The duties of a teacher. Psychological task "specific situation" Methods, techniques, means of communication

Chevrizova Anastasia Alekseevna,
school teacher number 56

Primary school age is the most critical stage school childhood. At this age, the mental development and formation of the child's personality takes place. It also develops cognitive activity and communication skills. Every teacher is important and valuable progress in the development of students. Therefore, the teacher seeks to increase the effectiveness of the learning process.

Years have passed.

In a friendly atmosphere

Well, raise your eyes
And look at the board...

Here comes the bell!
Is everyone ready for class?
Everything is in place?
Everything is fine?
Pens, books and notebooks?
Is everyone sitting right here?
And look closely?

A game

- to ask questions;

Problem situations

Create projects

Information Technology

. provides visibility

Reflection

Thus, we considered that the process of interaction in the lesson between the teacher and students is a mutual process between the teacher and students. And here all the components of the learning process, the principles that guide the teacher, the methods and technologies used in the work become important, influencing the effectiveness of teaching. If the learning process is built in this way, then the students will boldly move to the middle link and please their teachers.

Topic: "Interaction between teachers and students as the basis for effective learning"
The article was compiled by the teacher of school No. 561 Chevrizova A.A.
Primary school age is the most important stage of school childhood. At this age, the mental development and formation of the child's personality takes place. It also develops cognitive activity and communication skills. Every teacher is important and valuable progress in the development of students. Therefore, the teacher seeks to increase the effectiveness of the learning process.
Amonashvili Sh.A. There is a parable "Wings":
An old man sits by the side of the road and looks at the road. He sees: a man is walking, and he is barely keeping up with him little boy. The man stopped, ordered the child to give the old man water and a piece of bread from the stock.
- What are you doing here, old man? - asked a passerby.
- Waiting for you! - answered the old man. “You were entrusted with this child to raise, weren’t you?”
- Right! - the man was surprised.
- So take wisdom with you:
If you want to plant a tree for a person, plant a fruit tree.
If you want to give a person a horse, give the best horse.
But if you have been entrusted with a child for upbringing, then return him winged.
- How can I do it, old man, if I can't fly myself? - the man was surprised.
- Then do not take the boy to raise! - said the old man and directed his gaze to the sky.
Years have passed.
The old man sits in the same place and looks at the sky.
He sees: a boy is flying, and behind him is his teacher.
They knelt before the old man and bowed to him.
- Old man, remember, you ordered me to return the boy winged. I found a way... You see what wings he has grown! - said the teacher proudly and affectionately circled the wings of his pupil.
But the old man touched the teacher's wings, caressed them and whispered:
- I'm more pleased with your feathers ...

There is a deep meaning in this parable… Everyone can think about something of their own. But I like that idea. As teachers, we walk alongside our students all our lives. We are constantly looking for ways and means to achieve the goals of education and training. Sometimes, even without knowing something ourselves, without knowing how, we learn together with the children, gain knowledge and teach this to our students.
________________________________________
How can we make our disciples winged? Let's get back to the realities!
The learning process is a purposeful, consistently changing interaction between a teacher and a student, during which the tasks of education, upbringing and general development are solved.
Pedagogical interaction is an interconnected process of exchanging influences between its participants, leading to the formation and development cognitive activity and other socially significant personality traits.

Thus, learning is impossible without the simultaneous activity of the teacher and students, without their didactic interaction. No matter how actively the teacher strives to communicate knowledge, if there is no active activity of the students themselves in mastering knowledge, if the teacher did not provide motivation and organization of such activity, then the learning process actually does not proceed - didactic interaction does not really function.
The full inclusion of the child in the activity differs sharply from the traditional transfer of ready-made knowledge to him: now the teacher must organize the work of children in such a way that they themselves “think” about solving the key problem of the lesson and can themselves explain how to act in new conditions. The actions of students become more active, creative, independent, and the role of the teacher is reduced to "directing" this active, cognitive activity of students. It is very important to teach children to enjoy the process of learning, thereby forming a stable internal motivation for learning.
Each teacher in the course of pedagogical interaction must comply with a number of conditions:

a) constantly support the pupil's desire to learn;
- b) to provide each individual with the conditions for independent discoveries, the acquisition of new experience in creative life;
- c) create communicative conditions to support the activity of pupils;
- d) stimulate productive communication with the student in the process of learning activities;
- e) stimulate the right relationships in the classroom;
- f) contribute to the formation of the personality of the pupil.

I will dwell on some components of the active interaction between the teacher and students in the classroom.
In a friendly atmosphere, using all the components of the learning process, the principles that guide the teacher, methods and technologies, we can achieve the effectiveness of the learning process.

Lessons at school are a significant part of the life of children, requiring elementary comfort, favorable communication.
From the moment of the first meeting with the first grader, the process of interaction between the teacher and the student begins. It is very important for the teacher to create a friendly atmosphere, an atmosphere of psychological support in the classroom, to make the process of learning desirable for the kids and to arrange the child so that he would go to school with pleasure, wait for a meeting with his comrades and the teacher.

Every day, when I come to class, I try to create an atmosphere of goodwill in the lesson and charge everyone good mood. Only being on the wave of joy and emotional upsurge, children quickly get involved in work and are active in the classroom. IN this case a well-chosen “Organizational Moment” in the lesson, as well as a communication style that is not authoritarian, but friendly.
For example, working with the 1st grade imposes a huge responsibility on the teacher when you try not only to teach, but also to surprise and make the child fall in love with the subject, the school. I often use poems, game moments, an element of a fairy tale in my lessons when I need to attract the attention of children.

Well, raise your eyes
And look at the board...

Here comes the bell!
Is everyone ready for class?
Everything is in place?
Everything is fine?
Pens, books and notebooks?
Is everyone sitting right here?
And look closely?
When working on checking homework, you think about how to make it concise and at the same time involve most of the children. Here, feedback means come to the rescue - traffic lights, and test tasks, and a live frontal survey.
By the way, traffic lights are very helpful during oral counting in mathematics lessons, in oral dictations. And in the 1st grade in the pre-letter period when compiling sound schemes.
For junior schoolchildren the game is the leading type of activity, the main tool for understanding the world.
A game- this is what makes childhood a golden age of human life, a fabulous time of amazing discoveries. The game is one of the main ways of becoming a child's personality, mastering basic communication skills, forming a creative individuality, where a person reveals his sometimes dormant, unexpected opportunities for others. It is the game that allows you to feel the true freedom of creativity.
I try to use game moments in the lessons. This activates the activity in the lesson. At the stage of consolidating what they have learned, children are happy to get involved in the work if the command sounds: “Let's play?” Sometimes 5-10 minutes of a fun game solves several problems at once. And boring numbers and rules come to life, are embodied in real actions and objects. Using tablets, pictures, real objects and toys, you can dramatize the conditions of the problem and solve it as a small dramatization.
In the 1st grade, another problem arises: children do not want to learn poems by heart or experience difficulties in doing so. This happens if the child before school age not accustomed to listen and recite poetry. In order to develop the ability to memorize words by ear in a certain order, we play the games "Royal Sandwich", "Wreath", "Bird Market", "Dog Playground", "Shop". Their essence lies in the fact that children name objects on the chosen topic. Each subsequent player repeats all the previous words in the same order in which they were said.
For example, memorizing spelling dictionary word, you can build dangerous vowels from "live" letters or a letter that you need to remember, highlight with an outfit or action that causes associations. (sparrow, pencil, around - we say: here is a circle and draw a circle with our hands with the children)
And if you invite children to play wizards, then, completing the tasks of the lesson, children are happy to enter into the role and in mathematics lessons in grade 1, we unobtrusively study and memorize the composition of numbers.
Elements of theatricalization in the learning process.
Kids in the classroom quickly get tired not only of sitting at their desks, but also of the inability to communicate with each other, because silence cannot be broken. We need a collective game in which everyone has the opportunity to take part on an equal footing with others, getting used to the order without unreasonable resentment. Such a game can be a collective composition of a story, fairy tale, incredible story. So that the children do not interrupt each other and do not try to enter the game ahead of time, an object is needed that gives the right to speak and is transmitted in a certain order, announced in advance and accepted by the children as a condition of the game. It can be a toy - the heroes of a fairy tale, a cartoon, or a symbol of "power" - a crown, a scepter, a flag, etc. Depending on the selected item, the content of the game is built.
At reading lessons we put on small skits, play radio theatre. Playing roles, children better understand the character of the hero, remember the plot of the story.
Collaboration in pairs and groups.
Pair work is often used in the classroom. The ability to cooperate plays a big role in a child's life. Successful cooperation in a couple contributes to increased work efficiency and gives a feeling of emotional comfort, satisfaction and joy from interacting with another person. To do this, you can offer the children the game "Coloring Mittens". Mitten templates are distributed. One on the left hand, the other on the right. I need to color my pair of mittens. The guys have only one set of felt-tip pens, time is limited - 4 minutes. Children must agree among themselves, take into account the desires of their own and their partner. He himself analyzes his experience in a couple and learns about the practice of others. Thus, his personal knowledge enriched, he begins to understand how to work in pairs in order to achieve greater efficiency. The child recognizes and accepts the idea of a contract.
Group work creates work in a mini-team, where the guys, trying to use the experience of interaction in the classroom, try to agree among themselves, distributing roles in order to achieve a result. Group discussion has a developmental value for each child. Such work plays an important role in mutual learning, for the development of communication skills. (Express in speech your thoughts and actions;
- build statements that are understandable for the partner, taking into account what the partner sees and knows, and what not;
- to ask questions;
- use speech to regulate their actions.
- adequately use speech for planning and regulating one's actions;
- argue your position and coordinate it with the positions of partners in joint activities;
- exercise mutual control and provide necessary assistance in cooperation).
Problem situations
The use of problem-based learning technology teaches children to pose questions (problems) and look for answers to them - the most important factor in the growth of the quality of education, a means of preparing for creativity and work. …..
In each lesson, I involve students in self-definition of concepts. On the basis of observations, descriptions, students identify the essential features of an object or phenomenon. The main thing in solving a cognitive problem is to involve schoolchildren in solving this problem, to interest them in new activities.
For example, in the Russian language lesson (EMC "Harmony") in the 3rd grade they meet with immutable nouns. Students are given the task to parse the composition of the words of the middle gender. Children boldly single out O&E. When they begin to check the correctness of the task, they encounter the problem that two words do not have an ending, because this is the inflected part of the word and independently come to the conclusion that invariable words have no endings.
At the lesson of mathematics, focusing on previously acquired knowledge, I create a problem situation, the result of which will be the search for a new way of action.
For this purpose, I prepared in advance two demonstration figures (a square and a rectangle) of different colors, divided into squares on the reverse side.
I invite the children to compare the areas of these figures. Using the method of superimposing one figure on another does not allow you to complete the task, since no figure fits completely into another. We need to find a new way to compare areas. If the attempts and suggestions of the children are unsuccessful, I turn the figures on the other side, on which the squares are indicated.
The conclusion that the area of a square is greater than the area of a rectangle is beyond doubt for children after they have counted the number of squares in each figure. (One figure is made up of 8 squares, the other of 9).
Conclusion: a measure (square) was used to compare areas.
Create projects
Project activity is a pedagogical technology focused not on the integration of factual knowledge, but on their application and acquisition of new knowledge through self-education. The method gives scope for the creative initiative of schoolchildren and the teacher, implies their cooperation, which creates a positive motivation for the child to study. Each student puts knowledge, creativity and hard work into his project. This may also be individual works both group and collective.
Chinese wisdom says: "Tell me and I will forget, show me and I will remember, let me do it myself and I will learn."
I use the technology of project-based learning in my work as an addition to other types of learning. In practice, I use subject and interdisciplinary projects, which are widely used in the lessons of the world around us and literary reading, technology. For example, "Underwater World", "Plants in Winter", "Folk Tales".
Information Technology
As practice shows, it is already impossible to imagine a modern school without new information technologies.
The use of ICT in primary school classes helps students navigate the information flows of the world around them, master practical ways of working with information, and develop skills that allow them to exchange information using modern technical means.
The use of ICT allows the teacher to conduct lessons:
. at a high aesthetic and emotional level
. provides visibility
. attracts a large amount of didactic material
. increases the amount of work performed in the lesson by 1.5 times
. provides a high degree learning differentiation

Health-saving pedagogical technologies
These are all those psychological and pedagogical technologies, programs, methods that are aimed at educating students in a culture of health, personal qualities that contribute to its preservation and strengthening, the formation of an idea of health as a value, motivation to lead a healthy lifestyle.
I use physical minutes, various exercises for posture and eyes.

Like every teacher in the classroom, I try to use multi-level tasks, taking into account the abilities of the children. Strong students receive additional tasks in the lessons. This is how we nurture interest in learning and at the same time we can pay attention to the underachievers.

Reflection
Interaction between teacher and students occurs at every stage of the lesson. The lesson has come to an end, and it is important for the teacher with what mood the child will leave for a break, his problems solved in the lesson were touched upon, whether he understood the new material or he needs help.
It is very important to sum up the lesson. After all, at this moment the children voice the most important thing, what the whole lesson went to, what they learned, what they liked, what caused difficulty.
So, the guys color the smiley that suits them. In an instant, the teacher sees how the lesson went. And children learn to be self-critical, learn to introspect.

Thus, we considered that the process of interaction between the teacher and students in the lesson is a mutual process between the teacher and students. And here all the components of the learning process, the principles that guide the teacher, the methods and technologies used in the work become important, influencing the effectiveness of teaching. If the learning process is built in this way, then the students will boldly move to the middle link and please

You are a teacher - responsible for preparing for the subject week for students of the basic school. Suggest ways for teachers to interact different items which will help students to understand the relationship of subject knowledge and reveal the value aspect and creative potential of subjects.

1. Formulate a specific task, taking into account the real context of the disclosure of the described situation. Determine the context (the condition under which the problem can be solved) independently, taking into account your professional experience and briefly describe it (no more than 200 words, which is approximately ½ page of A4 text, size 12, spacing 1.0).

The goal is to create personnel conditions during the subject week, which will allow students to realize the value aspect and the creative potential of subjects, through the organization of preliminary interaction between teachers.

context of the situation. The school has ______ teachers and ______ students. In conducting the subject week, it is planned to involve ______ teachers in the subjects: ____________, ___________, ___________, as well as ________ students. When solving this professional problem, it is planned to use the social capital of the organization - professional ties between the teachers of the school that already exist, as well as potential connections. Based on this, forms of interaction between teachers will be selected.

2. Formulate a list of questions that need to be answered in order to find a solution to the problem in the context you described, and propose specific actions necessary to complete them. In the process of completing this “step-task”, fill in the following table, revealing the logic of your thoughts.

	A question that needs to be answered in order to find a solution to the problem	Specific actions to find the answer to the question posed
Which subject teachers will participate in the subject week?	Discussion with the school administration of the subject week plan
What is the value aspect of objects? In what way does it manifest itself most clearly?	Study of subject content, basic school, teacher programs
How can you unleash the potential of subjects within the subject week?	Discussion with peer teachers, study
What kind of interaction should be organized between teachers in preparation for the subject week in order to achieve the goal?	The study of scientific and pedagogical literature, Internet sources

3. What information (about what?) and from what sources (scientific, methodological, documents, people, etc.) do you need to collect to solve this problem? What methods of working with information will you use? In the process of completing this “step-task”, fill in the following table, revealing the logic of your thoughts:

		Source of this information	Method of working with this information
Methods of organizing and conducting subject weeks at school		Study and analysis
Interesting forms of work in the organization of subject weeks	Scientific and pedagogical, methodical literature, Internet sources (nsportal. ru, it-n. ru, etc.)	Study and analysis
Forms of interaction between teachers in the modern information and educational environment	Internet sources (nsportal. ru, it-n. ru, etc.), the experience of the administration of schools in Moscow, St. Petersburg, Perm, etc.	Study and analysis

4. Suggest a solution to the problem in the form of specific material (lesson plan, description of the application of a specific method, technology, organization of the activities of subjects educational process, fragment work program etc. - choose a description option yourself), taking into account the proposed content of the situation professional activity and the context you set.

Presentation form - annotated list possible forms interactions between teachers.

	Form of interaction	a brief description of
	Visiting colleagues' classes	It is necessary to choose lessons to visit that allow revealing the value of the subject for human activity, their creative potential. For example, a laboratory workshop in chemistry, physics, field trips in biology, etc.
	Small Pedagogical Council	Discussion of teachers on the possibility of holding a subject week based on the results of attending lessons, identifying those elements of the subject that will interest students
	Project office	A creative group of several teachers organizes meetings to discuss the subject week, joint planning, co-working, etc. This form can include all forms of interaction described below.
	Workshop of ideas	For several days in the teacher's room on the blackboard or in the electronic teacher's room on the bulletin board, each teacher writes briefly the main idea of the subject week
	Discussion platform on the Internet or in groups mobile applications	Using a chat, forum, mobile applications for sending text messages, raise a problem for the subject week, discuss options for solving it
	Joint planning of the subject week	Use a planner, calendar (for example, Google-calendar, etc.) to plan a plan for the week
	Collaborative creation of presentations (co-working)	With the help of one of the collaboration tools (Google Docs, SharePoint, etc.), a presentation is developed by several teachers for demonstration during the subject week

5. Formulate a method (method, technique, technique, etc.) for evaluating the effectiveness of your proposed solution.

Analysis of students' opinions after the subject week, their interest in the lessons, increasing motivation for the subject, improving academic performance, understanding the practical significance of subjects.

6. Justify the proposed solution (justify why you chose this particular solution).

This version of the solution is based on the use of the andragogical approach in teaching and is based on scientific developments, A.I., Kukueva, and others, as well as on the analysis of the experience of practicing methodologists. The solution is scientifically substantiated and practice-oriented. That's why I chose this solution.

7. In what other situations of professional activity is the proposed solution applicable? What exactly can be used in the proposed solution in other situations.

This solution is applicable for organizing the interaction of teachers in solving other problems within the school (mentoring, supervision, tutoring, etc.), in preparing teachers for certification, etc. In this case, the following can be used:

Proposed forms of interaction;

Means of interaction (collaboration in a network, electronic teacher, etc.).

8. Indicate what actions the teacher needs to take in the process of preparing and implementing the proposed solution so that the ethical norms of the teacher’s professional activities and / or the rights of other subjects of the educational process, the professional community in the process of implementing this decision are not violated. In the process of completing this “step-task”, fill in the following table, revealing the logic of your thoughts:

9. Describe possible consequences your proposed solution to the problem in the near future (at the next lesson, this quarter, during the school year, etc.) for you as a teacher and students.

The prospects for the proposed solution are the development of teachers' professionalism through the organization of interaction, the use of the social capital of the school not only for holding a subject week, but also for the participation of teachers in methodological events and conferences, passing certification, etc.

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 (choose the form of presentation of the decision at your discretion).

Formulate a specific task, taking into account the real context of the disclosure of the described situation of professional activity. Determine the context yourself, taking into account your professional experience and briefly describe it (no more than 200 words, which is approximately ½ page of A4 text, size 12, spacing 1.0)

Prepare a week of mathematics aimed at implementation interaction between teachers of different subjects, which will help students to understand the relationship of subject knowledge and reveal the value aspect and creative potential of subjects.

Federal state educational standard of secondary (complete) general education defines the following requirement for the results of mastering the main educational program secondary (complete) general education:

the formation of ideas about mathematics as part of world culture and about the place of mathematics in modern civilization, about the ways of describing the phenomena of the real world in mathematical language;

Interdisciplinary connections from the standpoint of the Federal State Educational Standards SOO is a didactic condition that accompanies the reflection in the educational process of the formation of a holistic worldview that corresponds to the current level of development of science and public policy, as well as mastering the skills of cognitive, educational, research and project activities. As a result, knowledge becomes not only specific, but also generalized, which gives students the opportunity to transfer this knowledge to new situations and apply it in practice.

Extracurricular work is an integral part of educational work at school. It deepens the knowledge of students, contributes to the development of their abilities, broadens their horizons, and also develops interest in the subject being studied, but does not contribute much to the development of interdisciplinary connections. Currently, there are many varieties of extracurricular work in mathematics, olympiads, KVN, various mathematical relay races, marathons, mathematical circles. These types of extracurricular activities, as a rule, cover students with good abilities in the field of exact disciplines, and, therefore, do not allow for the involvement big number students, which can lead to a loss of interest in the subject of students not involved in the activity.

There are extra-curricular activities that allow for the involvement of a large number of students with different abilities and interests, such as subject weeks. And although the week is substantive, when planning and conducting it, you can organizeinteractions between teachers of different subjects, which will help students to understand the relationship of subject knowledge and reveal the value aspect and creative potential of subjects.

The main task I believe help students understand the world, to show them that there are no sharp boundaries between different branches of knowledge, that different areas of science are not isolated from each other, but are mutually interconnected.

Task update . In my work, I am faced with the fact that the implementation of interdisciplinary connections in practice causes many difficulties:

how to organize the cognitive activity of students so that they want and are able to establish connections between various academic subjects;

how to arouse their cognitive interest in worldview issues of science;

how to combine the efforts of teachers for students to understand the integrity of the picture of the world.

main context solving the problem of implementing interdisciplinary connections, in my opinion, is:

conducting integrated lessons;

research activities;

project activity;

conferences, round tables, etc.

subject weeks aimed at implementation interaction between teachers of different subjects.

Studying the experience of colleagues, conversations, observations.

What activities aimed at developing interdisciplinary connections are subject teachers ready to carry out within the framework of the subject week?

What activities are of interest to students?

Selection of student proposals. To do this, use the "piggy bank of proposals."

How to determine the topics of research, projects, integrated lessons and draw up flow charts of lessons?

The study of GEF LLC.

Study of methodical literature. The selection of the content and types of educational activities that will most productively solve the problem I have set.

What activities, from those proposed by teachers, students and parents, should be included in the plan for conducting the subject week?

Selection of the most interesting proposals, drawing up a plan for the subject week.

How has the level of motivation to develop communication skills changed?

Development of reflection techniques to evaluate the effectiveness of the event.

What information (about what?) and from what sources (scientific, methodological, fiction, documents, people, etc.) do you need to collect to solve this problem? What methods of working with information will you use? In the process of completing this “step-task”, fill in the following table, revealing the logic of your thoughts:

The role of the teacher in the organization of intersubject communications.

Ways and techniques for implementing interdisciplinary connections?

Blinova T. L., Kirilova A. S. Approach to the definition of the concept "Interdisciplinary connections in the learning process" from the position of the Federal State Educational Standards of the SOO Pedagogical excellence: materials of the III Intern. scientific conf. (Moscow, June 2013)

GEF LLC

The experience of colleagues, the experience of other schools during the subject week,aimed at implementation of intersubject communications.

How to organize interactions between subject teachers

Colleagues, Internet, methodical literature.

Partially - search (collection of information, literature search, conversations with colleagues, etc.)

Topics of integrated lessons

Method of detection (selection of information)

The method of comprehension (analysis of information, the formation of lesson topics)

Topics of projects, research papers, abstracts, etc.

Teachers, students, Internet resources, methodological literature.

Method of comprehension (analysis of information, formation of topics for projects, research papers, abstracts, etc.)

What activities are interesting for students

What kind of help other subject teachers are ready to provide

Students

Subject teachers

Sociological survey method

(conversations, surveys)

Method of analysis (processing of questionnaires, comparison of obtained data)

How to plan a subject week

Internet resources, methodical literature.

Method of detection (gathering information)

Method of comprehension (selection of information)

Method of comprehension (information analysis)

Conversion method (plan creation)

Options for organizing cooperation and interpersonal communications during the subject week.

GEF LLC

Website "Mathematical Etudes"

Site "All about Mathematics"

Journal "Mathematics at school"

The study of materials (normative documents, websites, literature), the selection of methods and techniques for organizing educational cooperation and interpersonal interaction.

4. Suggest a solution to the problem in the form of a specific material (lesson plan, description of the application of a specific method, technology, organization of the activities of the subjects of the educational process, a fragment of the work program, etc. - choose the description option yourself), taking into account the proposed content of the situation of professional activity and the context you specified.

Week of mathematics at school.

Subject Week Goals:

disclosure of the relationship of the subject with other fields of science;

identification of gifted children;

3. development of students' interest in the subject;

Development of cognitive and creative abilities, sharpness of thinking and observation;

the formation of a holistic picture of the world among students;

activation of students' activities;

fostering a culture of collective communication.

Tasks of the subject week:

improving the professional skills of teachers through the preparation, organization and conduct of open lessons and extracurricular activities aimed at deepening interdisciplinary connections;

involvement of students in independent creative activity, increasing their interest in the studied academic disciplines;

identifying gifted students who have creativity, strive for research and project activities;

Organization of interaction between teachers of different subjects, which will help students to understand the relationship of subject knowledge and reveal the value aspect and creative potential of subjects.

Stages of the preparatory period:

Determine the timing of the week of mathematics, guided by the work plan of the school.

Two weeks before the start of the event, notify about the dates of the week:

Write and colorfully design the text of the announcement (responsible: art teacher, mathematics teacher, creative group of students)

The plan for the week is to be approved at a meeting of the Ministry of Education of Mathematics Teachers.

Post an announcement and plan in the school lobby.

Form an organizing committee.

Form creative teams to design the school, write scripts for opening and closing, etc.

Prepare open lessons, projects, research, newspapers, etc.

Distribute the responsibilities of the members of the organizing committee.

A week before the start, decorate the school (hang up posters, newspapers, place the work and achievements of students) The content of the posters should correspond to the disclosure of the relationship of the subject with other areas of science.

Poster examples:

“There is not a single area of mathematics, no matter how abstract it may be, that someday will not be applicable to the phenomena of the real world” (N. I. Lobachevsky).

“Have you not noticed that a man capable of mathematics is sophisticated in all the sciences of nature” (Plato).

“Sooner or later, every correct mathematical idea finds application in this or that matter” (A. N. Krylov).

“Chemistry is the right hand of physics, mathematics is its eye” (M. V. Lomonosov).

“A physicist without mathematics is blind” (M.V. Lomonosov).

“Mathematics is the language that all exact sciences speak” (N. I. Lobachevsky).

Monday is the opening day of Mathematics Week.

Great scientists, poets, musicians (high school students who prepared their performances together with subject teachers) come to visit the children and talk about the role of mathematics in their lives.

Competition of mathematical newspapers on the topic: "Mathematics - the queen of sciences." The main condition of the competition is to show the importance of mathematics for other branches of science.

Competition of crafts from geometric shapes. Students and their parents can take part in the competition. Competitive works can be performed at technology lessons, visual arts, in class extracurricular activities, mugs, at home.

Grade 5 - quiz "Space flight"

Grade 6 - "Intellectual game"

Tuesday is the day of the queen of sciences.

Sample lesson topics:

"Percentage" (mathematics in the life of an ordinary family)

"Area" (mathematics and biology)

"Scale" (geography and mathematics)

"Portrait" (art and mathematics)

"The Common Comb and Positive and Negative Numbers"

"Music ordinary fractions» (music and mathematics)

On this day, in all lessons, teachers devote one of the stages of the lesson to the connection between their subject and mathematics.

Grade 7 - the game "Olympic Games"

Grade 8 - "Tournament - mathematics and not only"

Wednesday is Explorers Day.

Round tables where students present their projects and research work.

Sample projects and research topics:

The Golden Ratio in Great Paintings.

Symmetry in nature.

Mathematics in poetry.

Numbers in the magical world of fairy tales.

Probability is all around us.

What is your area?

Smart House.

Is water an inexhaustible source?

Thursday is a day of fun competitions.

In the corridors and foyer of the school there are tables for checkers and chess tournaments, games of sea battle, sets of puzzles, puzzles, etc.

The organizers of the games are high school students.

Everyone is given fun logical tasks.

Grade 9 - practical competition "Geometry around us"

Grade 10 - integrated game "Physmatic"

The game "Zheka" (All-Russian educational project on energy saving for students and schoolchildren) is held in computer science classrooms and in the mathematics classroom, where there is a mobile class.

Friday is the end of Mathematics Week.

Invited parents talk about the role of mathematics in their profession.

Once again, great scientists, poets, musicians come to visit the children to thank the children for their active participation in the events, sum up the results, and award the winners.

5. Formulate a method (method, technique, technique, etc.) for evaluating the effectiveness of your proposed solution.

The method of reflection, monitoring the development of students in extracurricular activities and in subsequent lessons. Monitoring the development of their creative activity.

6. Justify the proposed solution (justify why you chose this particular solution).

The education system should provide the child with the opportunity to find himself in life, to be useful and in demand. This cannot but affect the content of modern education, which must be integrated. At present, perhaps, there is no need to prove the importance of interdisciplinary connections. Modern stage The development of science is characterized by the interpenetration of sciences into each other.

The need for a connection between academic subjects is also dictated by the didactic principles of education, the educational tasks of the school, the connection of education with life, and the preparation of students for practical activities.

It seems to me that the subject week proposed by me provides interaction between teachers of different subjects, which will help students to understand the relationship of subject knowledge and reveal the value aspect and creative potential of subjects.

Integrated lessons, project and research activities, creativity, which students are engaged in at all stages of the subject week, allow us to talk about the activation of cognitive activity, the formation of interpersonal and interdisciplinary communications. Creativity leads to the emancipation of the individual, the ability to navigate in society and find their place in life.

7. In what other situations of professional activity is the proposed solution applicable? What exactly can be used in the proposed solution in other situations.

The proposed solution can be applied when organizing a wide range of interaction between subject teachers, teachers and students:

preparation of integrated lessons;

organization of research activities;

organization of project activities;

organization of festive events;

organization of competitions, competitions;

organization of creative evenings;

organization of classroom and extracurricular activities.

9. Describe the possible consequences of your proposed solution to the problem in the short term (at the next lesson, this quarter, during the school year, etc.) for you as a teacher and students.

The results of applying the proposed solution during the academic year:

development of interdisciplinary connections;

activation of educational activities;

development of communications: teacher-teacher, teacher-student, teacher-parent, student-parent;

expanding the horizons of students;

participation of event winners in various educational events and competitions;

activation of interaction teachers of different subjects who will help students to understand the relationship of subject knowledge and reveal the value aspect and creative potential of subjects.

This will help me in the future to implement group projects, educational research, various school and extracurricular activities.

Students will help to realize their place in the world around them.

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 the inner world of his 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.

End of work -

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Psychology of work of a teacher

Series psychological science the school was founded in g.. m.

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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 the teacher are the implementation of activities aimed at teaching school-age children, as well as the supply of the material necessary for the development of the child in an appropriate 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. This is where the most attention is given to.

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 item in elementary 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. It is also forbidden to keep silent and conceal important points for the educational process.

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 educational process All 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.