School student self-government. Student self-government at school. The essence of student self-government

In modern methodological literature student self-government is understood as a form of organizing the life of a group of students, which ensures the development of their independence in making and implementing decisions to achieve socially significant goals.

Student self-government is an opportunity for students themselves to plan, organize their activities and take stock, participate in resolving issues school life to carry out activities that interest them. This is an opportunity to demonstrate the uniqueness of your personality, gain experience in communication, overcome difficulties, experience responsibility for your actions, and master social experience. This experience will be especially meaningful for society if it is in line with principle 10 of the Declaration on the Rights of the Child: “To raise future citizens in the full consciousness that their energy and abilities should be devoted to the service of other people.”

I have been working on the topic of student self-government for several years. This topic is closely related to methodological theme school “Individually-oriented education and upbringing as a condition for the formation of a competitive personality of a schoolchild”.

The staff of our school believes that the topic of self-government is very relevant for us, since the school should teach not only the sciences. But it should also teach a person to be independent, to do good deeds, to be responsible for their actions, to make decisions, to protect their rights. Pupils must come to a school that can prepare them for life in a changing environment. And if the school does not have self-government, then it is unlikely that it can keep up with the times.

In our school, there are several forms of involving teachers, students, parents in the organization of training and education, in the formation of priority values of the school team, in a joint understanding of development prospects.

Temporary creative groups. They are created for the period of preparation and conduct of various educational, educational and organizational affairs. They include teachers, children, and sometimes parents.

Monthly meetings of the director and administration with the presidential council. This is one of the important structures of school management and its democratization.

Weekly meetings of ZDVR with class representatives. This is an advisory and information body of children's self-government.

There are the following levels of student self-government:

Individual student. The activity of the individual in conscientious fulfillment of instructions forms conscientiousness to the task assigned. The fulfillment of public assignments, in which the student himself finds and uses some ways of its implementation, forms the skill of self-control and exactingness to himself. The student can choose his own business and determine the ways of its implementation. This characterizes the creative attitude of the individual to a particular case.

Self-management, the purpose of which is the adaptation of the child to life in changing conditions, gives each child the opportunity to express himself, reveal his abilities and learn new things, learn to communicate with peers, with younger and older ones.

In the process of development of student self-government, trends emerged: the more actively a student participates in self-government, the higher is the level of his independence and responsibility as the highest indicators of his personal growth.

The level of the primary team is the class. Self-government bodies in the class are elected for each type of activity so that all students are included in one or another body. Each sector elects a chairman from among its members. The chairpersons make up the class council. All members of the council take turns acting as the headman. Each member of the class self-government bodies has its own responsibilities. The class council prepares information and proposals to the higher self-government bodies - the presidential council and the student assembly.

Class self-government helps to find spheres of personal and socially useful activities of children, determine the scope of their duties, strengthens the sphere of friendly relations, conveys the experience of democratic relations: personal responsibility, desire for consent, freedom of opinion, change of position (leader-executor), helps to take into account opinions each and minority, helps students develop skills for independent work.

The staff level of the educational institution is the presidential council. The most active students of grades 9-11 are elected to the presidential council, who enjoy authority among their comrades and are able to lead. Each high school student has the opportunity to propose his candidacy for the presidential council. The Student Assembly considers candidates and elects.

We consider the development of student self-government as part of the system of civic education, which has become very relevant. The tasks of civic education are to educate a leader, to teach democratic communication ability to work in a team, to develop creative abilities. We want our children to understand the needs and requirements of society and through student self-government to be able to realize and compare themselves with the requirements that society puts forward.

The concept and development program of our school states that the school is focused on the education, upbringing and development of each child, taking into account his individual characteristics. In the annual plan, one of the most important is the section of educational work.

One of the programs of our “Multidimensional system of personality development” is the “Leader” program. The educational objectives of this program are: to provide conditions for the self-realization of the child's creative abilities and needs; create a developing environment conducive to self-assertion of the individual in various activities; the formation of communication skills, the ability to understand oneself and others. Main content: disclosure and implementation of organizational and creative abilities; the formation of a sense of significance and involvement in solving the problems of the school; the formation of experience in conducting pre-election and election campaigns. All this is carried out through the presidential council, the organization of the KTD, the holding of festive events, the holiday of the school organization "Commonwealth", business and role-playing games, the school of the asset. We also try to involve the “student-teacher-parent” and parents in co-management. Various forms are used for this: parent meetings, organization of circles and sections, creative groups, “Men's Council”.

We set ourselves the task of teaching the child social skills:

Make choices within accepted rules and be successful in the chosen activity;
Develop your strengths and abilities;
Understand and accept others;
Adequately assess their strengths and abilities;
Control yourself;
adapt to social conditions.

We believe that the bodies of student self-government at school are one of the forms of children's self-development, and, like any development, it requires certain conditions. Conditions known:

The presence of personally and socially significant activities. After all, A.S. Makarenko said that activity gives rise to self-government, and not vice versa.
Adult presence and support. If the elders leave the children to themselves, leave them without support, any children's independence will fade away: children's independence is one of the forms of dependence of the younger generation on the older one.
Socially valuable feelings and experiences that are infinitely significant for children, which, in essence, educate.
What ways did we go to create viable self-government bodies:
Found areas useful for the school and significant for students school activities
Made these areas emotionally rich and interesting
Provided educational support and assistance
What areas can be given to the guys:
Leisure, school evenings, discos, holidays, KTD
School press activities
Sports and sporting events
Timurov work
Cleaning the school grounds, self-service in the canteen
The real participation of children in teachers' councils, conferences, parent committees (it is necessary that the children believe that their opinion can influence the management decisions of the administration and teachers).

With this approach, self-government in the school is possible, moreover, it is necessary. We will be able to educate the subjects of our own life only if at the very beginning of life the guys feel, understand and believe that they can do something, are capable of something. Only in a community of his own kind does a child better know the rules of the hostel, himself, learn to build relationships, arm himself with more diverse ways of self-manifestation.

The effectiveness of educational work is achieved through a combination of traditional and innovative methods. One of the innovative methods of involving students in public life is social design, which is focused on the formation of such qualities as a sense of social responsibility, an indifferent attitude to the fate of the Fatherland, and the ability to adapt to modern economic conditions. This academic year, a group of high school students started working on a socially significant project “I am a citizen of Russia”. Now we are at the stage of collecting information and developing our own solution to the problem.

Another project we are working on is the school newspaper Sodruzhestvo. The purpose of the project: the realization of the intellectual and creative potential of schoolchildren in the creation of a newspaper. Tasks: development of skills for independent, research and creative activities, assistance in career guidance, self-development and self-realization of schoolchildren.

The implementation of these projects contributes to the socialization of students, as conditions are created for them to use “civil knowledge and skills” in Everyday life. Schoolchildren learn to measure this knowledge and skills with their character, behavioral style and relationships with others, evaluate all aspects of life, society, history, politics, culture in accordance with their age capabilities, use various ways to participate in government.

The activities of the structural components of student self-government of secondary school No. 51

Presidential Council

Implements student conference decisions
Interacts with self-government bodies of teachers and parents
Participates in work pedagogical council, meetings with the director
Participates in the planning and organization of extracurricular and extracurricular activities of students
Approves the plan for conducting school activities
Establishes patronage of high school students over younger students
Corrects self-service of students, their duty, maintaining discipline and order at school
Submits proposals to the school administration on changes to the School Charter
Works with students of the "risk" group, "difficult" students
Participates in the consideration of issues of encouragement and punishment of school students

Sports Complex

Organizes competitions in various sports between classes and schools
Participates in the organization and conduct of school-wide sports days, health days
Identifies the best athletes and rewards them

cultural center

Organizes the participation of classes in school-wide KTD and events
Organizes and supervises excursions, visits to exhibitions, theaters
Organizes and conducts school-wide discos, lights
Participates in weekly Presidential Council meetings

Press center

Selects materials for the school-wide newspaper "Sodruzhestvo"
Publishes the newspaper "Commonwealth"
Organizes decorations for school events
Works with class correspondents
Evaluates contests for the best newspaper
Participates in weekly Presidential Council meetings

labor center

Organizes and conducts collections of waste paper
Organizes and conducts duties around the school and in the cafeteria
Organizes cleaning of the territory, subbotniks
Helps ZDVR in the organization of summer labor practice
Helps ZDVR in the organization of repair teams
Participates in weekly Presidential Council meetings

Training Center

Organizes advisory groups to help laggards
Checks diaries and textbooks
Checks attendance and progress
Participates in the preparation of school Olympiads, subject weeks
Participates in thematic evenings, competitions in subjects
Participates in organizing meetings with interesting people
Participates in weekly Presidential Council meetings
Distributes class employment according to interests

Music Center

Selects video and audio materials for thematic class hours, discos, school-wide events
Musically design and sound holidays
Participates in weekly Presidential Council meetings

local history center

Conducts work on the study of the history of his native land
Participates in regional, city and republican events
Instills interest in the native land

Center for Patriotic Education

Organizes patriotic events
Works on the creation of a school museum
Carries out the action "Children about grandfathers", the operation "Postcard"
Collaborates with the Veterans Council
Analyzes and plans work in the civil-patriotic direction

1) Theoretical foundations for the organization of student self-government in a secondary school

The purpose of school education is the adaptation of a young person to the existing reality of the society in which his future life will take place. The most effective system of education is focused on the requirements that society imposes on a person. Modern life requires the following qualities from a person: the ability to learn, the ability to choose, the ability to communicate. It is these qualities that contribute to the self-realization of a person in the present reality.

One of the tasks of the school education system is to prepare children to perform the functions of citizens of a democratic state: to develop the ability to protect their rights and fulfill their duties; education of political culture. Today, society needs initiative people who can independently make decisions, achieve them, and be consciously responsible for their implementation. The organization of school student self-government and its activities contribute to the education of such personality traits.

Student self-government is a form of organizing the life of a group of students, which ensures the development of their independence in making and implementing decisions to achieve socially significant goals.

Self-management of students is expressed in the ability to independently take the initiative, make decisions and implement them in the interests of the student team. As a rule, self-management is manifested in planning the activities of the team, organizing these activities, analyzing their work, summing up what has been done and making appropriate decisions.

Student self-government should be considered, first of all, not as one of the elements of the educational work of the school, but as an independent public institution that allows students to exercise their right to participate in management educational institution. Full-fledged student self-government gives children serious levers of influence on school policy - not only on their own life at school, but also on the lives of adults, on the adoption of certain decisions, on the choice of ways to solve various problems of school life, and ultimately on the direction of development schools. Such self-management is a way of turning students from "customers" educational process to his customers.

For the formation of student self-government as an independent public institution, it is necessary to create at least the following basic conditions:

Giving student self-government the rights to participate in school management - real powers that make it possible to seriously influence school policy;

Development of student self-government technology, enabling students and their mentors to design and create self-government systems in the conditions of each particular school;

Transfer to student self-government of effective work technologies that allow solving urgent school problems. Mostly, these are technologies used in the work of public organizations;

Creation of a support system for the development of student self-government, including at the level of educational policy, in the field of building interaction between student self-government and civil society structures, in terms of information, methodological support, and work to develop the organizational skills of school activists.

When organizing self-government, it is important to develop the activity of all members of the student team, the assignment of authority and the change of leaders. The school should create an environment in which each student feels involved in solving the main tasks facing teachers and students. The development of self-government helps them to feel the complexity of social relations, to form a social position, to determine their capabilities in the implementation of leadership functions.

The modern approach to understanding the essence of the development of self-government involves the creation of conditions for the social development of students, which is ensured by their inclusion in solving complex problems of relationships that develop in a team. Through their participation in solving problems, students develop in themselves the qualities necessary to overcome the complexities of social life. From the attitude of children to goals joint activities depends on their position in solving managerial problems.

Self-management can develop in almost all activities of students. It develops faster where the sphere of their interests is more pronounced. Manifestations of self-management can be very diverse, but all of them should be united by one thing: an active approach to the structure of government. First, it is necessary to captivate students with some socially significant matter, and then create an appropriate self-government body to organize it. Thus, a new area of work appears - a new self-government body is formed.

There are several areas of activity of student self-government bodies:

representative direction - the participation of the student council in the discussion of school problems and decision-making, the development of students' opinions on school life, participation in the work of school-wide self-government bodies

conflict resolution - mediation in resolving conflicts within the school on the principles of voluntariness

information direction - informing schoolchildren about school problems and ways to solve them, the activities of the student council

patronage direction - the organization of patronage of the elders over the younger ones

external relations - organization of interaction with out-of-school structures, self-government bodies of neighboring schools, attraction of external resources to solve the problems of students and the school as a whole

organizational direction - support for leisure, socially significant and other initiatives of schoolchildren

human rights direction - protecting the rights of students at school

This list is not exhaustive. It is possible that student self-government in this particular school will conduct only one direction of activity. The student council can also lead two or three areas of work, while doing all the work as a single team - as a rule, it is more productive for a small group of activists to work as a single whole than to be divided into smaller groups.

2) The pedagogical system of organizing student self-government in a secondary school.

Functions of teachers of a general education institution for the development of student self-government.

The development of student self-government in a general education institution depends to a large extent on the director and his deputies. Their interest, respect for self-government bodies, their representatives, understanding the importance of their diversity, the ability to find a compromise solution, material and moral support for teachers, students and parents actively involved in self-government - all this is an important condition for creating an effective system of self-government in the school, where all participants in the educational process play a real role.

The director of a general education institution is responsible for developing a strategy for the educational process, including the activities of student self-government. In addition, the director regulates the processes of creating a legal framework and logistical support for the functioning of student self-government.

The deputy director for educational work takes an active part in the development of the concept and program for the development of student self-government, deals with the issues of methodological support and training of the schoolchildren's asset. It is very important that the deputy director cooperates with class teachers, choosing together with them the appropriate option for self-government in each class, its compliance with the school-wide model. In addition, his competence includes advising the bodies of student self-government on the whole range of issues.

The teacher-organizer deals with practical issues, supporting the bodies of student self-government, both at the level of a general educational institution and at the level of primary teams. This is one of the most important specialists directly implementing educational programs of various directions in a general education institution. Its functionality, as a rule, includes coordinating the activities of children's and youth public associations operating in a general educational institution, their interaction with student self-government.

The class teacher, who has the opportunity to study the interests of students well, find a way to individually support each, overcome the problems that arise in the class team, is also called upon to contribute to creating conditions for the development of student self-government. Such a teacher, who has serious socio-psychological knowledge, is able to support his colleagues in the implementation of the principles of self-government in various areas of school life (leisure activities, sports, the media, etc.)

The teacher-psychologist is called upon to play a special role in the development of student self-government. Thanks to his professional knowledge, he can help identify the leadership and organizational abilities of children, organize a permanent system of psychological support for self-government activists; advise class teachers, teachers and administration on various problems that arise in the process of organizing student self-government.

A subject teacher can also contribute to the development of student self-government by advising schoolchildren on the profile of their subject, for example, during the preparation of the next event held by the active students (quiz, olympiad, competition, etc.), in the preparation of regulations. If desired, he can introduce educational elements that are meaningfully related to student self-government in the conduct of specific lessons. Teachers of social studies, history and law have the opportunity to work on the inclusion of issues related to self-government in training courses. In addition, the teacher has the opportunity to directly participate in the self-government of a general education institution as an ordinary participant.

Thus, in an effective system of self-government educational institution, one of the tasks of which is the activation of student self-government, almost the entire teaching staff participates to one degree or another.

Teaching self-management means creating a collective perspective and planning ways to implement it, teaching everyone to evaluate the results of this activity and develop a common assessment. This means teaching children to see in each person a personality that reacts to reality in its own way, has its own individual tastes and needs, and expects an attentive and caring attitude.

In working with children on the organization of student self-government, the following are important: the essence of the matter, the position of the teacher, the real powers of students. Student self-government is where schoolchildren feel like the owners of the school, responsible for the events taking place in it, where they show initiative and creativity in improving their own lives, strive for its better organization, where everyone cares about everyone. To introduce self-government in schools means to put all children in the position of organizers of school life, so that they feel like masters and act as masters. At the same time, to establish the correct ratio of pedagogical leadership, self-government, self-regulation and co-management in the process of pedagogical management, to achieve their optimal ratio, to establish a connection between them is the main task of school management.

An important feature of the activities of the organizing teacher, class teachers and teachers is to provide children and young people with the opportunity to participate in a variety of activities that correspond to their interests and inclinations, as well as providing them with social and moral guarantees for the development of inclinations, abilities, talents, talents.

An equally important specific direction is the protection of the personal value and dignity of pupils, protecting them from authoritarianism, humiliation and insults. It is necessary to create an atmosphere favorable and comfortable for the child in the institution, to ensure that the rights of children correspond to their duties, and practical role the student corresponded to his status.

It should be noted that a typical mistake of teachers - organizers of student self-government is such interaction with students when the teacher, having set a goal for the student team, as a rule, strives to ensure that it is necessarily accepted by them. Having achieved this, he himself often becomes the organizer of its implementation, putting forward his own version of achieving it as the only possible one. Self-management develops only when students find themselves in a situation of choice and determine the ways of solving the problem themselves. It is decision making that is the key to the formation of the motive for group action. Summing up, group reflection allow students to lead to a new goal of joint activity, while at subsequent stages with each cycle they independently determine the goal, which is subsequently realized by the children's team.

There is a need and possibility of SELF-MANAGEMENT.

Where it is not, any SELF-GOVERNMENT

It will degenerate into a fiction or a game."

S.I. Hesse

Self-government in the modern school.

Self-government of students is independence in showing initiative, making a decision and its self-realization in the interests of their organization

The goals of student self-government are to educate a citizen with a high democratic culture, capable of social creativity, able to act in the interests of improving his personality, society and the Fatherland.

Systems approach to civic education involves the widespread use of extracurricular forms of activity, educational work at school, which have great potential for the formation of civic qualities of an individual.

Student self-government is one of the directions pedagogical activity which occupies a leading place in the holistic educational process, since additional knowledge, practical skills and abilities, social attitudes and values formed in the course of the implementation of self-government largely determine the viability and social prospects of school graduates.

Certain changes are taking place in society and in schools. In this regard, the functions, principles and methods of organizing student self-government, as well as the position of teachers and students, are changing.

In our school, student self-government is at the stage of functioning, there has been no movement towards development in recent years, which reduces the impact of student self-government on the life of the school. The unity of the teaching and student teams in resolving issues of school life is imperceptibly weakening. It worries and . Therefore, it became necessary to hold this teacher's council, which will help to solve the following tasks:

1. To identify the degree of pedagogical support and the influence of student self-government on the life of the school.

2. Outline the ways, forms and methods of further development of student self-government in the school.

The school should provide students with the opportunity to try themselves in the organization and activities of clubs, circles, in the work of school media, "to elect and be elected to governing bodies", to receive satisfaction from the process and result of their activities aimed at the benefit of others.

The experience of recent years shows that the idea of school self-government sometimes does not work, fails somewhere, and does not fulfill the functions that are assigned to it. Thus, the requirements of the Law "On Education" on the creation of school councils, where students are full members, practically do not work. Students' interest in the work of school self-government bodies is falling. Why?

Most likely the problem is the following:

1. The idea of creating school self-government is not new for Russia, so sometimes all values, activities with students, approaches to organizing school self-government are sometimes blindly transferred without taking into account the changed socio-economic conditions in society.

2. Sometimes teachers were not ready for cooperation, interaction with students in solving issues related to management.

3. Declaration of the rights of students to school self-government from above, andin At the same time, the absence of a mechanism for the implementation of these rights actually does not allow children to fully use these rights in practice, hence, as a result, a fictitious activity that does not arouse interest among schoolchildren.

4. The children were not ready to organize school self-government either. After all, participation in school self-government presupposes giving students certain rights, and hence certain responsibilities, which students are in no hurry to take on. Recent studies on school self-government have shown that children insist on the introduction of control over their activities by the school administration, and the class teacher is assigned the role of "liaison" with the administration.

5. Children, like all adults, support only what they create.

6. Another factor affecting the effective functioning is the neglect of the creation of the "spirit of the school", taking into account the realities of the hidden content of education.

Questions arise:

· Maybe it makes no sense in the current conditions to deal with the problem of school self-government?

If the organization of school self-government is relevant for teachers and students, then, the problems listed above?

· How to create school self-government?

· How to make the work of school self-government effective?

Before thinking about the creation of school self-government, it is necessary to answer the question of the need to involve children in the process of school self-government.

Let's consider the answer to this question from two positions - a teenager and a teacher, taking into account the socio-psychological characteristics of the child's development.

From the point of view of age-related psychological characteristics, adolescence is characterized by an increased susceptibility to social phenomena; recognition is necessary for him, there must be motivation for interaction in the group; the child is ready for changes, feels the need for his achievements and his self-determination.

From the point of view of teachers, participation in school self-government or in the activities of a public organization contributes to the formation of a civic position and a value attitude towards oneself and others; allows students to improve social competence; develop social skills of behavior and attitudes towards independent decision-making in social problem situations.

From pedagogy, we know that in conditions of joint activity, human behavior becomes more fruitful than in conditions of individual behavior.

The students have a desire to act in accordance with the expectations that they have in relation to each other, which subsequently manifests itself in their behavior.

The behavior of adolescents is also influenced by the demands social environment in the form of duties, traditions, rules of conduct and moral norms.

Adolescents seek group association when they see it as a prospect. interesting life opportunity to solve your problems. At the same time, it is very important to ensure awareness of one's needs, goals and obtaining a practical result of the activity.

The main purpose of student self-government is to satisfy the individual needs of students, aimed primarily at protecting their civil rights and interests. Participation in solving the pressing problems of the school, the participation of students in student self-government contributes to the formation of a clearer and more conscious civic position and value attitude towards themselves and others, allows you to increase social competence, develops social behavior skills and attitudes towards independent decision-making in problem situations.

Also, the educational value of student self-government lies in the fact that, practically acting as organizers in their team, pupils acquire a number of moral qualities necessary for a person of our time, such as:

First of all, it is the personal responsibility of everyone for the common cause, for the success of their team, deep devotion to common tasks. When self-management is correctly posed as representatives of the collective, children learn to see their own personal interests in the interests of the common cause.

Making students active participants in the educational process is an important and responsible task. Involving schoolchildren in the social life of the school, expands their experience of educational activities, changes their attitude to school, to the Motherland, to others, contributes to the understanding that others need help, support, empathy. Common causes and interests unite children, help to find the language of communication, positively influence the formation of civil-patriotic and spiritual-moral formation of the child's personality.

In our school, there is a children's association "Childhood Town" and student self-government. Student self-government includes students in grades 5-9. There are permanent self-government bodies - these are 4 sectors: counselor, elders, leisure and press center. There is a regulation on school self-government. School students organize inspection raids cool corners, school duties, student attendance, participate in the organization of various events and KTD. The children learn such qualities necessary in human life as the ability to make decisions, interact with comrades, help others, implement their proposals and involve them in the implementation of their own decisions. Students try to be responsible for the assigned work, but, unfortunately, not all the guys understand this. Student self-government determines the main activities of the student team. At the beginning of the school year, at a meeting of the student council of the asset, students, a self-government work plan for the school year was drawn up, which was coordinated with the plan for the educational work of the school.

A special place in planning is given to collective creative affairs. In the course of preparing and conducting collective creative affairs, its participants carry out all stages of self-government:
- jointly determine the purpose of their activities;
- agree on the means and methods of its implementation;
- manage the process of its implementation;

– result (summing up the “News from the class”).
There are many creative children among the students. All of them are part of the student self-government, which help in the selection of materials for scenarios.

List of used literature:

1. Journal "Class teacher", Moscow, 2008, No. 4

2. Journal "Class teacher", Moscow, 2008 No. 2.

3.E.N. Stepanova "Educational process: the study of effectiveness", Moscow, "Sphere", 2001.

4. N.I. Derekleeva “Handbook of the class teacher”, Moscow, “Vako”, 2005.

5. Journal "Class teacher", Moscow, 2007, No. 2.

6. I.A. Rudneva. "School and parents", Volgograd, "Teacher", 2006.

7. Journal "Class teacher", Moscow, 2007, No. 5.

An environment should be created in the school in which every student feels involved in solving the main tasks facing teachers and students. In this regard, the participation of children in the real management of their team is called upon to play an important role. The development of self-government helps them to feel the complexity of social relations, to form a social position, to determine their capabilities in the implementation of leadership functions.

A new approach to understanding the essence of the development of self-government involves the creation of conditions for the social development of students. This is ensured by their inclusion in solving complex problems of relationships that develop in the team. Through their participation in the management of affairs, schoolchildren develop in themselves the qualities necessary to overcome the difficulties of social life.

Student self-government- a form of organizing the life of a group of students, ensuring the development of their initiative and independence in making and implementing decisions to achieve socially significant goals. Real self-government assumes that its bodies have specific rights and bear real responsibility for their work.

It is advisable to single out specific self-government functions. These functions include three: self-activation, organizational self-regulation, collective self-control.

Self-activation involves the involvement of as many members of the team as possible in solving the managerial problem, systematic work to involve students in the management of new areas of activity.

Organizational self-government implies flexibility in the implementation of organizational functions by members of student teams, a stable influence of the asset on the team, the ability of the team to independently change its structure in order to more successfully solve organizational problems.

Collective self-control involves constant self-analysis by self-government bodies and individual organizers of their activities and, on the basis of this, the search for more effective ways to solve managerial problems.

The content of the activities of self-government bodies essentially depends on the tasks that the student team determines. Manifestations of self-management can be very diverse, but all of them should be united by one thing: an active approach to the structure of government. First, it is necessary to captivate students with some socially significant matter, and then create an appropriate self-government body to organize it. Thus, a new area of work appears - a new self-government body is formed.

In pedagogy, the experience of school self-government is widely known. In the author's School of Self-Government A.N. Tubelsky (Moscow secondary school No. 734), where much attention is paid to the organization of school life. Teachers, students and parents have developed, adopted and are constantly changing and supplementing the constitution of the school and school laws, the democratically elected school council and the court of honor operate. Such self-government of the school resembles a game in which children live a real life and develop.

Along with permanent self-government bodies (collective council, academic committee), various temporary self-government bodies (council of action, initiative group) are created in student collectives, the role of which increases with the development of independence and initiative of students. When creating temporary self-government bodies, it is advisable to remember the following:

The creation of temporary self-government bodies is determined by the specific task facing the team;

The decision to establish these bodies is made by the student body and public organizations;

Only those students who participate in the decision of this specific task;

Self-government bodies, regardless of the period for which they were created, must report to the team on their achievements, i.e. on the fulfillment of the assigned tasks;

Having carried out the solution of the organizational task, they cease to exist.

The dynamism and variability of self-government bodies provides that their structure should be mediated by the goals of students' activities; the content of these goals is constantly changing depending on the strategic and tactical tasks facing the student team. This requirement means the need for a systematic search for such organizational structure, which combines permanent self-government bodies, defined by regulations and charters, and temporary self-government bodies created by the team to solve current problems.

The content of self-governing activity can be: the study of their rights and obligations; labor activity in different types: duty in the classroom, school, general cleaning, repair of premises, furniture; work on the school grounds, etc.; preparation of theatrical performances, performances; device sports grounds and organization of competitions; publication of handwritten magazines, wall newspapers, etc.

One of the essential factors in the development of student self-government is the preparation of students for organizational activities. There are three main structural components in this training.

The first component is informational. Students in various forms are provided with a variety of information necessary for their participation in solving organizational problems.

The second component is operating. It includes the formation of students' organizational skills and abilities based on the practical application of managerial knowledge in simulated managerial situations. This is done during various classes that introduce students to methods for solving organizational problems.

The third (practical) component is managerial practice, during which the acquired knowledge, skills and abilities are fixed, management actions are corrected.

Another condition for the development of student self-government is pedagogical stimulation of leadership. What does it involve designing situations that contribute to the maximum manifestation of leadership potential in largest number pupils.

The listed organizational and pedagogical conditions make it possible to make the process of developing self-government in school teams continuous and significantly influencing the social development of students.

3.4.5. Children's associations and organizations.

The school cannot but take into account the influence of various social institutions on the upbringing of children. Among them, a special place is occupied by various children's associations and organizations.

The purpose of the activity of any association can be considered in two aspects: on the one hand, as a goal set by children, on the other hand, as a purely educational goal set by adults participating in the work of children's associations.

The children's association is an important factor influencing the child, influencing in two ways: on the one hand, it creates conditions for meeting the needs, interests, goals of the child, the formation of new aspirations; on the other hand, there is a selection of the internal capabilities of the individual through self-restraint and collective choice, adjustments in connection with social norms, values, social programs. The children's association also performs protective functions, defending and protecting the interests, rights, dignity, and uniqueness of the child.

Associations differ in the content of activities, in the time of existence, in the form of management. According to the content, socio-political, labor, religious, patriotic, cognitive and other associations of children differ.

Tasks of the organization of labor activity of children. They involve solving the problems of developing the abilities and inclinations of children, the problems of providing them with opportunities for communication, self-expression and self-affirmation. For example, student cooperatives are most often created for the joint labor activity of children to solve personal economic problems.

According to the duration of their existence, children's associations can be permanent, which, as a rule, arise on the basis of schools, institutions additional education, at the place of residence of children (club "Romantic", green patrol). Typical temporary associations of children are children's summer centers, tourist groups of children's associations, created to solve some problem that does not require much time (participants in the sponsorship action, rally, etc.).

According to the nature of management among children's associations, formal informal associations of children can be distinguished.

Great importance for the upbringing of children have their associations and organizations that have special educational opportunities: real conditions are created for the dynamic and intensive communication of the child with peers, various options for implementing his creative activity are provided. The intensity of communication and specially assigned activity allow him to enter the context of universal culture, change his ideas, stereotypes, views on himself, peers, adults. In the children's association, adolescents try to independently organize their life activities, while taking a position from a passive observer to an active organizer of the life of the association. If the process of communication and activity in the association takes place in a friendly environment, attention is paid to each child, then this helps him create a positive model of behavior, contributes to emotional and psychological rehabilitation. With organized activities, a temporary children's association has a wealth and variety of social ties, a favorable atmosphere for self-knowledge and self-education of everyone.

Thus, various children's associations expand the zone of formation of a common culture, contribute to the formation inner world children, the formation of new value orientations, stimulate social development child.

in MBOU "2-Imangulovskaya secondary comprehensive school »
School student self-government is an integral part of the school's student team management system. School self-government bodies represent the interests of all students in the school. Student self-government enables students themselves to plan and organize their activities, participate in solving issues of school life, and conduct interesting creative activities and events.
Work in school student self-government prepares adolescents for subsequent civic activities; social experience is acquired, the ability to independently plan and implement the planned, as well as be responsible for their activities. Children learn to cooperate, both with their peers and adults, get the opportunity not only to express, but also to protect their rights and interests.
Currently, MBOU "2-Imangulovskaya secondary school" is one of the typical small schools. The number of students in the classes ranges from 2 to 9 people, in total, 61 students study at the school. This school has its own characteristics. A small number of children in the class, on the one hand, creates all the opportunities for organizing individual work with students, on the other hand, the number of children in each lesson increases. study load in terms of teacher-student interaction, there is a constant tension of the student.
In carrying out educational work and organizing student self-government of such a school, certain difficulties arise, the main of which are limited opportunities for the development of students, due to the narrow circle of their communication and manifested in a decrease in the level of development of speech, the emotional sphere of children, high fatigue of students associated with low class occupancy. . Class teachers find themselves in difficulty because of the inability to organize

interesting extracurricular work in a team, to establish activities

on self-management in a team with low occupancy. Way out of this

positions we found through the creation and activities in our school

student government.
Self management- the principle of managing small communities,

public organizations and associations.

Student self-government- a form of organizing the life of a group of students, ensuring the development of their independence in making and implementing decisions to achieve socially significant goals.
Self-government in the school is carried out through meetings of the "School Duma" according to the developed program.
"School Duma" - a multi-level system of school student

self-government.

1st level - student self-government in the classroom

2nd level - all-school student self-government

Student self-government in the class is carried out by the Class Squad Council.
Active representatives of the class are elected to the Class Council.

team that can lead one of the areas of work: headman,

responsible for academic work, for sports, for duty, for leisure

activity, for artistic and design activities.

The School Council is...
-Managing class and school life
-Organization of affairs for your class, school, and therefore for yourself
-Solving problems and tasks assigned to the class
-School of responsibility, trust, leadership and maturation.
At the head of the "School Duma" is the president.

The school president was elected for 2 years by direct secret ballot.

students in grades 4-11.

The President exercises executive, administrative and

control functions.
"School Duma" is the highest body of student self-government

schools and its meetings are held once a month. Into the Duma

includes: school president, ministers of existing ministries, counselor,

members of the parent community. Council members approval

takes place at a school-wide student conference.
The "School Duma" forms the following ministries: the Ministry of Sports, the Ministry of Health, the Ministry of Culture, the Ministry of Press, the Ministry of Science, the Ministry of Internal Affairs.
The purpose of the activities of the bodies of school student self-government

is: the development of the creative initiative of students, the formation of their

active life position, experience of active participation in the life of one’s

collective;

Tasks solved by the "School Duma":
- Ensuring effective interaction between students, their parents and

teachers in the context of the development of the educational system of the school.

The optimal solution to everyday tasks of education, taking into account

personality - oriented approach and the concept of the school.

Acquisition by children of knowledge, skills and self-government skills,

democratic style of relationship.

Self-education and self-development of children in the conditions of the existing

educational system of the school.

Student government decides next questions:
organization of educational, research, cultural, sports and

other events;

Contribute to the upkeep and maintenance of the premises,

property on the school grounds;

Facilitating compliance by students with the regime and rules of conduct at school;

Cooperation with public organizations: Children's and Youth School (Oktyabrskoye village), Youth Sports School (Oktyabrskoye village), 2-Imangulovskaya rural house of culture and 2-Imangulovskaya rural library.

The president and ministers of the current school ministries are:
hold student meetings;

Surveys, questionnaires to identify opinions, taking into account which

the work of the council is planned and organized;

Submit their proposals on issues of intra-school life on

discussion of the school administration, teachers' council, class assets.

This and last academic year organized and held:

self-government, presidential elections, school-wide events (day of the elderly, mother's day, March 8, February 23, etc.).

At the end of the academic year, at the last meeting, the results are summed up and

the results of the work of student self-government, which considers

questions about the effectiveness of the "School Duma" and tasks for the next academic year.

As additional material, we offer you a business game "School Student Council"
The following situations will help you understand how the local government may respond to certain school problems. The group plays the role of a student council and shows their way of doing things in a business game format.
Exercise: “Imagine that the student council received a request for help in resolving a particular situation. Discuss in small groups how the student council can act and choose the best one. After that, be ready to demonstrate your way of solving the problem.”
After discussing the situation in groups, the facilitator distributes among the children the roles of characters acting in this situation.
Situation 1. The teacher kicked the student out of the class for indiscipline and refused to let him go to lessons again.

Often, when dealing with such situations, groups try to figure out who is right and who is wrong - they arrange an investigation. The “Student Council” calls the student “on the carpet”, questions him with passion, then does the same with the teacher, witnesses. And in the end, he delivers his verdict, sometimes not in favor of the student: “You yourself are to blame for everything, next time behave yourself.”

The facilitator can play the role of director in this situation and give these attempts a hard rebuff: “I will not allow schoolchildren to discuss teachers! I have already decided everything, your participation is not required. We have nothing to talk about." In this case, the guys will see that the investigation strategy does not lead to anything.

In this situation, the student council should not figure out what happened and who is to blame - this is the work of specialists.

The task of the student council is to help protect the rights and interests of the student.

Firstly, the student council should get the administration to let the student go to lessons. The teacher does not have the right to suspend schoolchildren from lessons, and in case of misconduct, those types of punishments that are allowed by the school charter should be used.

Secondly, the student council can draw the attention of the school administration to the need to find out the causes of the student's problems and involve specialists in solving these problems. This should be done by a psychologist, social teacher, class teacher and other pedagogical workers - the student council cannot do this work instead of them.

Situation 2. Pupils do not agree with the decision of the school administration to introduce classes of strong and weak levels of preparation from next year, they do not want to "mix" and want to continue studying in their classes.

Often groups, instead of listening to “schoolchildren” and understanding what exactly is a problem for them, begin to convince them that there is no problem at all: “So what? After all, it's made for you! Profile classes will allow you to better prepare for admission!”

The student council must understand what the problem is for the students and bring it up to the school administration. Perhaps there are some other organization options educational process, except for the organization of classes of strong and weak levels of training. Perhaps the students will agree with such an introduction of classes, but for this they must have a dialogue with the school administration, which will convince the children that their interests will be taken into account. The Student Council can become a mediator in establishing this dialogue.
Situation 3. The students asked to help them get a boy with deviant behavior expelled from their class.

The student council should not arrange proceedings with the student, try to find out who is right and who is wrong. You should put the task before the school administration and see how it will be solved. The question is not to get rid of the child - it is important to take into account both the interests of classmates and the interests of the student herself. As a rule, this should be done by the appropriate employees of the school administration.

But there is another option: if the school has such a self-governing body as a reconciliation service, then it can become an intermediary in resolving this conflict. But only if both conflicting parties give their voluntary consent to the reconciliation program and make their own decisions.
Situation 4. The students don't know what the student council does.

Often, when discussing this situation, groups suggest “spreading information” through class teachers. Pay attention to the guys that informing about the work of self-government bodies is not a problem for the school administration. Most likely, a retelling of information about the work of the student council class teacher will cause the effect of "broken phone".

Of course, you can agree with the school administration that 10 minutes class hour will be allocated to

speeches of the representatives of the student council. But help the children understand: you should not use such forms of informing that have long ceased to be effective. Most likely, there will be little sense from the speeches of activists at class hours.

Brainstorm and try to come up with less traditional and more modern ways to inform students about council work.