So, today the duties of a teacher will be presented to our attention. The teacher himself, and the parents of the students, and the management should know them. Indeed, for violation or non-fulfillment of duties, you can incur trouble. Unfortunately, not everyone knows the law on education, in which the duties of a teacher are clearly spelled out. And so in educational institutions very often there are various "showdowns" between teachers, management, students and parents. To avoid this, let's try to understand what rights and obligations teachers have at school.

Protection

Let's start, perhaps, with what an employee of an educational institution can count on. Not everyone knows about it. And often the rights and obligations of the teacher are simply violated. It should be noted that, according to the law on education, the entire teaching staff can be protected. It is about professional honor and dignity.

In addition, you should also pay attention to the fact that any teacher has the right to the protection of human honor (do not confuse it with professional) if they tried to slander him. This applies to leaders, students and parents alike. That is, if students regularly and unreasonably complain about you, somehow belittle or insult you, you have the right to protection. The question is different - few people in Russia will deal with such complaints. The rights and obligations of a teacher are prescribed by law, but not all of them are respected.

Control

Each teacher can also participate in the management of the school. And for this it is not necessary to be, say, a director. True, you should not count on the fact that you will be given the floor in solving some school issues.

Why? Participation in the management of the school is regulated by the charter. And in every educational institution he is different. Somewhere the teacher is given such a right, but somewhere not. Practice shows that school management is often entrusted only to honored teachers and management. The main thing is to prescribe it in the charter. If there is nothing like that, then any teacher can participate in the management of the school.

Dispatches

It is the responsibility of the teacher (as well as his rights) to be able to write a complaint against any member of the teaching staff of the school or student. True, there is an important point here. All information must be provided in writing and in a sensitive manner. Oral reports are not welcome, but they have a place to be.

In addition, each teacher can make a complaint about the education system used in the school. You should not be afraid of any punishment - this is a normal phenomenon. But, as practice shows, teachers are often intimidated. If they write a "denunciation" against someone, they are threatened with dismissal. This is not something to be afraid of.

Full freedom

The teacher includes such an item as drawing up a curriculum. And here the teacher has the right to complete freedom of action. That is, everyone can independently develop a work plan for the coming year at their discretion. The main thing is that the developments comply with the standards of education and do not carry any danger to children and society.

In addition, any teacher has the right to nominate his candidacy for participation in pedagogical councils. For different positions. You cannot forbid it. Unless you just hold a vote and not elect where you would like to go.

The teacher has the right to comply with sanitary and hygienic standards in the workplace. Thus, the educational institution is obliged to provide each teacher with a place suitable for teaching children. If you need something to organize the process, you can ask the school management to provide you with this thing.

The responsibility of the teacher also includes the choice of methods for assessing knowledge. Here he also has the right to complete freedom. It should be noted that modern teacher he also sets the rules of conduct in the classroom. But there is one nuance here - they should not contradict morality, and also infringe on the rights of students.

Education

The main duties of a teacher are the implementation of activities aimed at teaching children school age, as well as the supply of material necessary for the development of the child in a suitable form. In other words, every teacher must teach children without fail. And convey to them information that would serve as a "push" for their development.

With all this, it should be borne in mind that the material must be submitted in a convenient form, and also not contradict moral principles. Plus, now there are some norms for drawing up a curriculum for the year. And they regulate the main directions and rules of education. Their teaching staff must comply.

moral education

It's no secret that now the school is called the second home. And therefore official duties teachers include such an item as moral and pupils. This is especially true for teachers primary school. Here present moment is given the most attention.

To tell the truth, in this regard, everything is not so difficult. After all, the duties of a teacher according to the Federal State Educational Standard, which include the moral development of the child, as a rule, have a clear list of instructions that will have to be followed. That is, there are norms according to which moral education will take place in a particular period of study.

Discipline

(and indeed, any) includes such an item as maintaining discipline in an educational institution. In addition, the teacher is obliged to teach children the rules of behavior. In other words, develop discipline.

Particular attention is paid to this point in primary school. Such children can still be explained what to do and what not to do. But in high school, it is extremely difficult to follow this rule. Nevertheless, do not forget - if the child violates discipline, you must stop it. But in such a way that your behavior does not infringe on the rights of the student.

Total volume

It is the responsibility of the primary school teacher (just like everyone else) to convey the educational material to the students in full. That is, you do not have the right to change an already approved training plan, shorten or "lengthen" the lessons devoted to a particular direction. Silence and conceal important for educational process moments are also prohibited.

Unfortunately, not everyone is doing their job right now. Teachers quite often violate this clause. But in the class journal for control, everything is written as it should be. Some material may not be covered in the classroom at all, but be given for home reading. It is not right. Parents have every right to complain about you. After all, according to the law, every teacher is obliged to fully convey the educational material to the student.

Patriotism

But this is not all the requirements for the teaching staff. The thing is that the job responsibilities of a modern teacher are that you must instill in children love for the Motherland and patriotism. And this is all taking into account the absence of the imposition of religious views.

In truth, this moment is given a lot of time these days. Teachers try to instill love for the country from elementary school. And many succeed. Please note that it is impossible to conduct propaganda against the Motherland, and also to convince that patriotism is bad.

It should also be taken into account that the duties of a primary school teacher (and others too) include such an item as teaching children tolerance. When you elevate your country and try to instill in your students love for it, you cannot belittle the honor and dignity of other nations. Rather, it will have to be taught tolerance and respect.

Values

The duties of a teacher at school also include educating children in love for the family and family values. Thus, it will be necessary to conduct conversations on this topic from time to time. Explain how important the family is for a modern person. The main thing is not to "go too far" stick. Sometimes children perceive information as a direct signal to unquestioning obedience to parents and older family members.

Physical development

Do not forget about such an item as students. This is also the responsibility of the teacher in the school. You need to be able to convey to the guys how to lead a healthy lifestyle, as well as how important it is to go in for sports.

Practice shows that, to a greater extent, physical education teachers monitor the physical development of students. And here class teachers and other teaching staff should, in turn, simply explain the benefits of playing sports. You can hold different quizzes, relay races and "Fun Starts" to attract students to physical exercises.

Security

It's not just learning. They also mention the protection of children during school hours. You must ensure their safety. And let them go home only after the end of classes.

During the educational process, the entire responsibility for the life and health of students lies on the shoulders of the teacher. And therefore it is important to ensure that there is no danger nearby. If a child is injured during a lesson, parents may complain about you. Of course, you can’t keep track of every child, but you must somehow cope with this. Failure to comply with this obligation will result in penalties. Until trial and arrest. The only exceptions are those cases where you can prove that the child put himself in danger on his own and did it intentionally.

And one more thing. If a child takes time off from a lesson, you have no right to let him go unaccompanied. Only if the student calls the parents with you, and they allow you to do this. This point also applies to security. After all, if something happens to the student on the way home, then it will be you who are to blame.

Qualification and connection

But there are some non-standard duties of a teacher. For example, continuous professional development and self-improvement. Each teacher from year to year must necessarily increase his "baggage of knowledge". And if you are sent to advanced training, you should not refuse. Otherwise, you may be accused of failing to fulfill your duties.

In addition, each teacher is obliged to maintain contact with the parents of the student. Or with his officials. This can be through calls (telephone conversations), personal conversations, or writing in a child's diary. Avoid contact with parents.

Socialization and culture

Perhaps there is another direction that is included in the job responsibilities of a modern teacher. This is especially true for the lower grades. And cases when new students from other schools come to you. What are we talking about?

О Teachers will have to teach her. After all, it is at school that children must learn to communicate, contact with each other, find and so on. And the teacher is obliged to contribute to all this. Adaptation of the child in a new class and society is also your responsibility, according to the law on education.

As you can see, a modern teacher does not have as many rights as mandatory items. In principle, this does not mean that you will be powerless. It is enough just to know what you are entitled to and what you are not. Do not violate your parents, observe the charter of the school, and also educate your students morally and spiritually. Develop and improve. Then you won't have any problems. If your rights are regularly violated, feel free to contact the Ministry of Education. But first, try to resolve the issue within the school. And if this was not possible, stock up on evidence of a violation of your rights and feel free to contact the relevant authorities.

The specificity of teaching subjects also leaves an imprint on the nature of the teacher's work. It is necessary to distinguish between special abilities (for example, mathematics) and special pedagogical abilities (the ability to teach mathematics). The presence of the former does not necessarily mean the existence of the latter. After all, it is not enough for a teacher to know his subject, he must be able to teach children this subject, call them cognitive activity. Pedagogical qualification is not so much knowledge of the subject as the ability to develop the student both mentally and morally on its material. Teaching different cycles of academic subjects, requiring special pedagogical abilities, at the same time develops them further. The peculiarity of teachers of different subjects lies in the fact that they can develop a special perception of the world around them through the prism of their subject, for example, artistic-figurative or abstract-logical.

Pedagogical activity, communication and the personality of a teacher of the humanities cycle are determined by the fact that here the subject of assimilation of schoolchildren is, first of all, another person, his value orientations, real behavior. This requires a language teacher, for example, deep psychological competence, since by means of his subject he analyzes inner world their students. Pedagogical communication is deeply personal,

should be constantly correlated with the analysis of everyday attitudes and actions of the students in the class.

Similarly, in the course of teaching history, the teacher implements his holistic view of the course of development of historical formations, passing on to schoolchildren how to understand these general principles, and their appraisal.

Since pedagogical communication in the lessons of this cycle becomes biased, this requires a clear indication of the teacher's position, the expression of his personal assessments. Teaching humanities creates unlimited opportunities for the teacher to convey to students the norms and rules of humanistic communication, understanding the value of another person.

A mathematics teacher's pedagogical activity is aimed at developing students' learning activities, thinking and memory, including modeling actions, symbolic transformations, and the ability to work at an abstract level without relying on specific material. Pedagogical communication of teachers of this cycle is mainly businesslike, and sometimes even formalized, since operating with a mathematical object makes the language of communication clearer and more rigorous. At the same time, teaching mathematics also creates opportunities for cooperation, organization of pedagogical communication in democratic style on the principle: "We will be colleagues in the joint search for knowledge." The teacher and students need to clearly substantiate their thoughts, to give their evidence a graphic form. In the world of abstractions, emotional evaluations are also possible due to the beauty and elegance of mathematical solutions. The difficulty of the mathematical material sometimes leads to a significant differentiation of students into strong and weak.

Interaction in the "teacher-class" system during an integrated lesson.

(Pedagogical readings)

The idea of ​​integration has recently become the subject of theoretical and practical research in connection with the beginning processes of differentiation in education.

The methodological basis of an integrated approach to learning is the formation of knowledge about the world around us and its patterns in general, as well as the establishment of intra-subject connections in mastering the basics of science. In this regard, any lesson with its own structure is called an integrated lesson, if knowledge, skills and results of the analysis of the studied material by methods of other sciences, other academic subjects are involved in its implementation. It is no coincidence that integrated lessons are also called meta-subject lessons.

Integration - this is a deep interpenetration, merging, as far as possible, in one educational material of generalized knowledge in a particular area. The problem of integrating teaching and upbringing at school is important and modern for both theory and practice. Its relevance is dictated by new social demands placed on the school and is due to changes in the field of science and production.

Modern system education is aimed at the formation of a highly educated, intellectually developed personality with a holistic view of the picture of the world, with an understanding of the depth of connections between phenomena and processes that represent this picture. Subject disunity becomes one of the reasons for the fragmentation of the worldview of a school graduate, while in modern world tendencies towards economic, political, cultural and informational integration prevail.

Integrated lessons contribute to the formation of a holistic picture of the world in children, understanding the connections between phenomena in nature, society and the world as a whole. An integrated lesson requires the teacher to carefully prepare, professional skills and spirituality of personal communication, when children positively perceive the teacher (respect, love, understand), and the teacher is located towards the children (polite, affectionate, attentive). The teacher will give more to the children if he opens up to them as a multifaceted and enthusiastic personality.

The effectiveness of the educational process is largely determined by the ability of the teacher to organize pedagogical communication with students. An important function of such communication in an integrated lesson is to establish the interaction of students and teachers with each other, during which the task of assimilating new knowledge is realized. Thus, the learning process involves interaction (teacher - students and students with each other), which means, first of all, their joint activities.

In a joint creative activity between teachers and students, partnership relations should develop between them, which manifests itself in the relationship between the teacher and the students, in the consistency of their speech actions.

It was this kind of cooperation that Professor of Psychology S.L. Rubinstein, when he wrote: "... teaching is conceived as a joint research ... joint passage of the path of discovery and research that leads to it."

The purpose of interaction is to create a system of opportunities for effective personal self-development student.

Speaking about pedagogical, educational cooperation, one should keep in mind the presence of three main factors of interaction.

Interactions between teacher and student

Interaction of students with each other in joint learning activities

Interaction of teachers in the system of integrated lessons.

In the interaction of a teacher with students, the teacher's activity is a variety of pedagogical influences on students.

As for the student, thanks to favorable interpersonal relationships, he does not feel fear, feels relaxed and free.

The interaction of the teacher with the students in the classroom is a two-way process. It proceeds harmoniously when real goals are set, tasks are clearly formulated, and the optimal form of organizing activities is chosen to achieve the goals. The teacher always remembers that the center of learning should be the student, not the teacher, the activity of cognition, not teaching.

Since interaction is impossible without communication of individuals, the team, and not just the individual, is considered as a subject of joint activity. That is why the teacher needs to have the following skills: to unite students and manage their interaction; organize collective, pair and group forms of work, collective events.

The group form of learning activity is very effective. It brings up a sense of collectivism, responsibility for the task assigned, develops logical thinking, the ability to improve in the situation. The group form of work teaches independence, contributes to the solution of the main learning objectives, develops the creative beginnings of the individual.

Integrated lessons provide a system in the organization of subject education. They encourage teachers to self-education, creativity and interaction with other subject teachers.

Teaching a foreign language in an integrated composition is focused on the diversified development of students, their general education and upbringing (which is achieved by combining educational, educational and developmental opportunities different items); helps to form in students a more holistic picture of the world, and which foreign language is a means of knowledge and communication.

The high efficiency of teaching foreign language activities in primary school is achieved if this training is organized in integration with other types of activities, such as drawing, applications, music, which contributes to the formation of a comprehensive personality of the student.

In the middle link, in the form of integrated lessons, it is advisable to conduct generalizing lessons, which will reveal the problems that are most important for two or more subjects. For example, these are lessons in foreign language + geography, foreign language + computer science, foreign language + literature, where students will get a fairly broad and vivid idea of ​​the world in which they live, the existence of the world of artistic culture.

Summing up the above, we can say that interaction in integrated lessons is a coordinated activity to achieve joint goals and results, to solve a problem or task that is significant for them. Interaction is one of the main ways to activate the self-development and self-actualization of the child. Its additional effect is interindividual influence based on mutual understanding and self-esteem. By creating an interaction environment in an integrated lesson, we can achieve high level development of the class and each student individually.

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Approbation of the model of level assessment of teachers' competencies will soon begin

• 41158
• 14.08.2017

In autumn 2017, more than 4,000 teachers of Russian language and mathematics from 13 regions of Russia will take part in testing the model for the level assessment of teachers' competencies.

At the Interregional Conference on Education Quality Assessment “Development unified system assessment of the quality of education - experience and prospects” presented a model for the level assessment of teachers' competencies and plans for its testing with the participation of teachers of the Russian language and mathematics in 2017.

The model was represented by employees of the Russian State Pedagogical University. Gertsena Svetlana Anatolyevna Pisareva, Director of the Institute of Pedagogics, and Victoria Igorevna Snegurova, Head of the Department of Methods of Teaching Mathematics and Informatics.

According to this model, the assessment of teacher competencies should take place in three stages:

Diagnostic work
- testing (min 10 tasks - 2 hours to complete, time is fixed);
- solution of methodical tasks with a detailed answer (3 tasks - 2 hours to complete, time is fixed);
- solution of a professional task (1 task at the teacher's choice - the content can be related to the lesson - 1 - 5 days).

Questionnaire for teachers participating in the approbation, including at least 15 questions aimed at identifying the work experience and qualifications of the teacher and the features of the performance of his professional duties teaching materials, use of ICT, assessment of educational achievements, etc.;

Video broadcast or video recording of the lesson, which allows you to more accurately assess the real experience of the teacher in the context of the proposed solution to the professional problem of diagnostic work.

The authors of the model believe that the ability to solve the problems of diagnostic work allows us to conclude that the teacher's ability to solve professional problems that arise in real situations of professional pedagogical activity, using knowledge, professional and life experience, personal and professional values.

According to the results of the diagnostic work, the tested teacher can receive one of three levels of diagnosed competencies:

Level I. Able to solve problems related to knowledge of the subject and methods of teaching the subject within the framework of the program (programs), able to give examples from real pedagogical experience.

Level II. Knows how to solve problems related to knowledge of the subject and methods of teaching the subject, within the framework of the program (programs) in a changed situation, knows how to give relevant examples from real practice.

Level III. Knows how to solve problems related to knowledge of the subject and methods of teaching the subject, within the framework of the program (programs) in a situation of uncertainty of the conditions of the problem, knows how to give relevant examples from real practice.

Diagnostic work: a professional task

Steps that will lead to a solution:
1. Formulate a specific problem that you need to solve in this situation.
2. What information and from what sources do you need to collect to solve this problem? What methods will you use for this?
3. Formulate a list of questions that need to be answered and propose specific actions needed to fulfill them.
4. Suggest a solution to the problem in the form of a lesson plan indicating the elements of the subject environment used at each stage of the lesson for each class.
5. Justify the proposed solution.
6. In what other situations is the proposed solution applicable?
7. Indicate which ethical and legal standards professional activity educator may be violated in the process of implementing your decision.

Situation examples

The office where you work has the necessary equipment in accordance with the Federal State Educational Standard general education. What elements of the subject environment and how will you use when conducting a generalizing lesson in two different classes(for example, at 5 and 10)? How will these lessons be different?

You are a teacher - responsible for preparing and conducting a subject week for students of a basic school. Suggest options for interaction between teachers of different subjects that will help students to understand the relationship of subject knowledge and reveal the value aspect and creative potential of subjects.

The results of the first part of the diagnostic work are the basis for the conclusion that the teacher has achieved the basic (threshold) level of professional competence.

The minimum required score is 13.

When performing the first part of the diagnostic work with a score below 13 points, it makes it possible to conclude that there is an insufficient level for teaching the corresponding subject in educational institution and the need for advanced training in the direction of subject training and basic methodological training.

Approbation procedure. Completion of the research procedure by the participant

IN personal account on the ABBYY Monitoring portal, the participant proceeds to pass each stage of the study:
. Filling out the questionnaire - entering contextual information about yourself
. Testing - performing tasks that imply a short answer in the form online testing
. Solving methodological problems
. Solving a professional problem
. Uploading a video of the lesson
. View Results

Evaluation

The first part of the PD is evaluated automatically.
. The second part of the PD is evaluated by experts based on the proposed criteria.
. The professional task is evaluated by experts on the basis of the proposed criteria.
. The video recording of the lesson is evaluated by experts based on the proposed criteria.

In autumn 2017, testing will take place in 13 regions: the Republic of Adygea, Kabardino-Balkaria, Chechnya, Ingushetia, Tatarstan, Khabarovsk region, Leningrad, Kurgan, Tomsk, Moscow, Yaroslavl, Volgograd and Ryazan regions. 2281 Russian language teachers and 2263 mathematics teachers will take part in the testing.

Comments (56)

Some suggestions need to be edited. For example, "In the office where you work, THERE IS the necessary equipment in accordance with the GEF of general education ?????"

Status in the community: User

On the site: 2 years

Occupation: Teacher high school in

Region of residence: Rostov region, Russia

And why not focus the titanic efforts of methodologists on the training of FUTURE teachers, and not arrange exams for those who plow for 2 rates, and even in the absence of the equipment necessary for the Federal State Educational Standards?

Status in the community: User

On the site: 2 years

Occupation: Deputy Head of educational organization

Region of residence: Saint-Petersburg, Russia

• and existing teachers are easier to build. Students are still not amenable to construction, and you and I will meekly go to these testers and drink validols and corvalols, but officials will get GREAT pleasure from the fact that they once again humiliated teachers

  Status in the community: User

  On the site: 10 years

  Occupation: teacher in educational organization

  Region of residence: Amurskaya Oblast, Russia

  that is, one more certification .. there is only one question "Who are the judges?"

  Everyone knows how far from the people are employees of advanced training institutions and departments and ministries of education ....

  The compilers of the tests are also far away ... Well, you need to invent it - SITUATIONS ... are you carried away by psychology? There is no ONE right decision. Everyone, God forgive me, a psychologist will stick to his own line...

  And finally, when will our officials understand that they should have TEACHED teachers first? They would conduct courses in these areas and tasks - and only then they would check. But - no, they must ALWAYS prove - WHAT BAD teachers we have. Indeed, against such a background, it will be easier for them to show themselves as excellent leaders.

  Status in the community: User

  On the site: 10 years

  Occupation: teacher in educational organization

  Region of residence: Amur region, Russia

  • See who will be monitoring... Pay attention to the browser line: many of our educational sites (including P / s) with a flag from puppeteers.

    Status in the community: User

    On the site: 2 years

    Occupation: High school teacher in educational organization

    Region of residence: —

    Life and pedagogical situations are always ambiguous and there are no absolutely "correct answers". For some reason, I recalled an example when current pediatricians read with surprise the "manuals" of pediatricians of the 60s, where mothers were strictly forbidden to take a baby in their arms if he cries in a crib - they say, no need to indulge! Now they are proving that, on the contrary, it is necessary to pick up a child, carry it in your arms, and the closer the contact with the mother, the better for the child.
    Also wondering how long it will take to test? On current tests for teachers, it is simply impossible to get an excellent mark, because the answer is given in less than a minute by a computer program. But the question still needs to be read and considered. Did not have time to read - automatically the answer is not counted! After all, they already tried to do this - the teachers received a bunch of deuces simply because they "did not have time" to answer.

    Status in the community: User

    On the site: 9 years

    Occupation: teacher in educational organization

    Region of residence

    • And who will pay for the TIME spent by the teacher on this diagnosis?! 2 hours and again 2 hours, and a day, and from 1 to 5 days and then a video recording of the lesson. Will this certification be on vacation or on vacation? The rest of the time, we should teach children, and not solve dubious properties and incorrectly / at least from those that are published / compiled problems.

      Status in the community: User

      On the site: 2 years

      Occupation: teacher in educational organization

      Region of residence: Moscow region, Russia

      How long can this be tolerated? Let's work in peace! Colleagues! Teachers! It's time to stand up and stand up for your rights! Where is our union? One would like to lead a professional strike. They didn’t give salaries in the 90s and teachers rose in the regions ... If all schools in Russia were to be closed for a week, maybe they would have heard us. It is believed that teachers and doctors cannot go on strike. And, actually, why? Humane Professions! Are we treated humanely??? Writing introspection during certification is one thing, there is even a benefit in this - you rethink your experience. But why should I confirm my diploma issued to me state commission? But we will not go to the "exam"! Can you fire me? Everyone?! At our school, on the threshold of the school, there are crowds of people eager to work in it ...

      Status in the community: User

      On the site: 10 years

      Occupation: teacher in educational organization

      Region of residence: Novosibirsk region, Russia

      • 11 years ago, 11,000 first-graders sat down at their desks. 2 years ago, 5500 were "safely" shoved into vocational schools. (The author is aware that they now have a different name.)

        This year, 3000 decided not to take profile exam mathematics.

        2500 took part. Here are the full scores:

        Score Number of correct Number of people
        0 0 12
        5 1 10
        9 2 32
        14 3 61
        18 4 112
        23 5 161
        27 6 282
        33 7 278
        39 8 260
        45 9 222
        50 10 225
        55 11 185
        59 12 160
        64 13 131
        68 14 111
        70 15 84
        72 16 67
        74 17 53
        76 18 37
        78 19 13
        80 20 10
        82 21 6
        84 22 6
        86 23 5
        88 24 4
        90 25 2
        94 27 2

        Total people: 2531. As we can see, out of 11,000 former first-graders, 19 people more or less mastered mathematics for the Stalinist troika.

        Is it humane?

        

        Status in the community: User

        On the site: 8 years

        Occupation: Other

        Region of residence

        And what is the reason for such a low result, in your opinion?

        Status in the community: User

        On the site: 4 years

        Occupation: teacher in educational organization

        Region of residence: Karelia, Russia

        ////.....And what is the reason for such a low result, in your opinion?...../////

        As soon as schools stop giving fake grades, the level of education will immediately jump up. Transferring to the next class (in mathematics) without a BASE is a sophisticated mockery of a student. The principle of Comenius "correspondence of training to the level of knowledge of students" is violated. The program and the requirements for assessments are built in such a way that it is absolutely natural for 90% (or more) of students to drop out of the educational process by the 6th-7th grade. Pretending that you are teaching a student when he does not have the appropriate BASE is a mockery of the student; no more and no less. The student quickly understands this and naturally begins to feel disgust for learning process.

        https://cont.ws/@mikluho/508836

        

        Status in the community: User

        On the site: 8 years

        Occupation: Other

        Region of residence: Vladimir region, Russia

        It would seem - put what you have to, but then a huge gap will be revealed between the declared and the true position in the school. Scary! It will turn out that more hours are needed for basic subjects, that it is necessary to “sacrifice” the talking shop (all invented courses such as moral development, family studies, ...), that it is necessary to free up physical time for teachers for additional consultations and electives, to remove paper verbiage, i. e. to recognize the fallacy of many changes, to recognize that the main work of the teacher is direct teaching, in direct contact with students, that there should be little paperwork - a journal, a curriculum and educational work, report at the end of the quarter, semester, year and all. I, as a parent, do not need a portfolio, for example, on which the teacher spends time, sometimes sucking achievements out of his finger, I need my child to be able to ask and get an answer on any incomprehensible moment, to be able to get additional advice, the time for which should be included teacher initially, as it is done at the university. First of all, this is what parents want from the school - to be taught, accustomed to work, which is the best education. With the current Ministry of Defense, this is unattainable.

        Status in the community: Confidentially

        On the site: 2 years

        Occupation: Confidential

        Region of residence: Confidential

        And it's my fault?! My colleagues?! We have rural school. The parents of most of the students themselves barely finished school. for 150 students 4 parents with higher education, less than a dozen - with secondary and secondary special education. Some children leave the 9th grade for the NGO system voluntarily. Others, with low results on the OGE, go to grades 10-11 only because their parents do not have the opportunity to send them to colleges. Children do not want to study, parents know and accept it. There is only one answer to all our comments about studies: "Where will I put him / her? I have no money. Let him SIT at school." It's so convenient - to sit in school. Children from 8.00 to 15.30 under the supervision of teachers! So we "evaporate" these unfortunate students. What result can they give on the exam? And they choose the profile and basic mathematics! And what? After all, they risk nothing!

        Status in the community: User

        On the site: 10 years

        Occupation: teacher in educational organization

        Region of residence: Novosibirsk region, Russia

        
        

        Status in the community: User

        On the site: 1 year

        Occupation: teacher in educational organization

        Region of residence: Moscow region, Russia

        Unfortunately, each teacher understands "quietly work" in his own way. For many, this means imitating activities and scoring at will. If the majority of teachers were conscientious about their work and really were teachers, and not tutors, then they would not invent anything. I do not defend the Ministry of Education, but I will not support the desire of teachers, especially the old guard, who dream of returning to the times when school indicators and their own merits depended on figures drawn by the teachers themselves, I will not support under any circumstances, since this is a road to nowhere. Teachers all over the world are regularly certified and take a qualifying exam. In the USA, for example, this happens every year, and it is on the results of certification that wages will depend. Yes, our teachers
        for the most part, one can only dream of the salary of Western colleagues, but, as practice shows, its increase alone does not lead to a more responsible attitude to work. Moscow can serve as an example of this, where teachers' salaries are 80-150 thousand rubles, but eyewash and formalism have not become much less because of this in the capital's schools. Therefore, they try not to teach graduates of the 9th grade so that they pass the OGE, but tell them when to go to the toilet during the exam, where the tasks solved by the teachers will already lie. I do not understand how a teacher can work quietly. With a proper attitude, the teacher is always in a creative search, and almost every day the students throw up problems more difficult than what is offered in the diagnostic work. The teacher is obliged to raise his professional level and show by his example that you need to study all your life, and not play the role of an omniscient sage who knows everything only because he has a diploma and ... worked at school for twenty years.

        Wonderful welcome! And let's start by doing everything like the United States. We will reduce the workload per day for teachers, remove from him the obligation to write and rewrite programs every year and print them at his own expense, remove the vast majority of reports and supervisory bodies over schools, create a truly professional, and not bureaucratic, assessment of the quality of education, equip schools as expected and equally high quality, and not anyhow (with a toilet on the street and stove heating). And let's bring textbooks to modern requirements and content. Here after that it is possible and to be certified annually.

        Status in the community: User

        On the site: 1 year

        Occupation: teacher in educational organization

        Region of residence: —

        Suppose they copied everything, as they did: they reduced the load, they began to pay big money, they removed the reporting - how will this change the fact that many teachers cannot teach their subject well, since they themselves do not know it? I doubt very much that even with a huge salary and a small amount of reporting, those who have never done this will begin to work conscientiously.

        Status in the community: User

        On the site: 1 year

        Occupation: teacher in educational organization

        Region of residence: Moscow region, Russia

        Has anyone seen the presentation? On the second slide there are two photos with mathematics and Russian. So, on the left photo on the board, a lot of mistakes were made: there are no signs of integrals, cn is written instead of the natural logarithm, brackets are generally lost in the last expression. And in general, the integration of irrational functions is not studied at school. I feel nothing good can be expected from this whole event, God forbid that the tasks are error-free and on topic.
        But in general, such initiatives do not cause much enthusiasm, especially when phrases with the adjective "real" are used (real experience, real practice. And what other experiences and practices are there?). It is immediately clear that all this heresy was composed by "real boys". Therefore, I wish those who are being tested to be very careful when performing tasks, find every mistake and present the results of their test to the public. Let the organizers and compilers blush.

        Status in the community: User

        On the site: 4 years

        Occupation: teacher in educational organization

        Region of residence: Karelia, Russia

        • I won't be surprised if I see Lisa Peskova.

          Status in the community: User

          On the site: 2 years

          Occupation: High school teacher in educational organization

          Region of residence: —

          I never get tired of repeating: what is happening now in education, in the language of Russophobes and liberals, is called undermining, that is, an information war... It seems that no one in the country is pressed as hard as educators. That's what the information war is all about: to "muzzle" the teachers so that they become just puppets, not at all creative... All this is done on purpose before the elections, so that the teachers would be indignant. Someone will receive such money in euros and dollars for organizing this game! All of this is far from simple...

          Status in the community: User

          On the site: 7 years

          Occupation: teacher in educational organization

          Region of residence: Rostov region, Russia

          • Indeed, Lyudmila, this is very logical. Humiliates teachers with beggarly wages, transferring education to the status of a service, increasing the number of control and supervisory bodies, inciting parents on teachers, our best, most patriotic, most Russophile government, and the liberals are to blame for all the troubles of teachers.

            Status in the community: User

            On the site: 9 years

            Occupation: Journalist

            Region of residence: Moscow, Russia

            If, when I taught at the lyceum, such a "competence assessment" was expected, I would immediately quit.
            By the way, who are the judges?
            It makes sense to do only one thing: if the teacher’s children MASSIVELY do not know the subject (admittedly, this happens, though rarely), send him and only him to real advanced training courses, where he will be truly taught. And not like it is now: to force everyone, even a completely successful teacher, to sit out hours that do nothing for this successful one. Because he is able to learn himself and what he really needs.

            Status in the community: User

            On the site: 11 years

            Occupation: Employee in organizations higher education

            Region of residence: Rostov region, Russia

            Yes, the authorities controlling education played with the idea of ​​SUCH CERTIFICATION of teachers!
            It turns out that our diplomas issued by universities are not evidence of our professional suitability!
            Who will remain after such purgatory in the profession? Who "will enter the cage"?!

            Status in the community: User

            On the site: 2 years

            Occupation: High school teacher in educational organization

            Region of residence: Russia

            • If our diplomas do not stand for anything, then they are even more so. And if for good, then they first of all need to be certified, at least in order to check whether they correspond to their position.

              Status in the community: User

              On the site: 4 years

              Occupation: teacher in educational organization

              Region of residence: Karelia, Russia

              You don't need to certify them. They need to be sent to school. to our regular school. To our ordinary children. 90% will fly out in disgrace in six months to the whistle of parents and the hooting of children. We have seen this happen many times locally.

              Status in the community: Confidentially

              On the site: 13 years old

              Occupation: —

              Region of residence: —

              "... will fly out in disgrace in six months ..."? After half an hour!

              Status in the community: User

              On the site: 6 years

              Occupation: teacher in educational organization

              Region of residence: Voronezh region, Russia

              And let those who invented them write such works. And the results will be posted here! And we'll see... Perhaps we'll follow them and agree to take "this exam" to pass))))

              Status in the community: User

Solving a professional problem

Building interaction with participants in educational relations

You are a teacher - responsible for preparing for the subject week for students of the basic school. Suggest options for interaction between teachers of different subjects that will help students to understand the relationship of subject knowledge and reveal the value aspect and creative potential of subjects. Reflect your professional opinion in the decision

SOLUTION

When conducting a subject week at school, it should be borne in mind that this week should become a multi-purpose unity of events united by common tasks.

These tasks become:

1) Education of cognitive interest, through increasing the motivation of students.

2) Reorientation of perception academic discipline. That is, to be able to show students a well-known academic subject from an unknown side, not as a set of rules and dogmas, but as a living, constantly evolving process. To reveal its connections with other sciences, with the processes taking place in life, in everyday life.

3) Non-formal use of knowledge, skills, abilities that children possess.

4) Formation of a holistic view of the world and man.

5) Expanding horizons.

6) Communication between teachers and students in extracurricular activities.

To solve these problems, a rationally built system of competitions, games, olympiads, thematic clubs, etc. is needed.

The regulation on holding a subject week of mathematics is developed at a methodological association of mathematicians and approved at a meeting of the school administration by the director and head teachers of the school in the presence of the leaders of other methodological associations of the school and the scientific supervisor of the school (if any). The Regulations should indicate the events, determine the dates and venues, and appoint those responsible for organizing and holding the event.

After the approval of the regulation, an order is issued by the director of the school to hold a subject week. Separate clauses of the Regulations are brought to the attention of the members of the teaching staff at a weekly meeting, after which the general preparation of the school for the Week begins.

Within the framework of the Mathematical Week, the following can be held:

Book exhibition on the history of mathematics. The librarian is in charge.

1. School stage of the Mathematical Olympiad, testing in all classes. Conducted by members of the mathematical MO of the school and the director of studies for UVR.

2. Bench tasks ( math puzzles, logical tasks, practical tasks) for different ages. The students solve the tasks on their own and finished work hand over to the Headquarters of the week. The most active participants are identified (according to the number of correctly solved tasks for their age). Stands are designed by teachers - mathematicians and teachers - organizers.

3. The release of cool wall newspapers in mathematics. Responsible classroom leaders.

4. Conducting a game on a mathematical theme along parallels. The form of the game can be different (brain-ring, Field of Miracles, "What? Where? When?", KVN, tender, intellectual casino, etc.) The head teacher for VR and the teacher-organizer are responsible for the preparation and conduct. The members of the jury are teachers - mathematicians.

5. Mathematical quest (a game-travel through the stations), where classes complete tasks and receive prizes (points, letters for adding a word, parts of a puzzle, etc.). The head teacher for VR is responsible for the organization. For stations - subject teachers, For classes - class teachers.

6. Integrated lessons (individual teachers - subjects within the framework of advanced training, participation in the competition "Teacher of the Year")

7. Mathematical concert. The leaders of the circles, the music teacher, class teachers, members of the school government, etc., become the preparations for the performances for the concert.

8. The final event at which the most active participants are celebrated (parade, auction or fair (subject training currency is issued from the beginning of the week), awarding the titles "Most ...", etc.)

9. The results of the Week are discussed at a meeting of ped. team. The school administration notes (gratitude, award) the most active teachers.