Should I do homework during after school? Extended day group at school

Good afternoon The situation is this: the child went to 1st grade and started going to after school this week. They started assigning homework from the second day. I know that first-graders are not supposed to have assignments for two weeks, but you won’t argue with the teacher. Our school is biased, they ask a lot. While I was on vacation, he and I did homework at home, which took about two hours. She inspired him to say that if you go to an after-school program, be sure to do your homework there so that the evening is free and you can go for a walk. If something is not clear, go to the teacher and ask. I picked him up yesterday, he did practically nothing. I wrote a couple of lines in the copybooks and that was it, but they gave me four pages of copybooks alone, plus math and reading. I ask what’s the matter, why I didn’t do it. He says I'm playing too hard. The teacher told them that whoever wants to sit down and do their homework, whoever doesn’t want to play. So he decided to play, but didn’t have time to do his homework. I heard that in many schools they don’t force you to do your homework. She told us that she did not have time to study individually. But you can somehow organize homework so that everyone sits down and does it. Today we have a meeting, I know that the teacher will answer my questions that she cannot force the children to do their homework. But if she said, let’s all sit down now and do the task, then mine would sit down and do it. How can I argue and what to say today, tell me. Is it her responsibility to do and check homework? How can I figure all this out with her, without wanting to spoil my relationship with her? We are not the only ones in the classroom who have a problem, some parents only come home at 8. And just like yesterday we sat until 10 doing these homework with scandals, he is already sitting there not understanding anything, it’s time to go to bed. In general, I’m really looking forward to your advice, maybe someone has had a similar situation.

It’s good in its own way that there is no pressure on them. And that he enjoys playing with his peers. The task of adaptation in a team for first-graders is no less important, in my opinion, than the reading/writing skill. In addition, homework is given specifically to develop independent work skills, it seems to me.

If I were you, I would put pressure on my son’s consciousness. I would strongly encourage students to complete their homework independently. I would promise some interesting entertainment on an evening free from classes.

I push as hard as I can, which is called both carrot and stick. Yesterday we passed by friends walking in the yard to do their homework. There is time to play with the kids at school; they played until lunch, then went for a walk. He spends most of his time at school; at home we have to do homework all evening. In addition, in the evening he is very tired, his attention is scattered, it is difficult to concentrate, everything is much harder for him, compared to how we did these lessons during the day. Still, it seems to me that during after-school activities they should set aside time for lessons and have all the children sit down to do their homework, help them, and check them. It’s another matter if the teacher doesn’t want to strain himself. So the question is how to negotiate with the teacher if she answers that she shouldn’t do this.

In your situation, I would give my son a cell phone with me and say “IT’S TIME” in an SMS. Or a wristwatch and the time “U” was discussed. And gradually, of course, not immediately, but I would achieve results, it seems to me. I also have a first-grader son, I’m still at home with him, but I plan to go to work. Maybe I still see everything in very rosy colors.
I wouldn't talk to the teacher. Simply because the task of developing independence and responsibility seems to me more important than completing the lessons themselves.

Cell phones cannot be brought to school. Still, it seems to me that the teacher should say the time, every day they have a different number of lessons, additional classes, then lunch, a walk. I just see that the teachers have a good excuse; I have no right to force them. I don’t need to force mine, and I don’t ask you to sit next to him individually either, if the teacher said, it’s time for lessons, let’s sit down and do our homework. And it’s not like someone is doing homework, and someone is playing, and I think it’s distracting those who are studying. Another question is that he won’t be able to do everything in that hour or will do it wrong; it’s easier to redo the house than to complete the entire volume. And the child will get used to it and will consider it necessary to do homework during the after-school period. I remember when we were studying, that’s how it was. They told us: we sit down, take out the math and do it, we did it - we showed it to the teacher, she checked it, we do the next subject. And everyone was happy, and the children didn’t need anything in the evening, and the parents were calm. I convince myself as best I can, but I also want to count on the teacher’s help.

Don't be offended, but I have a feeling that you are trying to shift the responsibility for your son's studies to the teacher.

We started the same way: we did it in the evening, our daughter played during the after-school program.

It’s okay, over time I learned that it’s better to free up the evening for myself.

I’ll tell you more: there was a period when they had a temporary after-school teacher “with principles” and forced everyone to do it, and checked it forcibly. That was horror! Let’s say the child didn’t understand something, wanted to clarify it with me/his dad, and then do it. No, the teacher insists... But she can’t explain it any other way than in class. It’s good that this coercion ended quickly.

Our after-school program is the same as yours: after lunch, walks and clubs, an hour is allocated for lessons/games. Each student decides for himself how he will spend this hour.

This is how you develop the ability to be responsible for your actions, IMHO.

Of course, tired in the evening.
I would suggest not to do it at all in this situation, or to do it as best it can.
And I would emphasize that it would have turned out faster and better during the day.

The teacher really shouldn't force them to do their homework. she must ensure that time is organized in such a way that students have time to prepare homework. Whether they do it or not is not her concern.

Well, we can talk. But I wouldn’t be surprised if the teacher is not obliged to ensure homework is completed, but should only provide the opportunity.
You can probably only demand that those playing not interfere with those practicing.
And the rest can only be negotiated.

Still, I think it’s right to influence my son directly.

Yes, I’m not offended in any way, I’m not trying to shift responsibility to the teacher, but I’m counting on her help. Maybe, of course, she does what is best, teaches independence and choice. But after one day of extension, I panicked, just quit work and sit with him. But my opinion is still that the child should do homework during after-school hours, as we learned before, it seems to me that it’s more correct when everyone sits down and does it for an hour. At least he can, I don’t ask the teacher to help him. It’s enough, just what she would say, we all do our homework together. My colleague, on the contrary, forbade her daughter to do it because it’s hard for her there, everyone is running around playing and she can’t concentrate. Let them then draw there for that hour or so. But they knew that there was a daily routine and an hour of classes. In general, time will tell what we will end up with.

In first grade, it’s not you, but your son. Lessons are his task and his responsibility. The less you initially bother with lessons, the easier it will be in the future.

And, this... 1st grade is very exciting, especially for mom. Honestly, don’t waste your nerves over just one day, they’ll come in handy later. I’m not scaring you, but yq-god, there are still enough problems to worry about, compared to unfinished/undone lessons during after-school hours.
He's getting used to it, it's hard to... get used to it.

One of the leading types of cognitive activity in an extended day group is self-training.

Self-training is one of the forms of organizing the educational process in an extended day group. These are compulsory daily classes in which schoolchildren independently complete educational tasks in a strictly allotted time under the guidance of a teacher-educator.

Self-study is not a lesson. Unlike a lesson, this form of education, despite the fact that it is organized not at home, but in schools, contains self-educational principles and is characterized by independent educational actions of students.

In addition to the lesson in extended day school groups, it becomes the second main form of education.

Goal of self-training:

- to instill in students the skills of self-educational work, which are of great importance in everyday life. This takes into account the age of schoolchildren, their self-educational capabilities, the effectiveness of consolidating knowledge acquired in lessons, and exercises in their practical application.

Self-study tasks:

- expanding the boundaries of educational work;

- deepening the content of educational subjects;

- obtaining knowledge, skills and abilities available for independent acquisition;

- consolidation and repetition of material studied in lessons;

- exercise in the application of knowledge, skills and abilities for their durable assimilation;

- developing interest in learning;

- acquisition of independent work skills by schoolchildren;

- formation of performing skills.

Leading forms of educational activity in self-study:

- collective activity;

- independent activity.

The teacher can vary various forms of educational activity of students in the process of self-preparation: individual independent work, work in pairs and groups, etc., i.e. manage forms of interaction and cooperation of students in educational communication.

The organization of educational activities in self-preparation involves the regulation of communication between the teacher and students, between students, within a group, between a teacher and one student during consultation and during the student’s independent work with a book, as well as the systematic work of the teacher to overcome difficulties of an objective and subjective nature, with problems that a student encounters when doing homework independently.

These difficulties include:

- inability to master techniques for rationally organizing independent work and managing time;

- negative attitude towards educational activities, lack of interest in learning,

- lack of understanding of the goals and content of homework;

- general disorganization and lack of sufficient strong-willed qualities, as well as help and stimulation from adults (teachers).

Hygienic requirements for organizing self-training:

- uniform and sufficient illumination of the entire room;

- regular movement of students from a less illuminated part of the class to a more illuminated one throughout the week or month;

- cleanliness of window glass;

- inadmissibility of darkening windows with curtains, flowers and nearby trees;

- use of translucent curtains on windows in spring to protect from direct sunlight;

- maintaining normal temperature conditions;

- regular ventilation of classrooms;

- use of school furniture in accordance with the age data of schoolchildren;

- inadmissibility of using broken furniture;

- wet cleaning of the room before self-preparation;

- maintaining cleanliness and order in the classroom;

- observance of personal hygiene by schoolchildren;

- maintaining the correct posture in children while working;

- conducting “physical education” sessions, special treatment for children with poor health;

- elimination of noise stimuli;

- Providing children with long-term self-training breaks for unorganized rest.

Didactic requirements for self-preparation:

- self-training classes are held regularly, at the same time, and have a certain duration;

- Students complete assignments independently;

- the check is carried out in stages (self-check, mutual check, check by the teacher);

- an initial step-by-step assessment of the work performed is carried out (self-assessment, mutual assessment, teacher assessment);

- individual work with low-performing students is planned;

- The volume and nature of tasks are regulated through mutual contacts between teachers and educators.

Educational requirements for self-training:

- refusal to apply any punitive measures;

- the use of various forms of approval, stimulating any manifestations of independence when doing homework;

- promoting students’ diligent attitude towards independent work;

- inadmissibility during self-preparation of edifying conversations with students, comments that distract students from work, expression of coercion in a hidden form;

- clarification is carried out in extreme cases and to a limited extent;

- a tolerant attitude towards students’ mistakes during work;

- attracting students to help their friends as much as possible, provided they complete their lessons.

The best combination of activities for students in extended day groups is their physical activity in the air before the start of self-training (walking, outdoor and sports games, socially useful work on the site of a general education institution, if it is provided for in the educational program). After self-preparation - participation in events of an emotional nature (classes in clubs, games, attending entertainment events, preparing and holding amateur concerts, quizzes and other events).

After the end of classes in a general education institution, in order to restore students’ working capacity before doing homework, a rest period of at least two hours is organized. The bulk of this time is spent outdoors.

Preparing homework

Homework - this is a special activity of each student who is in conditions other than in the classroom. The student independently continues what he did together with other students in the class, and at the same time acquires the knowledge and skills that are necessary for further study under the guidance of a teacher. Without this knowledge, the educational process cannot continue.

Thus, homework is not only an important form of organizing learning, it is organically included in the learning process as its necessary link, representing an individual form of educational activities under the guidance of a teacher.

Independent work of students is the main activity when preparing homework. The task of preparing homework is to develop and develop students’ skills of independence in educational and work activities.

When students do homework (self-study), the following recommendations should be followed:

- Preparation of lessons should be carried out in a designated classroom, equipped with furniture appropriate to the height of the students;

- start self-training at 15.00–16.00, since by this time there is a physiological increase in performance;

- limit the duration of homework so that the time spent on completion does not exceed (in astronomical hours): in grades 2–3 - 1.5 hours, in grades 4–5 - 2 hours, in grades 6–8 - 2.5 hours, in grades 9–11 - up to 3.5 hours;

- provide, at the discretion of students, the order of completion of homework, while recommending starting with a subject of average difficulty for a given student;

- provide students with the opportunity to take arbitrary breaks upon completion of a certain stage of work;

- conduct “physical education minutes” lasting 1-2 minutes;

- provide students who have completed their homework before the rest of the group with the opportunity to begin activities of interest (in the playroom, library, etc.).

We can distinguish the main stages in the structure of self-training:

a) organizing the start of self-training;

b) preparation for independent work and

independent work of children;

c) self-assessment, mutual verification, performance evaluation;

d) checking the work of the teacher;

e) summing up the results of the work.

1. Organizational moment

Time - 1–2 minutes.

2. Preparation for independent work and independent work of children

It doesn't take much time either. It is clear from the front whether everything is clear on the homework. The content of the task is clearly stated, and a more rational sequence of its implementation is explained.

There is no general pattern in the sequence of completing homework in subjects. If it is recommended to start with the most difficult, everyone will choose their own subject.

In the second and third grades, 1.5 academic hours are allocated for self-study, in the fourth and fifth grades - 2 academic hours. During this time, as a rule, children manage to complete assignments in two or three subjects. Therefore, it is advisable to prepare lessons in the group in the Russian language, mathematics, i.e. written assignments. It is advisable to move reading and memorizing poems to home, because after completing complex written tasks, the child needs a long break, in addition, memorizing and reading require greater isolation due to the very nature of these activities. And they are more conducive to the child’s contact with his parents.

The group also has a clock with a large dial, Arabic numerals, they are visible from every workplace. Children know that every 20 minutes there will be a five-minute break. If necessary, children can rest additionally. Physical education sessions during breaks are usually held in the school hallway. We play outdoor games.

Not everyone has developed the necessary skills, and the tasks can be difficult. In some cases, individual assistance from a teacher is justified and necessary. However, the student must know that before asking for help, he must carefully read the conditions of the problem and write it down briefly, make a diagram, draw a picture, and then think about the solution, remember how it was done in class, i.e. he must learn overcome difficulties yourself.

Work noise is completely acceptable in a group and does not interfere with the fruitful work of students. You should not demand perfect silence during self-preparation; naturally, there should be no loud conversation or even comments from the teacher, so as not to distract the attention of all the children. It is necessary to strictly ensure that parents also plan their time, without disturbing the self-study regime, and do not distract children while doing homework. Each child works independently, without disturbing his friends.

Often children come to the group who do not have the skills to work independently and have gaps in their knowledge. Therefore, the teacher’s task in working with these students comes down to identifying and eliminating gaps in their knowledge and instilling in them the skill of working in the system. This work is carried out according to an individual plan. In individual work, it is extremely important to take into account the characteristics of children of primary school age. When providing assistance, it is necessary to encourage each of them even for small successes, trying to convince that the student is able to overcome the difficulties that arise in learning and gradually, with persistent regular work, he will be able to learn no worse than others.

Students who quickly complete their work and do well in their subjects can be assistants for the teacher. Having received the approval of a senior, they diligently check the homework of younger or weaker students. This technique develops the cognitive abilities of students.

3. Self-assessment, peer review, performance evaluation

Before checking the children’s work, they are given the opportunity to check it themselves, thereby teaching the child to be attentive and organized.

In some cases, it is useful to organize mutual testing, which helps to develop responsibility, demands on oneself and on one’s comrades, and develops the ability to evaluate work.

4. Summing up the work

A necessary stage of self-preparation is summing up the results of the work. Here you need to evaluate the work of each student: who worked independently, who found it difficult, but they managed it, be sure to evaluate the desire of the children to help their comrades in explaining the topic, explaining the example, etc.

Thus, at each stage of self-training, it is important to constantly monitor the organization of the educational process, think through the entire course of self-training, predicting children’s difficulties and ways to eliminate them. Speaking about the work of the extended day group, it should be noted that homework is the most important point in organizing the children’s routine. During self-training of children, it is necessary to create friendly relationships in the team, so that strong students, if necessary, help weak ones, so that those who have completed the task do not interfere with those who are still working.

There are many methods. Each teacher must be creative in organizing self-training. It is strictly forbidden to copy a lesson and take a formal approach to organizing self-preparation, just as we must not forget that children are at school all day and this is a huge job for them. And to make self-study easier for students, it is necessary to constantly look for new ways and means of its implementation.

Self-preparation reminder:

General instructions

Do your homework at the same time.

Prepare everything you need for classes: notebooks, textbooks, pencil, ruler. Place them correctly on your desktop.

Look at your homework in your diary.

Maintain correct posture - your back should be straight, your feet should be flat on the floor, and you should not lean close to the textbook.

Do the difficult things first, and then the easier ones.

If something doesn’t work out, switch to another subject, then come back again, ask those who have already done it or the teacher.

Focus, don't get distracted. You should have time to do your homework in 1.5–2 hours.

Complete the task clearly and accurately.

Every 10 minutes, give your eyes and fingers a rest: open and close them several times, look around, etc., clench and unclench your fingers.

After 20 minutes, do a little physical exercise: get up, do a few exercises, take a deep breath and exhale.

After completing all the tasks, look again in your diary to see if you have done everything for tomorrow and are ready for all the lessons.

Pass your homework and give your diary to the teacher. There is time left - quietly go about your business without disturbing others.

Read the assignment carefully; If you don’t understand the content, read it again and think about it.

Repeat the conditions of the problem and its questions.

Think about what is known from the problem statement and what needs to be found.

Think about what you need to find out first and what later in order to answer the questions of the problem.

Think about what plan you will use to solve the problem.

Check the progress of the solution, the answer.

Read the sentence to understand and remember it.

Repeat the sentence without looking at the text to check if you remember it

Highlight spelling patterns in the copied text.

Read the sentence as it is spelled.

Repeat the sentence without looking at the text, spelling it.

Write, dictating to yourself, pronouncing spelling.

Check what you have written: read what you wrote, marking the syllables; underline the spelling in what is written; check each spelling with the source text.

Start preparing your lessons by working on a poem.

Read the poem quietly out loud; remember that you read a poem in order to remember; find out all unfamiliar words and expressions.

Read the poem out loud; When reading, try to catch the melody, the rhythm of the poem.

Read the poem a third time, loudly and expressively.

After 2 minutes, try to repeat the poem out loud from memory 2-3 times, looking at the text if necessary; try to imagine the event or mood described in the poem;

After 2-3 hours, repeat the poem 2-3 times without looking at the text;

Before going to bed, repeat the poem again.

The next morning, first read and then recite the poem from memory.

The second quarter of the school year is just around the corner, and many parents are beginning to seriously worry about disruptions at school. Why do children learn English as a whole class and not in groups? Why don't they do their homework during after school after school? And why are teachers always overloaded? The answers to many of these questions are found in regulatory documents. The main ones are Federal Law on Education No. 83, SanPiN 2.4.2.2821-10 and the school charter. So that you don't have to wade through complex legal language, we have translated the main requirements into ordinary human language.

How many children can there be in a class?

The upper limit is specified in SanPiN 2.4.2.2821-10 - no more than 25 people. Anything more is a violation that threatens the school with serious trouble. Although it is clear that in those regions where there are a lot of people and there is a catastrophic shortage of schools, inspection authorities often turn a blind eye to this. However, the Ministry of Education and Science is already waging a major campaign to build new schools in such places.

How many students should there be in language groups?

But the standards don’t really say anything about separate groups for studying foreign languages ​​and other subjects (like physical education or technology). More precisely, there is a provision that a class can be divided into two groups if there are 25 people in it and the school has money for a second teacher.

At the same time, methodologists say that language learning is most effective in groups of 12-15 people. In large groups, the teacher simply technically will not have time to check everyone. So it turns out that 11-year-old children are learning English, but they can’t put two words together.

There is only one way out in such a situation - to gather parents from the whole class and go to the director to ask for a second teacher.

Can a teacher work two jobs?

If a teacher plows like a driven horse, then breakdowns in children cannot be avoided. Alas, at school it is not uncommon for teachers to shout at students, they can make them laugh in front of the class, or even hit them. All these are symptoms of emotional burnout, which is associated with excessive workload at school, often multiplied by personal stress at work and at home.

According to the order of the Ministry of Education and Science No. 1601, the working week of a teacher at the rate is 36 astronomical hours. Half of them, 18 hours a week, are teaching. And the rest is preparation for lessons, checking notebooks, creative and scientific work with students, monitoring and diagnostics. That is, with a five-day working week, a teacher should not have more than 3-4 lessons daily.

Another thing is that salaries in schools leave much to be desired, and many teachers are forced to work at half the rate. For example, they take clubs and electives. And this already amounts to 27 hours of teaching per week, that is, 5-6 lessons every day.

If a teacher teaches 7 lessons a day, this is a clear violation. With this, you also need to go to the director and ask to hire additional teachers. If the director is against it, you can go further - write to the Department of Education.

But you can no longer work at two rates - this is prohibited by the Labor Code. Moreover, regardless of whether the teacher works in the same school or in different ones. In practice, informal agreements with directors may be different, but two rates are already a reason to go to court or the prosecutor's office. Because a salary is a salary, but a teacher who is squeezed like lemon will not teach children anything good.

Should there be a big change for lunch?

SanPiN 2.4.2.2821-10 says that at school there must be a long break of 20-30 minutes after 2 or 3 lessons. Or better yet, two such changes. If this is not the case at your school, and children are forced to choke on rolls in 10 minutes, this is a reason to complain to the director and Rospotrebnadzor.

If desired, the school can organize a longer break for a full lunch. The rules do not prohibit this - the break can be at least 40 minutes, at least an hour. The decision on such a change is made by the school’s governing council, which includes teachers and parents. So if you want a long change, raise this issue at a general meeting.

Are teachers required to do homework with children during after school?

No, they are not required, even if the after-school program is paid. But they can, if agreed upon in advance. So in this matter everything is resolved through negotiations with the teacher.

The same SanPiN 2.4.2.2821-10 indicates only the optimal time for doing homework during after-school hours - this is 15:00-16:00 hours, when the child has rested a little after school and gets a second wind.

Is it possible to create an additional office in the hall?

The school must have a recreation area or a hall. Moreover, not with bare walls, so that children do not have to sit on window sills, but with armchairs or sofas. In older schools this is often a problem: there is simply not enough space.

According to current standards, the recreation area must be at least 0.6 square meters per student. But this does not apply to old buildings.

So if a child studies in an old school that does not meet the standards, all that remains is to accept it and wait for a major overhaul.

In some schools, there are not enough classrooms and utility rooms, so classrooms and storage rooms are sometimes built right in the middle of recreation areas and hallways. From an aesthetic point of view, this is, of course, not the most beautiful option. But if the total area still meets the standards (0.6 sq.m. per student), then this is quite acceptable.

When choosing a school where a future first-grader is planned to study, busy parents may inquire about the availability and activities of a special service - an extended day group. Many children like to attend after-school activities, where they communicate with friends and spend time productively. The children continue to go there throughout the entire period of primary school, and not only because they are left without adult supervision in the afternoon.

Organizational aspects

1. Extended day group at school(GPA) is completed by the beginning of the school year from among the students of the educational institution. Parents write an application asking to enroll their son (daughter) in after-school care. The document must indicate how the child will get home every day after the group closes (leave the school independently or be picked up by adults).
2. The number of students in the school is determined based on the territorial capabilities of the school and its capacity. Usually it is 25 people. The age of the children is mainly elementary school students.
3. A teacher with professional pedagogical education works with children. He checks and helps with homework. The teacher maintains close contact with the student’s class teacher and his subject teachers. In order to, if necessary, report unforeseen circumstances that have occurred with the child. Clarify the nuances of completing homework, get advice. The GPD teacher is responsible for ensuring that the child observes safety regulations on the playground and in the dining room. Maintains necessary documentation and attendance control. The work takes into account the age characteristics of schoolchildren.
4. The activities of the State Educational Institution are provided for by law and are prescribed in the regulations of the educational institution. At a meeting of the Governing Council and the school-wide parent committee of the school, current pressing issues are resolved (about the amount of additional payment for hot meals for children, exemption of certain categories of citizens from payment, organization of sleep for first-graders in the afternoon).

GPA daily routine

The school administration, in accordance with the recommendations of sanitary and hygienic services, establishes a daily routine for children attending the extended day group. The main regime points are:
- Meeting. The teacher gathers the children from the GPD after all lessons have ended.
- Lunch according to established standards.
— Walk for at least 2 hours.
— Self-preparation after 15 hours. For 1st grade students – 1 astronomical hour; 2-3 classes – 1.5 hours; 4-5 grades – 2 hours in total. The advantage of after-school classes is the child’s ability to take spontaneous breaks under the supervision of a teacher.
- Afternoon snack.
— Interest classes (modeling, appliqué, drawing, board games), visiting additional education clubs, sports sections.

Each family independently decides whether the child will attend the GPA: whether it is satisfied with the working conditions of the group, whether the student will be able to prepare lessons in a group, and not in a home environment. It wouldn’t hurt to listen to reviews from other parents whose children attended after-school care. By identifying the child and observing him, you can draw the right conclusions.