The functions of the class teacher are to create conditions for comfortable and successful life of students, to promote their development, to develop their spirituality and to help them comprehend the meaning of life. Based on this, the class teacher performs a number of functions, in particular: analytical, organizational-coordinating, prognostic and communicative.

Activities of the class teacher

The activities of the class teacher are the main mechanism for implementing an individual approach to students. This activity is determined by the modern tasks that the teacher sets for himself. The class teacher carries out the following activities: social development of the child, preservation of his individuality and disclosure of his potential abilities.

The class teacher needs to study the student’s personality, his personal inclinations and interests. The teacher in this role is called upon to create a favorable atmosphere and moral and psychological climate for each individual child in the group. The class teacher must guide and provoke the self-education and self-development of the student’s personality. The responsibilities of the class teacher include coordinating the activities of subject teachers for the purpose of the intellectual and moral development of their students and providing assistance in their studies.

The teacher involved in classroom management must facilitate the acquisition of additional education students through clubs, clubs, sections that are organized directly at school or in additional education institutions.

The responsibilities of the class teacher include organizing educational activities in the classroom that correspond to age interests, national traditions and the requirements of real life. The construction of the content of the life activity of the class team depends precisely on the class teacher.

Caring for the health and safety of children entrusted to the teacher, participation in medical examinations of students, and promotion of a healthy lifestyle are an integral part of the work of a classroom teacher.

The class teacher works in very close contact with the parents of students, conducts individual work with parents to correct mistakes in family education, organizes joint activities of children and parents, and is involved in improving pedagogical culture parents.

Basic functions

Let us formulate the main functions that determine the above content of the class teacher’s activities:

• analytical and prognostic,
• organizational - coordinating,
• communicative,
• precautionary - preventive,
• security and protective,
• correctional.

Let's take a closer look at some of the functions. Analytical function includes:

• obtaining and processing individual information about students, their level of psychophysical development, social environment and family situation in which they find themselves;
• study and analysis of the development of the personality of an individual child and the team as a whole;
• analysis and objective assessment of the level of education of students;
• study and analysis of the educational potential of teachers working with the class;
• influence study and analysis environment on the level of education of students.

The predictive function is partially built on the results of the analytical function and includes:

• predicting the results of educational influence on students;
• forecasting the individual level of development of schoolchildren;
• forecasting the process of team formation and its activities;
• building a model of educational activities in the classroom;
• drawing up plans for educational work in the classroom.

The organizational and coordinating function consists of direct or indirect assistance to students and consists of the following:

• assistance in organizing various social activities pupils;
• assistance to students in organizing educational work;
• organization of work of bodies children's self-government in order to instill basic skills of self-organization, responsibility and decision-making skills;
• assistance in obtaining additional, including out-of-school education for students;
• Creation favorable conditions for self-education, self-development of the child’s personality;
• psychological education of pupils together with a school psychologist;
• organizing close interaction with students’ families;
• protection of the legal rights and freedoms of their students;
• organizing interaction with subject teachers, social educators, school psychologists, library staff, and school medical workers (Fig. 2).
• stimulation and support of joint creative and innovative activities of students, parents and teachers.
• work as a member of the pedagogical council and in meetings;
• assistance in professional self-determination of graduates;
• organization of various extracurricular activities;
• maintaining class documentation, including a class journal, recording attendance, personal files, and work plan;
• participation in optimizing material and living conditions for the development of students and their creative activity.

The communicative function is one of the most important in the activities of the class teacher and depends on the personal communication skills of the teacher. This feature includes:

• assistance in the formation and regulation of interpersonal relationships among students;
• assistance in building favorable relationships between teacher and student, between teacher and parents, between parents and students;
• helping students establish relationships with society;
• correction of student behavior;
• establishing and maintaining a positive psychological climate in the team.

MUNICIPAL EDUCATIONAL INSTITUTION

ADDITIONAL EDUCATION FOR CHILDREN

CENTER FOR CREATIVITY DEVELOPMENT OF CHILDREN AND YOUTH

VOROSHILOV DISTRICT OF VOLGOGRAD

Functions of the class teacher

Dubrovchenko Yu.A.,

social teacher,

teacher-organizer

Volgograd, 2015

1) Functions of the class teacher

The activities of the class teacher are a purposeful, systematic, planned process, built on the basis of the general charter educational institution, other local acts, analysis of previous activities, positive and negative trends in social life, based on a person-oriented approach to students, taking into account the current tasks facing the teaching staff of a comprehensive educational institution, and the situation in the class team, interethnic and interfaith relations.

For pedagogically competent, successful and effective performance of their functions by class teachers! you need to know well the psychological and pedagogical foundations of working with children of a particular age, be informed about the latest trends, methods and forms of educational activities, master modern educational technologies.

In his activities, the class teacher must take into account the level of education of students, the social and material conditions of their lives.

Functions of the class teacher:

Organizational and coordinating:

• ensuring communication between the educational institution and the family

  establishing contacts with parents (other legal representatives) of students, providing them with assistance in raising students (personally, through a psychologist, social teacher, additional education teacher)

  conducting consultations and conversations with parents (other legal representatives) of students

  interaction with teaching staff, as well as educational and support staff of educational institutions

  classroom organization educational process, optimal for the development of the positive potential of students’ personalities within the framework of the activities of the school-wide team

  organizing educational work with students through “small teacher councils”, pedagogical councils, thematic and other events

  stimulating and taking into account the diverse activities of students, including in the system of additional education for children

  interaction with each student and the team, the class as a whole

  maintaining documentation (class journal, personal files of students, work plan of the class teacher).

Communicative:

• regulation interpersonal relationships between students

  establishing interaction between teaching staff and students

  promoting a generally favorable psychological climate among the class team

  assisting students in developing communicative skills.

Analytical and forecasting:

• studying individual characteristics students and the dynamics of their development

  determination of the state and prospects for the development of the class team.

Tests:

• monitoring the progress of each student; attendance control training sessions students.

Forms of work of the class teacher

In accordance with his functions, the class teacher chooses forms of work with students:

individual (conversation, consultation, exchange of opinions, provision of individual assistance, joint search for a solution to a problem, etc.)

group (creative groups, self-government bodies, etc.):

collective (competitions, performances, concerts, hikes, rallies, competitions, etc.).

ANDThe instructions of any institution reflect a certain set of functions, among which the most important are:analytical and diagnostic; planning and prognostication; organizational and coordinating; control and corrective.

Analytical and diagnosticthe function is implemented, first of all, in the process of studying the individual characteristics of schoolchildren in a given class. In the process of observations, conversations, joint activities With students, the class teacher gradually reveals certain personal qualities of children, the peculiarities of their thinking, perception, memory, speech and other characteristics. In researching individual characteristics, the class teacher can be helped by conversations with the children’s parents and subject teachers.

The analytical and diagnostic function is also aimed at studying the conditions and principles of family upbringing of children. It is very important for the class teacher to establish a close relationship with the students’ parents, which will allow him to determine the characteristics of the family in which the student is being raised and the influence of this family on his development. Visiting the family, talking with parents and the child will allow you to implement this function. One of the methods for registering the received data is the “Family Card”, which is a questionnaire filled out by the teacher. The questionnaire may include, in addition to the traditional items (full name of the child, age, home address, information about parents - age, education, occupation):
- information about the composition of the family as a whole,
- its form (full/incomplete, integrated/disintegrated, large/few children, etc.),
- average income per family member,
- living conditions,
- family life (indication of possible unfavorable factors - alcoholism, addiction of family members to drugs, seriously ill patients, etc.),
- the psychological and pedagogical culture of parents (the presence of pedagogical knowledge, the desire to take into account the interests of children, the ability to analyze the child’s motives, find effective means education, etc.),
- the child’s health status,
- level of education,
- self-esteem,
- the student’s hobbies,
- necessary assistance to the family, etc.

Specific questions“family cards” can be drawn up by the class teacher himself, if necessary, resorting to the help of a psychologist who is a specialist in diagnostics.

When implementing the analytical and diagnostic function, it is also important to identify the class team and its level of development. The nature and content of the class teacher’s work with the class depends on this condition. In modern conditions, it is also very important to determine the nature of the influence of the environment on students.

Without an analytical and diagnostic function, the successful implementation of a planning and prognostic function seems very problematic. How can you make forecasts and draw up work plans if you have not studied well the children with whom you will be working?

Planning and prognostic functionincludes determining the goals of the class teacher’s activities in a given class. The goals may include developing the child’s personality, forming a class team, etc. The goals can be divided into: educational (training), nurturing and developing. Having determined the goals, the class teacher draws up a plan for his work, predicting possible results.

The plans are very diverse in content, structure, and form. The main thing is that they should help in organizing educational work, be convenient to use, and be working, not formal documents. In practice, a wide variety of plans are drawn up; they can be classified on different grounds.

Based oncontent coverageplansmay be:
1) comprehensive and cover activities in all its directions and types;
2) thematic, which concentrate on planning one direction or type of activity (for example, a plan for forming a children’s team, a plan for working with moral education);
3) subject - one specific educational activity is planned (preparation and holding of a competition, fire, etc.);

According to the duration of the planned periodplans can be of the following types:
1) long-term (prospective) - determine the expected work for a long period of time (a year or more);
2) stage (periodic) plan - a specific stage of the future is planned (quarter, half-year);
3) short-term – the content of educational work is determined for a short period of time (for a month, for a week);
4) operational – actions for the near future are determined (day plan).

The listed types of plans are closely interrelated: each subsequent one specifies, clarifies, and corrects the previous one.
It is good if planning is carried out by the class teacher together with parents and children, which allows taking into account the interests of all participants pedagogical process.

Organizational and coordinating functionis aimed at directly organizing various forms of extracurricular activities for schoolchildren. At this stage, the class teacher’s work plan is being implemented in those areas that have been identified, which does not exclude the introduction of certain adjustments to the plan itself. Among the most important areas:
- organizing and conducting exciting educational activities that contribute to the development of the child’s personality;
- creating conditions for joint work between family and school;
- ensuring interaction between the class teacher and subject teachers to solve problems in the educational activities of schoolchildren;
- cooperation with extracurricular organizations, allowing to increase the efficiency of the educational process (museums, cultural centers, research centers, etc.);
- close connection with children's self-government bodies (student committees, School Council, various children's organizations);
- organizing meals for children, cleaning school and school grounds, classrooms, work practice;
- cooperation with specialists - school employees (psychologists, doctors) to create favorable conditions for the upbringing and development of the child’s personality;
- maintaining school documentation (entries in journals, diaries, personal files of children, drawing up work plans).

Control and correction functionaimed at determining the results of their activities and the students of the class. When analyzing the work carried out, the class teacher determines not only the results, but also the conditions that contributed to the achievement of such results, the means that were used, the motives that were updated and influenced the process and result. It is important to take into account the problems that the class teacher and children encountered during their work, determine their causes, take into account unrealized potential and draw conclusions for the future by adjusting future goals and plans.

2) The main areas of activity of the class teacher with students and their parents. Educational system of the class

The main task of the class teacher is to create conditions for the free development of the physical and spiritual strengths of students, guided by the interests of the children and their age-related needs.

The class teacher must know the physical and psychological health problems of his students and do everything possible so that parents and students can talk about their problems without fear.

In my activities, as a class teacher, I use four areas in working with students and their parents.

First direction – the problem of students’ physical health, since academic success and overall development depend on the quality of health.

Second direction - communication.

Communication is an influence that determines the maximum development of a child’s personality, primarily ethical education aimed at the formation of generally accepted values.

Solving the problem of communication leads students to an understanding of universal human values; they should become the norm for students.

Third direction - This is the cognitive sphere of a child’s life. Protecting the student in this area means explaining to all subject teachers the individual characteristics of the student.

Fourth direction – this is a family in which a student grows, is formed, and is educated. The class teacher must remember that. By raising a student, he influences the educational potential of the family. The object of professional attention is not the family itself and not the child’s parents, but family upbringing. It is within this framework that his interaction with his parents is considered.

The teacher needs to know what is the scope of the child’s material wealth, his lifestyle, traditions and customs of his family. The following points need to be taken into account:

studying the atmosphere in the family surrounding the student, his relationships with family members;

psychological and pedagogical education of parents through a system of parent meetings, consultations, conversations;

organizing and spending joint free time between children and parents;

protection of the interests and rights of the child in “difficult” families.

The class teacher implements the function of parental education (information about the educational function of the school, methods of education, goals and objectives personal development student for a given period, the spiritual development of the child, about the characteristics of the student’s school activities, about relationships in the class, about identified abilities).

2) The main components of teaching skills Mastery is a high and constantly improving art of education and teaching, accessible to every teacher who works according to his calling and loves children. A teacher, as a master of his craft, is a highly cultured specialist who has a deep knowledge of his subject, is well acquainted with the relevant branches of science or art, has a practical understanding of issues of general and especially child psychology, and is fluent in the methods of teaching and upbringing.

Pedagogical skills of the teacher is a complex of professional personality traits that ensure high level self-organization of pedagogical activity through mastery of the capabilities of one’s discipline for training and education.

Pedagogical excellence is based on the high professionalism of the teacher, his general culture and teaching experience. To master the skill, you need to know the laws and principles of education, be able to perfectly use effective technologies of the educational process, choose them correctly for each specific situation, diagnose, predict the process of a given level and quality.

Pedagogical excellence includes the followingcomponents:

Moral and spiritual qualities : humanistic orientation, national dignity, intelligence, life ideals, conscientiousness, honesty, truthfulness, objectivity, tolerance.

Lore academic subject, human anatomy and physiology, psychology, pedagogy, teaching methods.

Social and pedagogical qualities : organizational skills, endurance, integrity and exactingness, optimism, sensitivity, creative thinking, attention, tact.

Psychological and pedagogical skills : constructive, communicative, didactic, perceptual, suggestive, cognitive, applied, mastery of the basics of psychotechnics.

Pedagogical technique : appearance, mastery of facial expressions, gestures, body, speech culture; maintaining tempo, rhythm, style of speech; communication culture; didactic skills; the ability to control your feelings.

As maincriteria for teaching excellence the following stand out:

humanistic orientation all activities of the teacher, that is, respect for the student’s personality, affirmation of moral values ​​and norms of behavior, positive influence on young people;

pedagogical abilities , namely:

didactic (present the material in an accessible form, clearly present the problem, arouse cognitive interest in the subject);

academic (knowledge of your subject and ability for scientific research);

perceptual (psychological observation, understanding of the student’s inner world);

organizational (the ability to unite a team, inspire it to solve socially significant problems);

communicative (ability to establish appropriate relationships with students, pedagogical tact);

speech abilities (the ability to express one’s thoughts and feelings through speech, facial expressions and pantomime);

pedagogical imagination (anticipating the consequences of one’s actions, educational design of students’ personalities);

the ability to distribute attention simultaneously between several types of activities.

professional competence , which covers professional knowledge (subject, social, pedagogical, psychological) and professional skills (ability to teach and educate, motivate and evaluate student behavior);

pedagogical technology (culture and speech technique, ability to dress, ability to self-control, self-stimulation, etc.);

communication skills that is, the professional ability to communicate productively and comfortably with students.

Of great importance in increasing the productivity of teaching work is the teacher’s ability to build his relationships with students within the framework of partnership pedagogy, to create an educational environment that is comfortable for all participants in the educational process.

Development of cognitive activity and at the same time comfortable emotional state students are facilitated by the following characteristics of the interaction between teacher and student:

partnerships teachers and students, the desire to communicate on equal terms and its actual implementation;

problematic and debatable discussion of educational material;

emotional and content support the student’s academic work and positive assessment of any progress in learning, while focusing on self-esteem is important;

adequate meaningful attitude towards error , using it not for the purpose of reproach, but to create a developing situation;

teacher's focus in relationships with the student on his development and personal growth;

motivation to work , based on friendly, humorous remarks; emotionality and informality of conversation with students.

A modern school needs a teacher of high professional qualifications possessing extraordinary intellectual and mental abilities, capable of critical thinking and a creative approach to solving the problems facing him. Consequently, in addition to professional pedagogical qualities, a teacher must have other qualities that contribute to his activities.

COURSE WORK

“FUNCTIONS AND MAIN AREAS OF ACTIVITY OF A CLASS TEACHER”

Introduction

Classroom management as an independent pedagogical phenomenon in our country has a short (just over 70 years) but rich history. The most fruitful years for the development of classroom management were the 50–80s. XX century It was during this period that such brilliant scientists as N.I. Boldyrev, O.S. Bogdanova, A.I. Dulov, I.S. Maryenko et al. developed and tested a holistic theory of classroom management. The ideas of these outstanding teachers remain in demand today; they develop, improve, and are adjusted from today’s perspective.

The essence, tasks and content of the class teacher’s work changed depending on the social order. So, in the “Regulations on the class teacher”, approved by the Ministry education of the RSFSR in 1947, it is written: “The main task of the class teacher is to unite the students of the class into a friendly, purposeful, efficient student body in order to successfully resolve the educational tasks assigned to the school.” The 1960 pedagogical dictionary states that “a class teacher is a teacher in a Soviet school who, along with teaching, carries out general work on organizing and educating the student body of a certain class.”

In the post-Soviet period, the essence of the class teacher’s activity changes: “Class teacher in a secondary school Russian Federation– a teacher involved in organizing, coordinating and conducting extracurricular educational work.” In the 90s XX century experiments are being carried out, scientific research to search for various options for organizing the work of a class teacher in a modern school (Waldorf, exempt options, etc.). Of particular importance are the studies and publications of N.E. Shchurkova.

To the fundamentally important developments of N.E. Shchurkova can be attributed to the definition of the content of education (in accordance with the educational program for schoolchildren), a new vision of the place and role of the class teacher in the educational process (the class teacher as the “central person of the educational process”), consideration of the technology of his activities.

The theoretical value of the work lies in the fact that this work expands and deepens existing ideas about the objects under study.

Target research – organization of a holistic pedagogical process and implementation of its management.

Item research – tracking results, prospects for the development of the pedagogical process.

Object research – the class teacher as the organizer of the pedagogical process and the concept of education.

To achieve this goal, it is necessary to solve the following tasks:

1. Analysis of literature on the organization of the pedagogical process and its management.

2. Planning, selection and development of methods and diagnostics for classroom management.

3. Tasks of the educational process in the classroom.

4. Processing of research results.

The following methods were used during the study:

– visual,

– verbal,

– practical,

- conversation,

– testing.

1. Activities of the class teacher

educational class teacher

Implementation of the 21st century class teacher model. involves the implementation of certain tasks, goals and content of the class teacher’s activities.

The purpose of the class teacher’s activities is to organize a holistic pedagogical process and implement its leadership.

The defining component of the pedagogical process is the goal as an ideal, mental anticipation of the results of activity, which is concretized in certain historical conditions. We consider the comprehensive harmonious development of personality as an ideal. However, from the point of view of the reality of the goal, we put forward the diversified development of the individual as the basic goal. This goal is clarified and specified in the general task of the staff of the educational institution. At the same time, it is aimed at the integrity of the individual, achieved through the implementation of the functions of the holistic pedagogical process.

Based on the general goal of education and training and the general task of the staff of the educational institution, the teacher puts forward a specific task, the formulation of which is influenced by the personality of the student or the team (through the level of upbringing, education, development) and the environment (through the microenvironment). It is with the formulation of a specific task that the cycle-impulse of the pedagogical process begins.

The setting of the task is followed by the corresponding activity of the teacher, which is structured (in accordance with the situation) as direct and indirect, direct and indirect influences using a variety of forms, means and methods. The activity of the teacher is aimed directly at the personality of the student (pupil), at organizing the activities of the pupil, at relationships and communication, at circumstances and conditions, at organizing the life of students in general.

All external influences affect inner world personality, in which there is a certain struggle between old stereotypes and the new influences of the teacher. A modern child, subject to environmental influences, often does not understand the good and important intentions of an adult towards him and views them as an encroachment on his freedom and independence, on his interests. Only when the goals, objectives, meaning and values ​​of the lives of an adult and a child coincide, achieved by the skillful influence of the teacher, does the student respond adequately to the actions of the teacher: the goal (objectives) of his own activity is formed. A goal, certain motives generate (excite) action. Personality development occurs in activity; by the actions of the person being educated, we judge the degree of implementation of the specific task assigned. It should be noted that the reaction to the influences exerted occurs primarily in the area of ​​feelings (this or that attitude is revealed). The situation is more complicated with the formation of consciousness and behavior. In each case of discrepancy with the expected results, the teacher establishes the reasons for the deviation from the plan and makes adjustments to his activities, creating conditions for the child’s activities in order to obtain the desired result. The main thing here is the spiritual community of teacher and student (teacher and pupil, adult and child), “in which it is forgotten that the teacher is a leader and mentor. If the teacher has become a child’s friend, if this friendship is illuminated by a noble passion, an impulse towards something bright and reasonable, evil will never appear in the child’s heart... Education without friendship with a child, without spiritual community with him can be compared to wandering in the dark.”

Many cycles-impulses, organized in the pedagogical process on the basis of mutual respect, mutual exactingness, mutual responsibility, lead to the realization of the goal.

According to M.A. Polovtseva, the basis of the class teacher’s activity is the approach of “meeting-interpenetration-interaction” of traditional and innovative (old and new, time-tested and being created today). Its essence, in our opinion, is to change the present, not to “cross out”, not to deny positive experience, but to organically integrate it with the new, urgent, necessary, dictated by the demands of modern society. Only ensuring unity between the past and the future creates a solid basis for realizing the goal (objectives) of an integral pedagogical process. This approach will significantly resolve the problems of “fathers and sons”, contradictions between traditional teachers and teachers seeking to introduce elements of the new into their activities, problems of teaching and raising children from different social strata, values ​​and ideals, etc.

The essence of the class teacher’s activity is coordination external influences provided to a specific student, as well as in the organization of educational, educational, and developmental extracurricular activities in the classroom. Hence, there are four main functions of the class teacher: coordinating, educational, developmental and educational.

The areas of work of the class teacher include education in the learning process; extracurricular educational activities at school; extracurricular educational activities through interaction with the student’s family, children’s and youth organizations and associations, and additional education institutions.

At the same time, in each type of activity, the class teacher places emphasis primarily on the formation, adjustment (if necessary), and development of relationships that develop among the participants in the holistic pedagogical process. It is relationships that constitute the content of education and are the focus of the teacher’s pedagogical activity; it is the degree of formed relationships that serves as the leading indicator of the effectiveness of his educational efforts.

System of educational work of the class teacher – this is a set of his sequential actions, located in a certain way during the school year and adequate to the goal.

In my opinion, the conditions for the success of a class teacher are:

– high quality new level professional readiness, which presupposes the presence of co-adaptation skills, research competence, professional mobility, competitiveness, communication skills (in the aspect of business communication);

– motivation of his activities, oriented towards results rather than process;

– the opportunity to demonstrate independence and creativity;

– the need to build (design) and implement the system of work for the class teacher;

– assessment of his activities based on the result.

1.1 Functions of the class teacher

The teacher, as the leader of the class team, implements his functions in relation to the entire class as a whole and each student individually. The class teacher solves educational tasks in accordance with the age of the children and relationships within the class, taking into account the individual characteristics of each student.

The main criterion for the effectiveness of the class teacher’s activities is to promote personal self-development, the realization of creative abilities, ensuring social protection, and creating the necessary conditions for intensifying children’s efforts to solve their own problems.

The range of functional responsibilities of the class teacher at school includes:

1. Analytical function

– Analysis and assessment of the student’s individuality.

– Analysis and assessment of the level of education of schoolchildren.

– Study and analysis of the state and conditions of family education.

– Study and analysis of the formation and formation of class teams, teenage groups, associations that ensure the socialization of each child.

– Study and analysis of the educational influences of the environment of students in a class, group, association.

2. Prognostic function

– Presentation of the image of the desired result of educational activities

– Forecasting the levels of individual development of a child.

– Construction of a model of the educational subsystem, taking into account the mission of the educational institution, accepted values, educational concept, resource capabilities.

– Building a hierarchy of short-term and long-term goals for the activities of the children’s community and individual students.

3. Organizational and coordinating function

– Ensuring communication between the educational institution and the family, establishing contacts with parents (legal representatives of students), providing them with assistance (personally, through a psychologist, social teacher, additional education teacher).

– Conducting consultations and conversations with parents (legal representatives) of students.

– Interaction with teachers working in the classroom, carrying out educational activities through holding “small teacher councils”, pedagogical councils, and thematic meetings.

– Stimulating and taking into account the diverse activities of students, including in the system of additional education for children.

– Maintaining documentation (class journal, students’ personal files, work plan, observation diaries).

4. Communication function

– Regulation of interpersonal relationships between children

– Establishing optimal teacher-student relationships,

promoting a generally favorable climate in the team.

– Helping students establish relationships with people around them.

– Correction of the behavior of socially maladjusted children and adolescents in collaboration with a social teacher and psychologist.

1.2 Main activities

Working with students

The activities of the class teacher usually begin with studying the class and each student individually.

The success of the educational activities of the class teacher largely depends on his deep penetration into the inner world of children, on understanding their experiences and motives of behavior. To study how a schoolchild lives, what his interests and inclinations are, especially his will and character traits, means finding the right path to his heart and using the most appropriate methods of pedagogical influence.

N.K. Krupskaya, in her article “On educational work,” wrote that teachers often forget the basic principles of pedagogy: in order to raise a child, you need to know very well the children in general and those children whom you are raising in particular. Without such knowledge of the children, it is impossible to truly organize not only educational, but also academic work; without knowledge of the children, it is easy to slide down the path of a template, an equalizing approach to children.

Knowing the characteristics of students, their interests and inclinations, and their level of education, it is easier to draw up a purposeful and effective plan for educational work.

Sometimes class teachers mistakenly believe that an individual approach is required in relation to difficult students and violators of the rules of conduct. Undoubtedly they need special attention. But we should not forget the others. Negative traits are sometimes hidden behind external well-being. It is necessary to promote the full development of positive qualities in all students.

A.S. Makarenko, being a consistent supporter of individual education, in the team and through the team, at the same time pointed out the need to take into account the individual characteristics of students. In the article “The Purpose of Education” he wrote: “No matter how whole a person may appear to us as a broad abstraction, people are still very diverse material for education...”.

Student learning achieves its goal and produces the desired results if it meets a number of requirements:

1. Studying students serves to improve the quality of their education and training. Based on systematic study, one can creatively approach the selection of the most effective forms and methods of educational influence on the primary team and on its individual members. It is important to organize educational work with students taking into account their characteristics.

2. The study of students is combined with educational influence on them. The class teacher “designs” the development of positive qualities and overcoming negative traits in the character and behavior of schoolchildren.

3. The study is carried out systematically and systematically.

4. The study of students is carried out in the natural conditions of their life and activities.

5. When studying, the class teacher uses a variety of methods and techniques. It is important, based on the study, to outline ways to overcome negative qualities and consolidate positive traits in the character and behavior of the student.

6. Studying involves familiarization with living and living conditions.

7. It is necessary to study not individual traits, but the personality as a whole.

8. When studying, you should focus on positive rather than negative character traits and behavior.

Thus, compliance with these requirements will significantly increase the effectiveness of student learning.

In implementing his functions, the class teacher selects forms of work with children. You can distinguish forms by type of activity - educational, labor, sports, artistic; by the method of influence - direct and indirect.

Based on the time it takes to complete the form, it can be divided into:

– short-term (from several minutes to several hours);

– long-term (from several days to several weeks);

– traditional (regularly repeated).

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

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

– teachers, parents and other adults act as organizers of children;

– activities are organized on the basis of cooperation;

– the initiative and its implementation belong to the children.

Based on the results, all forms can be divided into the following groups:

– result – information exchange;

– result – production general solution;

– the result is a socially significant product.

Depending on the number of participants, the forms can be:

– individual (teacher – pupil);

– group (teacher – group of children);

– mass (teacher – several groups, classes).

Individual forms permeate all extracurricular activities and communication between teachers and children. They operate in group and collective forms and, ultimately, determine the success of all other forms. These include: conversation, intimate conversation, consultation, exchange of opinions, fulfilling a joint assignment, providing individual assistance in specific work, joint search for a solution to a problem or task. These forms can be used individually, but most often they accompany each other. Teachers in individual forms of work face one of the most important tasks: to unravel the student, discover his talents, discover everything valuable that is inherent in his character, aspirations, and everything that prevents him from expressing himself. Each person needs to be interacted with differently, each requiring their own specific, individualized relationship style. Individual forms of work contain great educational opportunities. A heart-to-heart conversation may be more useful for a child than several collective activities.

Group forms of work include councils of affairs, creative groups, and self-government bodies. In these forms, the teacher manifests himself as an ordinary participant or as an organizer. Its main task is, on the one hand, to help everyone express themselves, and on the other, to create conditions for obtaining a tangible positive result in the group that is significant for all members of the team and other people. The influence of teachers in group forms is also aimed at developing humane relationships between children and developing their communication skills. In this regard important means is an example of the teacher’s own democratic, respectful, tactful attitude towards children.

Collective forms of work between teachers and schoolchildren include, first of all, various activities, competitions, performances, concerts and others. Depending on the age of the students and a number of other conditions in these forms, teachers can play different roles: leading participant, organizer, ordinary participant in the activity influencing children by personal example, novice participant influencing students by personal example of mastering the experience of more knowledgeable people, adviser, assistant to children in organizing activities.

When making attempts to classify forms of educational work, one should also keep in mind that there is such a phenomenon as the mutual transition of forms from one type to another. Thus, more often considered as events, they can become a collective creative activity if these forms are developed and carried out by the children themselves.

Some teachers gain satisfaction by working according to other people's scenarios. At the same time, using a ready-made script is in most cases not only useless, but also harmful. In this situation, the teacher (organizer) imposes on the participants of the work an event invented by someone, aimed at someone. At the same time, he becomes the object of other people’s plans and places the participants in the work being carried out in the same objective position, which inhibits the manifestation and development of creative abilities and independence, and deprives them of the opportunity to express and satisfy their needs.

For a humanist teacher, it is obvious that it is inappropriate to base work with children on someone else’s scenarios. However, one cannot deny the possibility of using descriptions of forms of educational work that have already been created and tested in practice. This is especially necessary for beginning organizers of educational work, both for teachers and for the children themselves, who, by getting acquainted with the experience of others, can choose ideas and ways of organizing activities for themselves. In such a search, a new form can be created that reflects the interests and needs of teachers and children. Only this can justify the publication of developments and scenarios for various events in the pedagogical literature.

You can borrow ideas, individual elements of the forms used in practice, but for each specific case, its own, very specific form of work is built. Since each child and children's association is unique, therefore, the forms of work are unique in their content and structure.

Interaction between the class teacher and subject teachers.

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

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

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

– study of the personal characteristics of teachers, their capabilities in organizing educational work with children;

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

– regulation of relations between class teachers, between teachers and children, between teachers and parents;

– defining common goals, organizing joint activities to achieve them;

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

The class teacher organizes the work of all teachers to substantiate the general goals and objectives in working with the student collective and individual students, determine the ways, the main pedagogical means to ensure the achievement of the intended, attracts class teachers to extracurricular educational work, coordinates the actions of teachers in conducting classes, in work with the team and individual students.

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

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

– mutual assistance, mutual support in solving complex problems;

– interest in successful work class and each student;

– joint search for ways to solve pedagogical problems, joint efforts, collaboration on the implementation of the planned tasks;

– joint analysis of the work done, pedagogical problems being solved, and the results obtained;

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

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

The class teacher organizes the study of students about their educational capabilities, learning abilities, and good manners. Together with teachers, he can draw up and draw up various diagnostic cards. Assessment of a range of children's learning abilities is carried out by parents, children and teachers. In this case, it is important to compare and analyze various data and familiarize teachers with the results. On the one hand, the class teacher uses various information which he receives about children from teachers in his activities, takes it into account when organizing educational work; on the other hand, it enriches teachers’ ideas about the child, offering them unknown data that can regulate the teacher’s actions and his methods of working with the student.

It is advisable to involve teachers in the selection of methods for studying children and the team, the effectiveness of the educational process, since teachers can supplement their content, having their own problems in working with the class. It would be correct to coordinate with teachers the entire process of pedagogical diagnostics, especially since some questions can and should concern the educational process, increasing its effectiveness by teachers and their relationships with children, and teaching individual subjects.

The class teacher introduces teachers to the results of the study of children and the class team, involving both the class team and teachers working in the class in discussing the program of pedagogical assistance to the child and his family. He organizes, together with subject teachers, a search for means and ways to ensure the child’s success in educational activities, his self-realization in the classroom and outside of class.

The class teacher systematically informs teachers about the dynamics of the child’s development, his difficulties and achievements, and changes in the situation in the family. In case of difficulties related to learning, he strives to involve teachers in discussing ways to overcome these difficulties and helps teachers correct their actions. It is necessary to acquaint teachers with the characteristics of the mental development of children with developmental disabilities, with the special abilities of pedagogical influence on them.

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

One of the forms of interaction between the class teacher and subject teachers, ensuring unity of action and contributing to the development of common approaches to raising a child, is a pedagogical consultation. Here a comprehensive view of the child is formed. Everyone who works with the student receives information about his mental, physical, mental development, his individual abilities, opportunities and difficulties. Teachers analyze the results of observations of the student, exchange information, agree on ways to solve emerging problems and distribute functions in working with the child. For example, in a number of schools, at the end of the quarter, a pedagogical council is held with the participation of all teachers to provide pedagogical support to students who have difficulties in learning and communicating with peers; an analysis of these difficulties is carried out, ways of correcting the activities of teachers in relation to each student are determined, a program of action for the rehabilitation of adolescents is outlined, the role of each teacher is determined, especially those who have a special personal influence on the child.

It is useful to organize a visit to training sessions with a subsequent discussion of the actions of teachers in relation to a particular child and the ways in which teachers interact with the staff.

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

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

Working with parents and the public

In order for work with parents to have the greatest effect, it is necessary to use various shapes connections with them. For some class teachers, this connection is limited to holding parent-teacher meetings at the end of the school term on the results of academic performance and calling the parents of unsuccessful or undisciplined students to school. In this case, class teachers do not know the home conditions of their students well and do not always act in concert with parents.

An important part of the classroom teacher's practice of maintaining contact with families is regular personal visits to students at home. This is the most common and effective form of individual work with parents. The class teacher visits the families of his pupils, studying on the spot not only living conditions, but also the nature of the organization of family education. The atmosphere at home and the relationships between family members can tell an experienced mentor a lot. It is extremely important to follow the following rules when visiting a student at home:

– do not go uninvited, try by any means to receive invitations from your parents;

– show high tact when talking with parents, always start with praise and compliments;

– exclude complaints about the student, talk about problems, suggest ways to solve them;

- talk in the presence of students, only in exceptional cases request a confidential meeting;

– do not make claims against your parents;

– emphasize in every possible way your interest in the fate of the pupil;

– put forward joint projects, agree on specific joint activities.

Unfortunately, it is unprofessional work with parents that most often undermines the authority of the teacher and the school. Parents will strive for cooperation and subsequent contacts only when they see the class teacher’s interest in the fate of their children.

The topic of relationships between family and school was very successfully touched upon by L. Kamil. “When something wrong happens to the children and they begin to look for the reasons for this, some say: it is the school’s fault, it should take care of everything, it has the main role in education. But others, on the contrary, believe that the school mainly teaches, and the family should educate. I think both are wrong. Figuratively speaking, family and school are the shore and the sea. On the shore, a child takes his first steps, receives his first life lessons, and then an immense sea of ​​knowledge opens up before him, and the school charts a course in this sea. This does not mean that he should completely break away from the shore - after all, long-distance sailors always return to the shore, and every sailor knows how much he is obliged to the shore.

The family gives the child, as it were, primary equipment, primary preparation for life, which the school still cannot provide, because it requires direct contact with the world of loved ones, which the child gets used to from the very first years and takes into account. And only then a certain sense of independence is born, which the school should not suppress, but support.”

Every family is a big and complex world. Each of them has its own habits, traditions, and relationships. You need to understand all this well, identify the strengths and weaknesses in raising children. The study of intra-family relationships is, of course, difficult, but necessary. Without this, it is difficult to give specific advice to parents.

By regularly visiting student families, the class teacher accumulates valuable material, studies the relationships between children and parents. At the same time, he strives for parents to become the school’s closest assistants in developing moral qualities in students. Unfortunately, they do not always support the demands of the school and the class teacher.

Typically, class teachers write down in their diary the date of the family visit, the content of the conversation with the parents, and indicate what advice was given.

When they return to school or meet with parents at school, they find out how these tips are being implemented and what changes have occurred in the behavior of students.

However, the class teacher is not always able to visit the family. Then the parents invited to school for a conversation. Such meetings allow us to jointly resolve many complex issues of education and training. During individual conversations with parents, the teacher finds out the living and working conditions of schoolchildren, discusses specific cases of their behavior, and outlines ways to eliminate shortcomings in educational activities.

Parents should be invited not only after a student has violated discipline or began to study poorly. Sometimes he behaves well and studies well, but the class teacher needs to agree on the organization extracurricular reading, about involving him in any socially useful work.

Some schools regularly hold open days or parenting days. On these days, parents will be able to come to school and talk about their children’s progress and behavior. The class teacher gives pedagogical advice about upbringing in the family, helps to create a more rational regimen for the student, and recommends pedagogical literature.

The class teacher needs to inform parents not only about the children’s educational activities, but also about relationships in the class team. It is important, together with parents, to look for ways to consolidate positive qualities in schoolchildren and overcome shortcomings in their behavior. Some class teachers also use this form of communication with the family, like correspondence with parents. It allows them to be informed about the progress and behavior of schoolchildren. This form of communication with the family is usually practiced in rural schools, where parents live at a great distance from the school and it is difficult to maintain direct contact with them. However, even in urban schools, correspondence helps to better study the living conditions and homework of schoolchildren and facilitates educational work with them.

A student diary is also used for correspondence with parents. Class teachers make brief notes in it about the student’s attitude to academic and social responsibilities, about violations of discipline and order. Parents view and sign the diary.

A very important form of communication between the class teacher and the family is - cool parent meetings. They are held at the beginning of the school year and at the end of the academic quarter to familiarize parents with the tasks and state of educational work in the classroom. They discuss the most important issues raising children at school and in the family. A well-prepared and skillfully conducted meeting helps to better organize the upbringing of children. It is important to familiarize parents with the best practices in family education and help them understand the complex issues of raising children.

The class teacher, having scheduled the day for the meeting, visits some families and, in preliminary conversations with parents, outlines issues that interest them.

In rural schools, where children from different villages study, meetings are held at the place of residence of the parents.

1. The goal must be clearly formulated (“If you do not know where to sail, then no wind will be favorable.” Seneca).

2. It is advisable to invite a specialist: a psychologist, a social worker, a narcologist.

3. Literature on the topic of the meeting should be introduced.

4. You need to think it through preparatory stage(before the meeting, propose questions for discussion, conduct a questionnaire during a class hour, parent-teacher meeting, etc.).

5. Forms of work should be active (“involve me, and I will understand”): work in groups, business games, etc.

6. Think over the organization of reflection (formulate questions; phrases that need to be completed).

7. The room should be ventilated, think about how to more conveniently accommodate meeting participants, how to arrange delivery; Have a pencil and paper ready.

8. Remember that at such a meeting you cannot talk about the performance and behavior of specific students; create a trusting, not accusatory atmosphere.

9. Remember that parents must learn something good about their children.

10. Don't forget to thank all meeting participants.

It is useful for adults to hear the opinion of children, to see their growth, and it is important for children to be heard (at home they may dismiss it). The meeting is a common affair. Consequently, there are topics for joint conversation and discussion. Let us remember the Japanese proverb: “A bad owner grows weeds, a good owner grows rice.” The smart one cultivates the soil, the far-sighted one educates the worker.” It seems to me that at parent-teacher meetings held together with students, we educate future parents. Students see various options behavior of adults, have the opportunity to choose their own style of behavior. It’s good if the topic of the meeting is suggested by parents and children.

In order to promote pedagogical knowledge, Conversations and lectures for parents on pedagogical topics. Their content depends on the needs and interests of parents, on the specific tasks of education and training.

Conversations and lectures achieve their goal provided they are held regularly and according to a specific program. Currently, this form of work by class teachers is not practiced.

Communicating with parents, the class teacher outlines an asset that provides him with daily assistance in the upbringing and training of schoolchildren. Many parents often visit school, take active participation in holding parent meetings and conferences to exchange experiences in family education. These gradually form the parental asset.

Relying on the assets of parents, class teachers conduct educational work with families who need pedagogical assistance. Activist parents can exert social influence on fathers and mothers who are irresponsible in raising their children.

Most authors of various publications note only the negative role of contradictions between teachers and parents. These contradictions are considered as a factor preventing the full cooperation of school and family in the education of students. But Litarova and Aksyuchenko consider them as the leading driving force in the development of active interaction between the teacher and parents in the interests of shaping the child’s personality.

Relationships “teacher – parents” can exist and be formed in a certain way and without direct contacts of their participants, i.e. indirectly. The connecting link in this case is the child. However, the lack of contact is fraught with a number of negative consequences, namely:

– in the absence of any contacts between teachers and parents, their actions become disjointed and uncoordinated, which is detrimental to the child’s education and upbringing;

– the ideas of the teacher and parents about each other in this case are formed only from the words of the student, and therefore often become distorted;

– feelings of mutual or one-sided dissatisfaction, neglect, and hostility arise, which leads to conflicts.

Differences in the views and actions of teachers and parents are generated by various reasons. Some contradictions are due to the difficulties and complexities of the process of education and training. Other contradictions in the “teacher-parents” relationship system may be caused by the cultivation of different types of relationships with children in the family and school. So, it happens that the relationships between family members are built on purely human feelings, and the relationships between teacher and student, teacher and parents are purely official, businesslike.

The next group of contradictions is related to the different levels of pedagogical training of the parties. The pedagogical activity of a teacher is of a professional nature, and the educational activity of parents is determined based on their everyday ideas. This contradiction brings to the fore the task of equalizing the level of pedagogical knowledge of teachers and parents. The following may help solve it:

– organization of pedagogical universal education (pedagogical academies for parents, workshops);

– conducting questionnaires, testing, surveys;

– exchange of positive experiences in raising children in a family;

– analysis of pedagogical situations;

– inclusion of parents in real life class.

The following contradictions in the “teacher-parents” relationship system may be caused by differences in the parties’ awareness of the child. Resolving them through direct contacts allows both the teacher and the family to take a fresh look at the developing personality of the student and find new ways of interacting with the child.

To avoid these contradictions, the teacher will be helped by a survey on the following moral standards:

– a sense of responsibility to the parents of students for the education and upbringing of their children, for their psychological and pedagogical competence;

– an active and constant search for pedagogical contacts with parents (rather than turning to them only in cases where their help is needed);

– respectful attitude towards parental feelings, avoidance of careless and unreasonable assessment of children’s abilities and their behavior;

– tactfulness and reasonableness when presenting necessary requirements to the parents of students (it is important not to shift your responsibilities to them);

– patience when receiving critical comments from parents, taking them into account in the process of professional self-development.

It is fundamentally important that the initiative and choice of algorithm for resolving emerging contradictions should belong to the teacher as a more professionally trained subject of the pedagogical process.

The class teacher's work with the public is an important area of ​​his activities.

It is important to take care of the proper organization and activities of children as early as possible. A.S. Makarenko, addressing his parents, said: “What a person will be like mainly depends on how you make him by the 5th year of his life. If you don’t educate properly before the age of 5, then you will have to re-educate.” And re-educating children is a more complex and difficult matter than raising them. Therefore, from the first years of children’s lives, it is important to develop in them positive qualities, accustom them to work, comprehensively develop their abilities.

Public organizations can provide serious assistance in this regard. They help you use it correctly free time, to overcome the neglect of schoolchildren who remain after school without the supervision of elders. The class teacher, with the help of the public, can conduct excursions and other events, and equip rooms for preparing homework in club rooms or at house administration offices. Thus, under public(social) education is understood as education carried out in the “person - person” system, i.e. through direct human relations, as well as by public funds, organizations, societies, associations, etc., specially established for this purpose.

The most important areas of public work in raising children are monitoring the behavior of schoolchildren during extracurricular hours, involving them in a variety of socially useful activities, individual assistance in successfully completing homework, helping families eliminate the causes of pedagogical neglect in schoolchildren, providing assistance in education and re-education difficult teenagers, organization of sports and cultural activities at their place of residence.

Class teachers need to maintain close contact with public organizations and turn to them for assistance and support as often as possible.

The class teacher helps organize trips to theaters, museums, and excursions to enterprises, where students will get acquainted with different professions and see the environment in which people of a particular profession work.

The class teacher also involves parents in the social education of their children.

Thus, by involving the public in the upbringing of children, the class teacher significantly expands the scope of his educational influence. He finds many allies and helpers in a complex and responsible matter - raising children.

Working with teachers within the framework of the association method

The next direction in the work of the class teacher is working with teachers within the framework of the methodological association of class teachers.

Methodological associations are created if three or more teachers of a given profile work in a school, and are subject-specific, for teachers primary classes, teachers of after-school groups, class teachers, leaders of club associations. Note that issues of educational work in grades 1–4 are discussed at meetings of methodological associations of primary school teachers; problems of increasing the educational effectiveness of lessons - at meetings of subject methodological associations.

All class teachers (teachers) of grades 5–11 are members of the method association of class teachers (teachers). If the school has a sufficiently large number of classes, 2 methods of combining class teachers can be created: middle and senior levels. Meetings of methodological associations are held 4 times a year, sometimes more often, but not more often than once a month.

The method association is headed by its chairman, elected by the members of the association for a period of 1 year and approved by the school’s teachers’ council and by order of its director. The chairman should be an experienced teacher: most often it becomes one of the class teachers, sometimes - the deputy director for educational work. The responsibilities of the head of the methodological association include: drawing up a work plan for the year (together with members of the association and the deputy director), holding meetings, interacting with other methodological associations, organizing exhibitions, summing up the work, maintaining documentation.

The activities of the methodological association of class teachers are varied, but all of its content is subordinated to solving problems of improving educational work with children. At meetings of the association, issues of increasing the theoretical and methodological levels of organizing educational work are discussed, modern concepts, advanced pedagogical experience, regulatory documents. Based on a diagnostic study, the state of educational work in the school as a whole, in individual classes, parallels, and the level of education of children is discussed. Class teachers get acquainted with methods of analysis, goal setting, and planning the activities of the class team. There is an exchange of experience and the development of methodological recommendations for certain areas of activity of class teachers.

It is obvious that the activities of the methodological association are not limited to holding its meetings. Open extracurricular activities and activities are organized throughout the year; members of the association meet with their colleagues from other schools and, together with all the school’s teachers, participate in discussions on educational issues. The closer the content of the work of a method association is to the specific conditions of a given school, the more diverse the forms of organizing its activities, the greater the effectiveness should be expected.

Documentation work

Along with working with students, parents, subject teachers and the public, the class teacher maintains psychological and pedagogical documentation.

The work of the class teacher begins with studying the class staff. To do this, he explores various techniques. After the class teacher uses diagnostic methods to study students and the entire staff, he must draw up a document - a characteristics of the student.

The scheme of psychological and pedagogical characteristics of a schoolchild’s personality is:

Characteristic

student________ class________ school________ city________

1. General information about the student:

– age, physical development, health status;

– living conditions in the family, family composition, parents’ occupations;

– most important facts biographies that could influence the student's development.

– general orientation of the individual (personal, social, business);

– moral development of the student, views and beliefs, aspirations, dreams.

3. Character, temperament, features of the emotional-volitional sphere:

– strong-willed character traits;

– manifestation of predominant character traits in various types of activities.

4. Abilities and characteristics of cognitive activity:

– teaching and activities;

– peculiarities of perception of the student’s attention, observation;

– development of figurative and abstract thinking.

6. Analysis of family relationships.

In addition to compiling a profile for a particular student, the class teacher compiles a profile for the entire class:

– how many excellent students;

– who is included in the asset class;

– how many children are in the main group and how many are in the special group;

– are there any children from single-parent families?

– overall grade of the class (strong, average, weak).

It is also the responsibility of the class teacher to check student diaries.

Scheme for studying student diaries:

1. Appearance of the diaries (correct filling out of the passport and other details of the diaries, culture of keeping a diary, cleanliness and accuracy, correctness of entries in the diaries.).

2. Completeness of homework records for all students in all subjects.

3. Promptness of assigning grades in students’ diaries for written work and oral answers.

4. Correspondence of grades in the class magazine and in student diaries.

5. Accounting and registration in diaries of student absences and tardiness.

The next document that the class teacher works with is the class magazine.

Scheme for studying the class magazine:

– external design, culture and correctness of journal maintenance. Filling out all the log details;

– implementation of the practical part of the program: excursions, subject lessons, creative, laboratory and practical work, demonstrations, experiments, etc.

– system of written work and grading;

– recording attendance at lessons and classes;

– volume, nature, differentiation of homework;

– a system for testing students’ knowledge (current recording of knowledge, abilities, skills; thematic accounting, accumulation of grades; control over the knowledge of low-achieving students, repeaters);

– the correctness of the entries in the journal about what was covered in the lesson.

The main task of the class teacher is to draw up a plan for educational work. It contains the following items:

1. Class characteristics.

2. Educational tasks for a certain period, corresponding to the age and characteristics of a given class.

3. Work with the student body (calendar of main educational activities recorded in the matrix).

4. Work with subject teachers working in the classroom, with a school psychologist, and possibly with a social pedagogue.

5. Work with parents of students.

The class teacher, in my opinion, is the leading, key figure in organizing a holistic pedagogical process in a particular class. He is its leader and coordinates the actions of all objects - subjects participating in it. Hence the goal of the class teacher’s activity is to organize and manage the holistic pedagogical process.

The methodological basis of the class teacher’s activities is the approach of “meeting - interpenetration - interaction” of old and new, traditional and innovative.

The main functions of the class teacher's activities - coordinating, educational, developmental and educational - are implemented through such types of work as pedagogical monitoring, design, organizational and gnostic activities.

The implementation of these types of activities is viewed through the prism of business, professional (possibly personal) relationships with students, subject teachers, psychologists, social educators, counselors (if any), with students’ parents, with employees of additional education institutions, with heads of children’s and youth organizations and associations.

2. Analysis of the educational work of the class teacher

In accordance with the purpose of educating students of school No. 6 formulated in the school’s program documents, in the 2008–2009 academic year the following tasks of educational work with 5th grade students were set:

IN areas of moral education: the formation in each of the students of a value system that would serve as a guide in solving specific moral problems; increasing students' tolerance; formation in schoolchildren of an objective approach to themselves and to others; development of independence and responsibility of students for their actions;

strengthening the civic position of schoolchildren; formation of cultural norms in the field of interaction between people of different genders, ages,

nationalities and social groups:

– in the field of intellectual education: increasing the prestige of intellectual activity; developing in schoolchildren the ability to use in practice existing subject, supra-subject and organizational skills in changing conditions;

– in the field of aesthetic education: formation of criteria for aesthetic evaluation of works of art among schoolchildren; intensification of students' activities in the field of literary creativity; extension communicative space by including children in the discussion of works of art;

– V areas of physical culture: active inclusion of students in the school’s sports and recreational activities, ensuring high performance and minimizing absences from classes due to illness.

To solve the assigned tasks, the following main forms of work were used throughout the year:

1.Cool hours and parent meetings: “School Charter. Culture of behavior at school”, “The laws by which we live”, “The glory of these days will not be silent”, “Day of consent and reconciliation”, “I” in the world of people. People who are nearby”, “Let's talk about friendship”. “Friends of my child. Who are they, what are they like?”, “How to develop a child’s ability to work?”, “ Bad habits child. How to resist them?

2. Preparation and holding of class holidays by the children themselves: “Class Birthday”, “New Year’s Light”, “April 1st”. Day of all laughs."

3. Participation of children in school-wide and extracurricular events: a concert for Teacher’s Day, work in the school area, “Young School Talents”, subject weeks, congratulations to veterans, poster competition.

4. Individual conversations with children and parents: “Hour of Revelations” for children and “Hour of Communication” for parents.

5. Conducting and participating in children’s educational and intellectual games “Around the World”, “Golden Fleece”.

6. Trips to the circus, zoo, visiting a museum, children's library.

7. Tourist walk around the favorite places of our city.

The most effective forms of working with children turned out to be: student reports, interview method, mini-film, class printed publication, holidays, KVN, photo exhibitions. During class hours, it was possible to organize not only a discussion, but also a frank exchange of opinions about problems arising in the class. Heated discussions arose, during which the schoolchildren participating in them were forced to clearly formulate their ethical and aesthetic positions, thereby clarifying them for themselves. Difficulties are also related to the fact that schoolchildren do not have enough life experience to understand many serious problems.

It is necessary to provide such means of organization further work, which will allow children to participate more actively in it.

a) Forms of interaction with parents. The following forms of work with parents were used: parent meetings, individual consultations, joint holidays with children, and the “Crazy Hands” competition. It was proposed to assist the class in collecting information about their city, the professions of mothers and fathers, and drawing up a pedigree.

b) Very important point- Creation class traditions. Such a tradition is the “Class Birthday”, which is celebrated on September 1 (the children themselves chose this date). First congratulations from parents and class teacher.

First gifts: a holiday treat from parents. Competition for the best emblem, class motto, “Scenes from school life” and gifts from children to the class (drawings, poems, photographs for the class album.).

New Year is traditionally celebrated.

The competition program was fun and enthusiastic.

Educational objectives and resulting areas of activity for 2009–2010 academic year.

1. To acquaint students with the experience and traditions of previous generations in preserving the health of the nation; to form in students a culture of preserving and improving their own health.

2. Create conditions for students’ advancement in intellectual development.

3. To form among students a culture of communication in the “Teacher-Student” system,

“Student-Student”, “Adult-Child”.

4. To form in students an adequate moral attitude towards the people around them; instill awareness of the value of human life.

5. Use non-standard creative forms of extracurricular activities, taking into account the age characteristics of students; study individual interests and needs of students in extracurricular activities; constantly demonstrate the achievements, results, and abilities of students in leisure activities to parents, teachers, and peers; instill interest in art, develop aesthetic perception; develop the ability to adequately evaluate your results and be fair to the achievements of others; use active forms of extracurricular activities based on the age characteristics of students.

6. To develop tolerance in students, to form a humanistic worldview, awareness of their rights and the rights of other people; develop patriotic feelings; form a civic position; cultivate respect for one’s homeland, culture, and traditions.

7. Organization and joint leisure activities for children and parents; organization of psychological and pedagogical education of parents through a system of parent meetings, thematic and individual consultations, conversations; creating conditions for favorable interaction, overcoming conflict situations among private participants in the educational process, teachers, children and parents; organization of targeted education of parents on education issues.

8. Study the group of students, use active forms of educational activities, cooperate with the school psychologist; create a favorable communication atmosphere.

2.1 Parent meeting. Let's talk about friendship

Friends are made in trouble, true friends are made in joy.

Folk wisdom

Friendship is the consonance of souls in the connection of destinies.

Eastern wisdom

Meeting objectives:

1. To form in parents an understanding of the importance of friendship in a child’s life.

2. Contribute to the formation of parents’ interest in class affairs and relationships in children's team.

Form: bonfire of friendship.

This parent meeting is appropriate to coincide with spring break, when you can go outdoors. A clearing and a place for a fire are prepared in advance. The clearing can be decorated with multi-colored flags, which children can make from colored paper. You can write various wishes to your friends on the flags. At the end of the meeting, you can offer to give flags with wishes to your friends.

If it is not possible for everyone to meet together outdoors, you can hold this meeting in a classroom or in the school assembly hall. But the form of the meeting must be preserved.

To do this, a simulated fire is created on stage, and everyone sits in a circle.

Preparatory work for the meeting:

1. Questioning of children and parents.

Student survey №1 .

Do you have any friends?

Who do you consider your best friend?

Why do you consider this person your best friend?

Do your parents know who your best friend is?

– Do they know him?

Does your friend come to your home?

How often do you see him?

– How do your parents feel about your meetings?

Do your parents have good friends?

Do you know them?

What is your opinion about them?

Student survey No. 2.

Continue the sentence:

1. A friend is someone who...

2. A best friend is someone who...

3. I worry when my friend...

4. I am happy when my friend...

5. I am pleased when my friend...

6. I feel bad when my friend...

7. I would like my friend...

8. I wouldn’t want my friend...

9. When I grow up, I want my friend...

10.When I grow up, I don’t want my friend...

Parent survey No. 1.

Do you know your son or daughter's friends?

How long have they been friends?

Are you satisfied with this friendship?

Do you consider this friendship to be equal?

: – Does your child’s friend come to your house?

How do you feel about this?

Does your child know your friends?

How does he feel about them?

– What would you like to change in your child’s communication with his friends?

Parent survey No. 2

Continue the offer

1. We know that our child’s friends are...

2. If our child’s friends come to our house, then...

3. If our child asks to go out with friends, then we...

4. If our child invites his friend to spend time with us, then we...

5. If we don’t like our child’s friend, then we...

2. Exhibition of essays “My Friend” or competition of student stories “The Story of Our Friendship”

The class is holding a competition of essays and stories about the children's friendship. All the children’s work is documented in big book entitled “True Stories of Friendship.” This book is published and at the meeting all the guys who wrote their works receive this book as a gift.

3. Preparing surprises “Gift for a friend.”

The guys prepare surprises for their friends, they take into account their interests, desires, and hobbies.

4. Competition of proverbs and sayings about friendship.

For the meeting, the guys prepare proverbs and sayings about friendship. They look for them in dictionaries and books. The collected materials will remain in the elementary school as methodological manual for a teacher's work.

5. "Pantry of Friendship." Photo collage telling about family friends.

The guys prepare a photo - a collage telling about their parents' friends, about their family's friends.

Progress of the meeting

While everyone is taking their seats, the song “About Friendship” is playing.

I. Opening speech by the class teacher

It's great that we are all here today. It’s great that we all got together again - moms and dads, girls and boys. The topic of our conversation today is about friendship.

– What does the word “friendship” mean? (The guys give their explanations of the word friendship).

Then the class teacher suggests remembering proverbs and sayings about friendship.

– What unites all the proverbs and sayings about friendship? (The guys name the arguments: the ability to be needed, useful, selfless, etc.)

The song by V. Vysotsky from the movie “Vertical” is playing.

– Who can you call your friend? (Children give arguments and read out their essays about friends.)

P. Questionnaire analysis The class teacher continues his speech and gives examples of the children’s opinions about friendship (based on the survey materials).

Does your family, your parents have many friends? (The guys answer the question and do it with the help of their collages.)

Why folk wisdom says: A friend is known in trouble, a best friend in joy? (Children and parents express their opinions. Give examples from life to support this statement.)

The class teacher tells the children and parents a parable and asks them to cite a proverb to support it, which is often used in speech.

“A long time ago there lived a rich man in the mountains. He had a huge flock of sheep and as many friends.

One day trouble came to his house. One night, thieves entered his sheepfold and stole all the sheep. When the next morning the owner came to the sheepfold to drive his flock out to pasture, not a single sheep was there. The owner of the sheepfold sighed heavily and began to cry. All his many years of work were in vain, and his family became poor overnight.

Soon the whole district knew about the misfortune that had befallen the owner of the sheepfold. Another day passed and at dawn the owner saw a cloud of dust on the road. It kept getting bigger and bigger. Soon he was able to see people in the cloud of dust. These were his friends. Each of his friends did not walk empty-handed, but led a small flock of sheep. When they all entered his yard, he realized that his friends had come to help him. Since then, his herd has become several times larger than before. Every morning when he went to drive out his herd, he remembered the eyes of his friends who saved the life of his family.”

Question to the class: What proverb was discussed at the beginning of the parable? (Don’t have a hundred rubles, but have a hundred friends).

Question to parents: Can you give examples of this kind in order to confirm that this is exactly what happens in life? (Parents tell interesting stories from my own friendship).

Question to the class: What can cause friendship to die? (The guys answer the question posed and give their arguments.)

III. Analysis of S. Mikhalkov’s poems “Good Buddies”

The guys read poems by role and act them out in the form of small skits.

Boy Misha is toiling -

Misha stutters.

Like others - clean, clear,

He can't speak.

And asking him is in vain

Repeat what he says.

It's not easy for him

All words starting with the letter "ka"

But the guys don't laugh -

The friendship is great and strong.

- You, Mishutka, don’t get lost!

Take others as an example!

Just gather your courage

And speak more boldly!

Misha said a word

And there’s no other one to be seen...

But my friends are ready

If necessary, wait!

– How to preserve friendship? (Parents and children jointly develop rules for maintaining friendship and write them down on a large scroll prepared in advance.)

IV. Results of the meeting

Giving souvenirs to friends.

V. Reflection of the meeting

2.2 Class hour. “Memory can be developed”

Target: expanding students' understanding of the capabilities of human memory and methods of rational memorization. Tasks:

1. Arming students with heuristic and practically significant information about memory mechanisms.

2. Study of rational memorization techniques.

3. Identification by schoolchildren of their own problems that interfere with the mastery of these techniques.

Form: oral journal. Preparation stage

1.Collection and synthesis of extensive information on the topic of the meeting by teachers, students and parents.

2.Search for training exercises to develop rational memorization skills.

3. Material support for the class hour:

"Pages" of an oral journal. They are performed on a sheet (or sheets) of whatman paper. On each of them there is the name of the logical stage of the discussion and symbolic drawings that emotionally “color” its content.

Page 1. Isn’t human memory a miracle!

Page 2. Memory and talent.

Page 3. Learning to remember.

Page 4. Let's summarize.

Stage of implementation

Class teacher: It happens to hear from you: “I have a bad memory” or even: “I have no memory.” Of course, this is an exaggeration. But let’s imagine for a moment a person who has actually lost his memory. What would he lose by doing so? Absolutely everything! Suppose the memory loss occurred on the street while he was walking to school. First of all, such a person would not reach the goal of his path, and if he were brought there, he would not know what to do there. He would forget himself, what his name is, where he lives. I would forget my native language and would not say a word. Moreover, I would not be able to make a single movement, take a step, or reach out for a glass of water, since the memory for movements would disappear.

Why do you think having a good memory is important? (Guys' judgments)

That's right, a good memory shortens the preparation of lessons and frees up a lot of time. So, today we will talk about the possibilities of human memory. Our meeting was prepared by many guys (names names), their parents, and all of you helped them. The first page of the oral journal opens (last name, student's name).

Page 1. “Isn’t human memory a miracle!”

First student: The greatest miracle in the world is the human brain with its amazing resources, and among them is the ability to retain in memory what we see and hear. Human memory is a door open to a person’s past, yesterday and the distant. “The memory silently develops its long scroll before me,” wrote A.S. Pushkin.

Our memory is a mystery to ourselves: why we remember one thing and forget another; why a seemingly trivial event is etched into our brain and retained for a long time, while another, undoubtedly important, evaporates from memory.

Question to the guys: What, in your opinion, interferes with quick memorization? (Answers from the guys).

Second student: The success of memorization largely depends on a person’s concentration and attention. It’s not without reason that they say: “attention is the cutting edge of memory: the sharper it is, the deeper the traces.” One of the reasons that a person has forgotten some facts, words or thoughts is inattention to them at the moment when he perceived them, talked about them or thought about them.

I suggest you focus on the table (approaches the board), it contains tips on developing attention (at the same time voices out):

Advice for developing each quality of attention

Do not overload your attention during classes with a large number of

items on the table

Work in “blocks”: 20 – 30 minutes of exercise and a short rest

Diversify the types of tasks

Training: speaking and writing at the same time

Do not abuse TV or computer.

And now I propose exercise to develop attention, which you can successfully repeat at home, with a friend, parents, brother, sister. If there are several of you, you can compete.

Now I will open a row of ten pictures on the board (options: geometric shapes, numbers, letters, symbols) arranged in a certain order. You have the same ones on your tables, but they are in random order. I open the row hidden on the board for 10 seconds, and then close it again. Your task is to reproduce it in the same sequence. (Complete the exercise. Good result – 7 – 8 figures).

Page 2. Memory and talent

Third student: According to contemporaries, the commanders Yu. Caesar and A. Macedonian knew by sight and name all their soldiers - up to 30 thousand people! The philosopher Seneca was able to repeat 2 thousand unrelated words heard only once. The great physician, philosopher and mathematician Ibn Sina (Avicenna) spent several years in his youth reading books from the huge library of the Bukhara ruler. When it burned down a few years later during the war, the scientist dejectedly repeated that, unfortunately, he only managed to read 10 thousand volumes and besides them he could not restore anything from memory. In Khorezm, Avicenna received 40 scribes to help from the Shah and began to dictate to each of them the text of the lost book. This is how the priceless treasures of the library were restored.

Does a talented person always have a good memory? Not at all. Among the great people there were people with weak memories. For example, physicist Michael Faraday could not do without notes and notes. Conversely, many people with unique memory abilities were otherwise unremarkable. But all scientists agree that memory can and should be developed.

Page 3. Learning to remember

Class teacher:“It’s more likely that the brain rusts from disuse than from overload,” one of the greats wittily remarked. It turns out that each of us is able to assimilate the information contained in millions of volumes of the Russian State Library. How to develop this ability, because sometimes it is difficult for us to learn even a short poem?

Fourth student: First, scholars say that the real “mother of learning” is not repetition, but application. It is better to read the text twice and reproduce it twice than to read it eight times without reproduction.

Secondly, it is important to make the information interesting. If the material is boring, but you still need to remember it, wit can come to the rescue. For example, you can draw comic illustrations for the text.

Thirdly, if the text is “long”, then it should be divided into parts and studied each part separately. An outline for the text helps a lot.

Fourthly, when starting to study a topic, you should not immediately read the textbook. It is better to first remember everything that is already known, even with errors and omissions.

Teacher: And the main thing in memorizing is to understand the meaning of what should be learned. I offer you an exercise that will show you how accustomed you are to doing this. The essence of the exercise is as follows: now I will read the text, you will listen to it carefully. Then, from the list of proverbs written on cards that are on each table, you will choose the one that, in your opinion, reflects the main meaning of what you read. So, let's start.

The lion found a sleeping hare and was about to devour it, when suddenly he saw a deer running past. The lion abandoned the hare and chased the deer, but the hare woke up from the noise and ran away. The lion chased the deer for a long time, but could not catch it and returned to the hare: and when he saw that even that one was gone, he said: “Serves me right: I released the prey that was already in my hands, but I chased with empty hope.”

The dog remembers who feeds it.

If you chase the edge, you will lose the loaf.

The hare is afraid of himself.

If you chase the big one, you won’t see the small one.

The chicken clucks in one place and lays eggs in another.

A lion is scary, a monkey is funny.

If you chase two hares, you won’t catch either.

Teacher: I would like to ask, dear guys, do you have your own secrets of quick memorization, what helps you? (Guys express judgments)

Teacher: But in the comic story, the guys’ secrets of memorization are as follows (a group of students comes to the board).

Scene “Repetition” – mother of learning"

First student: My friends, all this, of course, is good, but there is one problem that occupies me all the time. Let's say, everyone knows that there is always not enough time for an exam.

Second student: A day is missing.

Third: Exactly! Have you thought about this problem too?

First: Of course! And they came up with something! In general, there is one way... If you know it, there will definitely be enough time!

Third: Is that so? What kind of method is this?

First: You need to study two subjects at the same time!

Third: Two? Is this possible?

First: Of course! You just need to do it together! And teach at the same time. Aloud. Let's say I'm literature, and he's geometry. Then everyone learns one subject with their eyes, and another with their ears!

Third: Well, well... Can't you learn anything with your feet?

Second: You're laughing, right? Now look! I took geometry. (To the first) Take your literature.

First: “Gogol’s immortal comedy “Dead Souls” gives us a whole gallery of satirical images. Chichikov and Manilov, Korobochka and Sobakevich - all this ... "

Second: “...geometric figures. Triangles, squares, rhombuses, trapezoids..."

First: “They all make us laugh. We find it funny when we..."

Second: “We draw a circle of large diameter, and we get…”

First: “Sobakevich! We laugh heartily at Plyushkin. After all, Plyushkin is...”

Second: “...a perpendicular dropped from the vertex of a triangle to its base”

Third: Is Plyushkin perpendicular? Hee... (With irony) Don't you think that you are being overly modest: in your wonderful way you can teach not two, but much more subjects! Let me try it with you. (Picks up a textbook.) What is this – “Zoology”? Great! Let's continue studying using your method...

First: “But Gogol not only laughs - he denounces. Here is the same Sobakevich. In essence, this is...”

Third: “Elephant. A representative of the family of mammals, the order Proboscidea. He lives..."

Second: “...at an angle of thirty degrees. Figures are not only flat, but also three-dimensional. For example…"

First: “Box. Korobochka is not a nickname, it’s a surname...”

Second: “To calculate the volume of this figure, you need to know its height and width. Let's multiply them and get..."

The first “Portrait of Manilov. Gogol’s Manilov is even handsome in appearance...”

Third: “Huge ears, trunk, tusks...”

First: “But Manilov is a contemplator, he doesn’t do anything, but…”

Third: “Easily tamed by humans and can carry stones and other heavy objects...”

First: “What about Plyushkin? This is the embodiment of greed..."

Third: “It feeds on hay, branches, bran. Loves brooms very much..."

First: “And so, Chichikov wants to be like such people. The fact of low origin gnaws at him.”

Third: “His ancestor was a mammoth...”

Second: I listened - was Chichikov’s dad a mammoth? No, mom is a mammoth, and dad is a papont, probably... Some kind of nonsense...

Third: That's right - nonsense. And remember, friends, only in one case will you need little time to prepare for exams if you study all year not in order to pass the exam and forget, but in order to apply your knowledge throughout your life.

Page 4. Let's summarize.

Class teacher: The possibilities of human memory are truly limitless. But, as we saw today, we need to work on it, overcoming laziness and passivity. It’s not easy, but how you begin to respect yourself! It is from such small victories that character is formed. So, we end the meeting, and I propose an “open microphone” for the exchange of impressions. There follows a “chain” of judgments from the guys. Reflection on what was heard allows the teacher to evaluate how productive the dialogue was.

Conclusion

And so, we traced the main directions of the class teacher’s work and proved how great his role is in the life of every student. The effectiveness of the class teacher’s work determines how the student will be able to solve the problems that arise before him, what attitude he will have towards life, etc. Therefore, properly organized educational activities of the class teacher are the basis for achieving the highest results in the education of a cultural and moral personality.

But times change. The requirements for schools, students and teachers are becoming different. However, the importance of the role of the class teacher does not decrease. Today he performs 3 functions: organizes a variety of activities in the classroom, takes care of the development of each child, and helps children solve problems.

Unlike the school of the 70s and 80s, when education was mainly associated with external influence, currently the position of class teachers is changing. Most of them understand education as creating conditions for the development of the child’s internal potential. This implies a change in the work system.

Individual work with children, affecting the basics of the physical and mental development of each child, is becoming an increasingly priority. There is a shift in emphasis in the work of the class as a whole. First of all, attention is paid to emotional support for groups within the class, creating a positive psychological climate in the class, developing self-government, creating conditions that allow each child to reveal himself in relationships with others, and including students in the system of real relationships.

Many class teachers talk about expanding the range of their current activities at school. This was a consequence of the destruction of the activities of children's organizations, the fragility of family ties, the alienation of children and adults, as well as the fact that most children's out-of-school institutions became paid and for many children, especially from low-income families, they became inaccessible.

In most cases, the vacuum that has arisen can only be filled by the work of the class teacher. Moreover, it is not only children and teenagers who require attention, but also older schoolchildren who are on the verge of independent life.

Despite this, it is not easy to become a good class teacher. But every teacher can become one, provided he works hard on himself and is conscientious, love relationship to the assigned task, in the presence of high moral qualities. Work matters often come up in the memory of schoolchildren, exciting excursions and hikes, school parties and cheerful New Year trees, bright reports and heated debates on exciting issues. The intimate conversations with the class teacher and his friendly support in difficult times are also not forgotten. Many students, after graduating from school, do not break ties with their beloved class teacher. They write letters to him, ask him for advice, share their joys, their achievements and successes in work and in their personal lives.

Thus, not all class teachers are pessimistic about their activities.

References

1. Boldyrev N.I. Class teacher. – M., 1978. – 271 p.

2. Boldyrev N.I. Methodology of the classroom teacher: a manual for a special course for pedagogical students. Institutes. – M., 1984. – 271 p.

3. Druzhinin I.N. The worries and joys of the class teacher. – M., 1978. – 262 p.

4. Stefanovskaya T.A. Class teacher. – M., 2006. – 11–14 p.

5. Krupskaya N.K. Favorites pedagogical works. Ped. soch., volume 3. – M., 1965. – 312 p.

7. Kassil L.N. Towards each other // See the future. – M., 1985.

8. To the class teacher. Educational manual / Ed. M.I. Rozhkova. – M., 2001. – 256 p.

9. Litavarova N. Vnuchenko V. Contradictions in the process of cooperation between teachers and parents and the main ways to resolve them and the education of schoolchildren. – 2003. – No. 1.

10. Makarenko A.S. Methodology for organizing the educational process. Op. Volume V. – M., 1978. – 265 p.

11. Makarenko A.S. The problem of Soviet school education. Op. Volume VI. – M., 1982. – 280 p.

12. Stefanovskaya T.A. Class teacher. – M., 2006. – 3 p.

13. Salyakhova L.I. Handbook for the class teacher - M. 2007. - 22 p.

14. Stepanov E. Form, structure and content of the plan of educational work // Education of schoolchildren. – 2003. – No. 7.

15. Timofeeva I. School council // Education of schoolchildren. – 2002. – No. 2.

16. Shakurov R.Kh. Social and psychological foundations of management: Manager and teaching staff. – M., 1990. – 287 p.

The main functions and content of the activities of the class teacher in a modern school.

The combination of words “class teacher” is understandable to both those who have already graduated from school and those who are still studying there. It often happens that all memories of school are somehow connected with the name of the class teacher, who is the closest and direct teacher and mentor of students, organizes and directs the educational process in the classroom, and unites the efforts of teachers, parents and society. Its activities organically combine ideological, educational, organizational and administrative functions. The class teacher takes care of comprehensive development children, about collectivism, hard work, education, improving the quality of knowledge, strengthening discipline and order in the classroom.

Homeroom teacher - a teacher who organizes educational work in the class assigned to him . It is he who directly interacts with both students and their parents.

Currently availableseveral types of classroom management :
a subject teacher who simultaneously performs the functions of a class teacher;
a class teacher who performs only educational functions (exempt class teacher, also called a class teacher).

The job status of the class teacher largely determines the tasks, content and forms of his work.Educational tasks, content and forms of work of the class teacher cannot be uniform . They are determined by the requests, interests, needs of children and their parents, the conditions of the class, school, society, and the capabilities of the teacher himself. The position of the class teacher in the children's team is variable. It is determined, first of all, by the type of joint activity: in educational work, the class teacher, as a teacher, is the organizer and leader of the children’s activities; In extracurricular work, it is important for a teacher to take the position of a senior comrade, an ordinary participant.
Since the activities of the school are regulated by its Charter, the activities of the class teacher are also based on this document.

Functions of the class teacher.

As essential functions The class teacher is as follows: cognitive-diagnostic, organizational-stimulating, unifying-unifying, coordinating and personal development.

1. Cognitive-diagnostic function is associated 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 characteristics into account in the process of extracurricular work and implement an individual approach to their training and education. The class teacher needs to know the state of health of students and physical development, the conditions of home education, the nature of their learning and educational ability, interpersonal contacts and participation in organized activities, demonstrated inclinations, abilities and interests, attitude to academic work and the dynamics of academic performance. The specified data must be brought to the attention of teachers working in the classroom so that they take them into account accordingly in the process of teaching and educational activities.
2. Organizational and stimulating function is determined by the fact that the participation of schoolchildren in extracurricular activities is to a certain extent voluntary. It is incompatible with either coercion or strict regulation of students’ activities; the main thing here is the class teacher’s ability to organize extracurricular activities in such a way that it captivates students with its high content, diversity and freshness of forms, and the constant search for new approaches to its implementation. Even the most traditional types of work (for example, New Year's Eve, birthday celebrations, cool watch etc.) each time it is necessary to carry out them in a new way, giving them bright, colorful forms.
3. Uniting function follows from the fact that an effective factor in education is the unity of students, a healthy psychological microclimate in the classroom, friendly communication, caring for each other, and the influence of the student body. At the same time, it is necessary to prevent the emergence of groups with a negative orientation in the classroom, creating conditions for exciting joint activities among students.
4. Coordinating function class teacher is due to the fact that, since several subject teachers work in the class, there is a need to coordinate their pedagogical efforts in teaching and educating students, coordinating their activities and implementing a 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. Problems for such work may include shortcomings in students’ home education, various behavioral deviations, increased extracurricular reading, etc.
5. Personal development function . Its implementation requires imparting to the educational work carried out an effective pedagogical influence on the development of students’ personal qualities: stimulation of their need-motivational sphere, educational and cognitive activity, moral and aesthetic formation, development of creative abilities and inclinations, etc.

The considered functions determine the content of the class teacher’s activities .

Directions of work of the class teacher.

The main task of the class teacher – create conditions for the free development of physical and spiritual strength of students, guided by the interests of children and their age-related needs . The class teacher must know the physical and psychological health problems of his students and do everything possible so that parents and students can talk about their problems without fear.

In his activities, the class teacher can use four directions in working with students and their parents .

First direction – problem of physical health of students , since academic success and overall development depend on health. To ensure normal physical health of students, the class teacher works on the following points: educating children according to the “Health” program, involving physical education teachers and parents in this type of activity, conducting class events aimed at making students aware of self-esteem of health, involving medical specialists in educational work with parents and students themselves.

Second direction – communication . Communication is an influence that determines the maximum development of a child’s personality (ethical education aimed at the formation of generally accepted values)

Third direction – This is a cognitive area of ​​a child’s life. . Protecting the student in this area means explaining to all subject teachers the individual characteristics of the student.

Fourth direction – this is family , in which the student grows, is formed, and is educated. The main thing in the work of the class teacher with parents is to ensure the unity of requirements for the education of students from the family and school, to create normal conditions for their home learning and to direct the educational activities of the family. The class teacher must remember that when raising a student, he influences the educational potential of the family. The object of professional attention is not the family itself and not the child’s parents, but family upbringing. It is within this framework that his interaction with his parents is considered. The teacher needs to know what is the scope of the child’s material wealth, his lifestyle, traditions and customs of his family. Consequently, the class teacher implements the function of parental education (information about the educational function of the school, about methods of education, the goals and objectives of the student’s personal development for a given period, the spiritual development of the child, about the characteristics of the student’s school activities, about relationships in the class, about identified abilities).

The educational work of the class teacher is carried out according to plan. The class teacher's work plan is a specific reflection of the upcoming progress of educational work in its general strategic directions and the smallest details. Hence the expediency of an organic combination of a long-term plan of educational work and plans for specific educational activities. It's better when the class teacher has long-term plan work for the entire academic year, and then consistently develops detailed plans for academic quarters.

Rights and responsibilities of the class teacher.

The class teacher is an administrative person.He has the right:
receive information about mental and physical health children;
monitor the progress of each student;
monitor children's attendance at school;
coordinate and direct the work of teachers of a given class (as well as a psychologist and social educator);
organize educational work with class students through “small teacher councils”, pedagogical councils, thematic and other events;
submit proposals agreed upon with the class staff for consideration by the administration and school council;
invite parents (or persons replacing them) to school; in agreement with the administration, contact the commission on juvenile affairs, the psychological-medical-pedagogical commission, the commission and councils for family and school assistance at enterprises, resolving issues related to the education and training of students;
receive help from the school teaching staff;
determine an individual mode of working with children (freely, i.e. based on the specific situation);
refuse assignments that lie outside the scope of his work.
The class teacher has the right to conduct experimental work on problems of didactic (to develop an original program in his subject, if he is also a subject teacher) and educational (to develop a program of educational work) activities.

The responsibilities of the class teacher are as follows:

organization in the classroom of an educational process that is optimal for the development of the positive potential of students’ personalities within the framework of the activities of the school team;
assisting the student in solving acute problems (preferably in person, a psychologist can be involved);
establishing contacts with parents and providing them with assistance in raising children (personally, through a psychologist, social teacher;

comprehensive study of students;

clarification and implementation of rules of behavior for students;

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

periodically holding student meetings in the classroom;

involving students in circle work;

organization of socially useful work;

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

For pedagogically competent, successful and effective performance of their duties, the class teacher must have a good knowledge of the psychological and pedagogical foundations of working with children, be informed about the latest trends, methods and forms of educational activities, and master modern educational technologies.

MBOU "Bolsheignatovskaya Secondary School"

Prepared by: 1st grade teacher Chernousova V.A.

1. Methodical recommendations

   With the administration in advance or a permanent one is approved. SPECIFICATIONS WORKS AWESOME HEAD, HIS BASIC FUNCTIONS AND RESPONSIBILITIES Cool supervisor- a teacher who organizes, coordinates and conducts...

2. Class hour

   ... (food, clothing)? 3. Distribution responsibilities. 4. Entertainment. 5. Expenses. 6. The way back. SPECIFICATIONS WORKS AWESOME HEAD, HIS BASIC FUNCTIONS AND RESPONSIBILITIES Cool supervisor- a teacher who organizes...

3. Class teacher in the educational system of the school

   Document

   Efficiency work cool head. Based on functions cool head, two groups of efficiency criteria (indicators) can be distinguished his work ...

4. Annual work plan. Explanatory note > Work plan of the class teacher with the class for a given academic year or a grid plan for the educational work of the class teacher (by month). Operational planning

   Explanatory note

   ... cool head his responsibilities maybe... work in the prescribed manner. 2. Functions Main functions activities cool head are: 2.1. Organization of activities cool team. 2.2. Organization of training work cool ...

5. Recommendations for joint actions of different departments in providing assistance to children and adolescents from disadvantaged families 3 Memo for class teachers when interacting with disadvantaged families

   Memo

   Changes in main functions families: reproductive... Basic areas of activity cool head V work with students and their parents. Main task cool head ... 4. Cool supervisor obliged encourage...