, or the child has an individual educator in the person of a governess, etc.

Thus, we can conclude that the role of the class teacher, according to most parents, is important and necessary.

How do the children themselves assess the role of the class teacher? The opinion of the majority (70%) of the tenth graders who participated in the survey can be determined by the following calls: "a class teacher is a person who always helps in difficult moments of your life", "a class teacher knows your strengths and weaknesses and helps to correct and improve them" , the class teacher helps to communicate with parents and teachers.

Thus, our children also believe that a class teacher at school is a necessity.

In today's school, priority is given to education, not upbringing, associations of class teachers have practically ceased to function, organizational and methodological assistance to class teachers is insufficient.

The activity of the class teacher is seriously hampered by the high number of class members.

The class teacher is a professional teacher who is for a growing person:

• a spiritual mediator between society and the child in mastering the foundations of human culture;
• protector from moral degradation, moral death;
• organizer of cooperation relations in various types of joint activities of the classroom team;
• organizer of conditions for self-expression and development of each child,
• carrying out (together with a psychologist, social pedagogues) correction of the process of his socialization;
• assistant, consultant in the organization of daily life and activities, in
• understanding the socio-economic, political life society, in professional orientation;
• coordinator of the efforts of teachers, families, society - in a word, all educational
• institutions of society influencing the formation and development of pupils;
• the creator of a favorable microenvironment and a moral and psychological climate in a children's and adolescent team, association, group.

The work of the class teacher 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 in social life, based on a personality-oriented approach, taking into account the urgent tasks facing the teaching staff of the school, and the situation in a classroom 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.

Functions of the class teacher.

The class teacher is faced with the task of integrating the efforts of all teachers aimed at the implementation of these functions. To achieve this goal, it is necessary to solve a number of particular problems related to building relationships between students and their peers in the classroom that is, with the implementation of socio-psychological functions.

Main purpose organizational function- support for a positive children's initiative related to the improvement of the life of the region, the microenvironment, the school and the schoolchildren themselves. In other words, the emphasis is not so much on the organization of students by the class teacher, but on helping them in self-organization. The class teacher organizes the cognitive, labor, aesthetic figurative activities of schoolchildren, as well as their free communication.

It is important to implement the function team building, acting not as an end in itself, but as a way to achieve the goals set for the class. One of the tasks of the class teacher is development of student self-government.

The third group of functions expresses the requirements arising from the logic of the activity of the subject himself. management and organization of activities students in general. It includes the following functions: diagnostic, goal-setting, planning, control and correction.

Implementation diagnostic function involves the identification by the class teacher of the initial level and constant monitoring of changes in the upbringing of students. It is aimed at researching and analyzing the personality and individuality of the child, at finding the reasons for the ineffectiveness of the results, and at characterizing a holistic ethical process.

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

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

In planning, close cooperation between the class teacher and the class team is important.

Organization of systematic work with the class team and each student.

In recent years, the main requirement for the class teacher and his most important task is organization of systematic work with the class team and each student. His work is aimed at the formation and manifestation of a unique individuality, the "face" of the class community. At the same time, the class teacher takes care of the position and place of the class in the school community, facilitating inter-age communication. This work is energy-intensive, energy-consuming, according to leading teachers, the most difficult, requires constant dedication and self-improvement. In modern conditions, it is very difficult for a class teacher to move from a variety of necessary forms and directions of educational work to a systemic, effective activity.

On my own experience, I will try to describe the activities of the class teacher.

Our team solves the problem of introducing moral and aesthetic technologies into the educational process, which help to maintain the physical, spiritual and psychological health of the class teacher and create more comfortable conditions for his activities.

The work of the class teacher begins with diagnostic activity. Why a class teacher? Indeed, in many schools there are psychological services. However, no matter how qualified a school psychologist is, he will not be able to carry out an individual approach to each of several hundred children. His research and recommendations will be of a general nature. In this situation, the diagnostic activity of the class teacher is of great importance. First, as a teacher, he has professional psychological training. Secondly, he works with a relatively small number of children and meets with them daily. There is a lot of methodological literature, based on which the class teacher can create his own system for diagnosing the development of the personality of the student and the children's team. The school psychologist will act as a coordinator and consultant here, as well as monitor the results of the work and carry out the necessary correction. Not every class teacher has a system of such research. Most often they are carried out sporadically, formally, and do not give a clear idea of ​​the features of the development of an individual student and the team as a whole.

The development of a diagnostic system and work on it allow the class teacher not only to get to know the children well and trace their development, development as individuals, but also the psychological situation in the class, determine the prospects for further development, methods of interaction with various groups of students and individual students.

Diagnostic activities under the program are carried out subject to the following conditions:

• research is aimed at identifying the developmental features of each child;
• diagnostic results are compared only with previous results of the same
• student to determine the degree of his progress in development;
• the study of the personality of the student and the student team is carried out throughout
• all years of schooling;
• the prospects for the development of the student and the team are determined;
• research is of a complex systemic nature;
• 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 techniques, but also through individual conversations, observations, conversations with parents, teachers.

In this regard, the pedagogical councils of general educational institutions, when determining the functions of the class teacher, must first of all clearly identify his rights, duties and responsibilities, correlating them with the official duties of other participants in the educational process.

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

With subject teachers: joint development of general pedagogical requirements and approaches to children in the educational process based on the goals of the educational institution; representing the interests of their pupils at the pedagogical council; involvement of teachers in work with parents; the inclusion of students in their class in the system of extracurricular work in subjects: a variety of subject circles, electives, issue of subject newspapers, joint organization and participation in subject weeks, theme evenings and other events.

With a teacher-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 to decide on the choice of a future profession; coordinates the choice of forms and methods of organizing individual and group educational extracurricular activities.

With teachers of additional education. 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 a 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 a social teacher, he 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.

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.

In his work, the class teacher constantly takes care of the health of his pupils, using the information received from medical workers educational institution.

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

In our team, almost every class teacher tries to compose class pass, which includes:

• the topic of educational work on which the class teacher is working;
• class data; its features and traditions;
• successes and achievements of the class;
• work with an asset class or to improve co-management;
• work with the parent committee of the class;
• the analysis of the attended events of this class and the provided methodological and consulting assistance are recorded.

Such a document allows you to monitor the success of educational work for several years. Very important for the work of the class teacher in modern conditions is operational work with information, its systematization and preservation.

To this end, classes are held at the school to teach class teachers the basics with various computer programs. This facilitates the work and saves the class teacher's time.

A new undertaking in our school as part of the ongoing intellectual marathon was the design of a portfolio of students, which contains information about all the student's victories in competitions, olympiads and competitions in the school, city and region, both intellectual and creative, sports. This work is very important for a student today in the system of pre-profile (profile) training; is an incentive for the student to prepare for a future profession.

School-wide traditional activities and new creative endeavors also help to coordinate the activities of class teachers. And the degree and quality of class participation in all school affairs are reflected in a special table scheme, which is a kind of mirror and allows each class teacher to introspect their own successes and the reasons for their absence.

The effective work of the class teacher is unthinkable without a close relationship with the parents. At the class level, this is the preparation of parent meetings, various events, at the school level - holding parent lectures, which are prepared by class teachers together with various specialists, incl. school psychologist, social pedagogue, doctor,

school administration. The material of such lectures is very useful for class teachers for analytical activities, and parents, seeing not only general theoretical, but also targeted training, react more vividly and interestedly to solving the problems of the class and the school.

One of the most important social institutions of education is the family. The work of the class teacher with parents is aimed at cooperation with the family in the interests of the child, the formation of common approaches to education, the joint study of the personality of the child, his psychophysiological characteristics, the development of requirements that are essentially close, the organization of assistance in learning, physical and spiritual development of the student. The class teacher attracts parents to participate in the educational process in a general 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 beyond.

In addition, class teachers involve parents in holding such traditional school events as "All professions are important", "Flower Festival", together with moms and dads for Mother's Day, creativity of young talents, Health Days, theatrical holidays.

In the class (school) is planned to start Chronicle of GOOD DEEDS, which will be performed not only by students, but also by their parents. "A school is a family where everyone needs each other, where there is no division into good and bad." Yes, and all the work that the class teacher (school) conducts with parents contributes to the formation responsible parenting not only for the birth, but also for the upbringing of children. It is very difficult for a class teacher "to do so many glorious deeds in the course of everyday life", therefore, with skillful organization, they come to his aid student self-government bodies. A variety of children's public associations are becoming widespread in general educational institutions, contributing to the inclusion of children and adolescents in new social relations.

In our school - This is the High School Council who in many ways is the coordinator and organizer of many affairs in the 9th-11th grades. The class teacher acts as a mentor and consultant, and when preparing the event, one can immediately see the consistency in the work of the class teacher or its absence. Interest in holding x events is fueled by the fact that when they are evaluated, rating system, which is important not only for students, but also for class teachers. In grades 5-7 there is a public organization "Our Time" which also contributes to the involvement of students in self-government, and class teachers in the organization of this activity. The activities of class teachers in working with difficult teenagers and underachieving children. In our school, there is a practice of helping such students (with the help of medical and psychological support for the child, working with parents, a stage-by-stage control system), which made it possible to drastically reduce the number of underachievers during the year. Class teachers continue to work and communicate with students even after they leave school. In the tradition of our team - participation of graduates in many school affairs.

And to ensure a systematic analysis, making competent decisions and setting new educational tasks in each team, a system should be created to monitor the effectiveness of educational work at the class and school levels.

This is my proposal, because I am convinced that it will allow the class teacher to set new goals and go forward again, make mistakes and experience the joy of victories.

Conclusion.

A differentiated approach, integration and coordination of pedagogical work, in particular the class teacher, is determined by the specifics of the educational institution and its educational system, the level of upbringing of students, their age characteristics, the formation of the class team, the quality of previous educational activities.

The class teacher after each work done should analyze his own successes or the reasons for their absence. Having identified the problems, the class teacher can build educational work with the class to prevent and prevent these phenomena (causes). Turning to the works of humanist psychologists, one can single out the main directions of humanistic education. Briefly, they can be formulated as follows:

• Education should be based on universal human values.
• Education should be aimed at stimulating the development of a self-fulfilling personality.
• The system of education should be aimed at maintaining the unity of body and spirit, feelings and mind.
• Education should be built taking into account the age and individual characteristics of the individual.
• Education should be aimed at preserving and protecting the rights of the child: his need for solitude and the need for communication.

There should be less formalism in interaction and relationships with pupils, more human communication. At the same time, treat your students the way you want them to treat you. Students who have not found confirmation of their ability to learn, at least in one subject, lose interest in school in general. It is better to praise more and scold less, profess the pedagogy of success - it brings good results. The energy and time spent on organizing a rich classroom life, on the cultural development of students, will never be wasted. The main thing is to find some interesting business in which you can involve children, become interesting to them, then they will listen to you, they will be interested in you, and you will be interested in them. The child's parent is not your student, not your enemy, but a friend, adviser, like-minded person. The best form of relationship with parents: children - parents - teacher - family. The main thing - do not expect direct acts of gratitude: then there will be no disappointments. Children in the classroom are your reflection: try to constantly work on yourself. The main thing is to keep the youth of the soul for many years, then it will be easier for you to understand the young people, next to whom your happy professional career should take place.

Such communication is not an end in itself, it is a means of education, development, improvement of a person's personality, the main characteristic of which should be an inner sense of freedom and dignity.

Experimental work proves that the system of activity of the class teacher in a modern school depends on:

• active interaction of all participants in the educational process;
• differentiation, integration and coordination of pedagogical work in general;
• diagnostic activity;
• class traditions.

In the course of experimental work and analysis of psycho-pedagogical literature, we found that the system of activity of the class teacher depends entirely on the active interaction of all participants in the educational process.

This problem requires further research.

Classroom leadership is not a job, it's a way of life.