What are the duties of a classroom teacher? Job description of the class teacher. Job description of the class teacher of primary classes who have switched to new fgos
FUNCTIONAL DUTIES OF CLASS TEACHERS
Considering the whole range of functions of the class teacher, it should be noted that it is due to the following factors: the working conditions of the educational institution; features of the educational system; environmental opportunities of the school and parents; age characteristics of children; the level of their upbringing, organization, training, health and physical development; preparedness of teachers for the organization of extracurricular educational work.
There are options for the job functions of the class teacher (educator), which can be determined by the Charter of the educational institution, the school development program.
Job description of the class teacher
1. General Provisions
1.1. In their activities, the class teacher is guided by the Law of the Russian Federation “On Education”, the Declaration of Human Rights and Freedoms, the Convention on the Rights of the Child, the Charter of the School, and the Program for Updating the Content of the Education of the Younger Generation in the Region.
1.2. The class teacher is appointed and dismissed by the head of the school. For the period of vacation and temporary disability of the class teacher, his duties may be assigned to a teacher who does not have a class and works in this class.
1.3. The class teacher must have Teacher Education or at least 5 years of experience working with children.
2. Functions of the class teacher
The main activities of the class teacher are:
2.1. Organization of classroom activities.
2.2. Organization academic work class team and individual students.
2.3. Organization of extracurricular life of the class.
2.4. The study of personality and correction in the education of schoolchildren.
2.5. Social protection of schoolchildren.
2.6. Working with parents.
3. Job responsibilities of the class teacher
The class teacher has the following job responsibilities:
3.1. Keeps a journal.
3.2. Keeps personal records of students and monitors their condition.
3.3. Organizes a class team: distributes assignments, works with the asset, sends class students to the school council, organizes collective creativity, helps in the work of the duty officer.
3.4. Organizes duty in the classroom, school, canteen.
3.5. Observes the sanitary condition of the attached office.
3.6. Take care of the appearance of students.
3.7. Organizes meals. Conducts explanatory work in the classroom with parents on the issue of free meals and the correct attitude of classmates towards children receiving such meals.
3.8. Takes care of the financial support of class needs (class fund, payment for various services, etc.).
3.9. Exercises strict control over attendance. The class teacher, together with the parents, controls students who miss classes without a good reason, contacts the social teacher about "difficult" children.
3.10. Creates an environment conducive to learning.
3.11. Coordinates the activities of teachers working in the classroom.
3.12. Works with student diaries, contacts with parents about the progress of schoolchildren.
3.13. Creates conditions for the development of the most gifted children, for the development of cognitive interests, broadening the horizons of students (involves in circles, electives, competitions, quizzes, olympiads, reviews, organizes excursions, visits to theaters, exhibitions, trips, etc.).
3.14. Attracts a psychologist to work with students (a series of conversations, individual recommendations).
3.15. Creates a positive microclimate in the classroom, forms interpersonal relationships, corrects and regulates them.
3.16. Organizes creative activities in the classroom with the involvement of individual students or the whole class.
class during the lesson without urgent need, to make comments to the teacher during the lesson).
3.17. Organizes health protection, taking into account deviations from the health standards of each student, strengthens the health of schoolchildren, involves students in physical education and sports work.
3.18. Helps the activities of various children's public organizations.
3.19. Looks for interesting forms, deep content of each organized business, determines the expediency and purposefulness of organizing any meeting of the class teacher with the class ( Classroom hour, class meeting, conversation, frank talk, etc.) holds one themed class hour per month.
3.20. It studies the personality of schoolchildren in accordance with existing methods, taking into account the opinions of teachers working in the classroom and parents.
3.21. Works with characteristics of students.
3.22. Helps students to choose careers. The class teacher, together with the parents, determines the fate of students after the 9th grade, while paying special attention to dysfunctional families.
3.23. Ensures the protection and protection of the rights of students left without parental care, if any in the class. Collaborate with a social worker.
3.24. Identifies and keeps records of children of socially unprotected categories.
3.25. Identifies and keeps records of children from dysfunctional families.
3.26. It monitors the behavior of "difficult" adolescents, children of the "risk group" and those registered with the Inspectorate for Juvenile Affairs (IDI).
3.27. Conducts thematic parent-teacher meetings once a quarter.
3.28. Studying the conditions of upbringing in the family.
3.29. Works with parents individually.
3.30. Involves parents to organize extracurricular activities of the class.
3.31. Influences communication of children with parents.
FUNCTIONAL DUTIES OF THE CLASS TEACHER.
FUNCTIONAL RESPONSIBILITIES OF THE CLASSROOMHEAD.
MAIN TASKS:
Creation of a classroom team as an educative environment that ensures the socialization of each child.
Organization of all types of group, collective and individual activities involving students in social and holistic relations.
Correction of the individual development of the student of the class, contributing to the free and full disclosure of all the abilities of the student and their formation together with the family.
FUNCTION AND CONTENT OF THE CLASSWORKHEAD.
1. ANALYTICAL
The study of the individuality of the student;
Analysis and study of the nature of the development team and
personality;
Analysis and evaluation of family education of each child;
Analysis and assessment of the level of upbringing of the individual and the team.
2. ORGANIZATIONAL AND COORDINATION
Organization and stimulation of various activities of children;
Establishing links between school and family;
Work with a small pedagogical team;
Individual impact on each student and team
as the subject of this activity.
3. COMMUNICATIVE
Regulate interpersonal relationships between children; -to establish optimal teacher-student interactions, to promote an overall favorable psychological climate in the team; -Help students build relationships with people.
FORMS OF WORK OF THE CLASS TEACHER.
discussion;
gaming;
adversarial;
creative work;
Role training;
Psychological (allowing the child to realize himself).
POWERS OF THE CLASS TEACHER.
receive regular information about the physical and mental health of children;
control attendance training sessions students of his class;
monitor the progress of each student;
coordinate the work of subject teachers providing
educational influence on students through the holding of pedagogical councils, "small" teachers' councils and other forms of correction;
submit proposals agreed with the class team for consideration by the administration, the Methodological Council, the School Council;
invite parents to the school, in agreement with the administration, apply to the commission or councils for family and school assistance at enterprises, organizing the solution of issues related to the education and upbringing of students in his class;
refuse from assignments that are unusual for him, lying outside the boundaries of the content of his work;
determine freely an individual mode of work with children;
conduct experimental work on various problems of methodological and educational activities;
choose a form of improving pedagogical skills through a system of retraining of teaching staff, participation in various group and collective forms of methodological work, through the education system and field trips;
appeal to the School Council in case of disagreement with the assessments of the administration, the Methodological Council of the state of educational work in the class team, the results, the level of moral education of the student.
THE CLASS TEACHER IS OBLIGED:
- organize the educational process in the classroom;
involve students in the systematic activities of the school-wide team, as well as establish links with other groups and teams;
fix mental and pedagogical deviations in the development of schoolchildren; notify the administration about this and find active ways of pedagogical correction;
assist the student in solving his acute problems;
maintain documentation reflecting the progress and effectiveness of educational work, a self-education plan, a student's personal diary;
work in contact with parents and assist them in the upbringing of children.
GOAL - EDUCATION OF A PHYSICALLY AND MORALLY HEALTHY PERSON, HUMAN CITIZEN.
WAYS OF SOLVING THE PROBLEM (EDUCATIONAL TASKS).
Work on the formation of a culture of personality.
Cultivate responsibility for the results of their work, for their actions.
Inculcate norms of moral behavior.
Develop students' communication skills.
Cultivate independence.
Search for ideas, forms and methods of working with children.
OBJECTIVES OF EDUCATION.
SOCIAL: protecting the rights of the student, helping the family.
MORAL: culture of norms of behavior, personality development: will, organization, ability to defend one's point of view; find your style in everything, learn to understand what is yours and what is not yours in this life. (Motto : every culture, first of allinternal, and from it already comes the external. By creatingharmony within ourselves, we make the world around us harmonious.)
3. INDIVIDUAL-PRACTICAL: (functions of cool
leader - diagnostics of educational
communication).
1. Teenage years - philosophical view humanist
To development
passion for growing up
to freedom
2. Having a Humane Purpose:
a) create your own image;
b) develop the speech culture of the child.
The nature of the organizational impact
The pedagogical aspect has 2 sides:
1st - information exchange, children class. supervisor
2nd - interaction teacher student (look, gesture,
4. SOCIAL SECURITY OF THE CHILD IN THE CLASS:
Morality in its value to others.
Do not feel fear (ridicule ...).
Communicative intelligence.
Structural components of communication pedagogy
Functions of pedagogical communication
| Classroom teacher | Activity initiation | Equipping with ways of life | Stimulation of free choice | Subjectivity of the child | Child |
|
| Discovery - complicity - exaltation | positive reinforcement |
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| Pedagogical assessment | Introduction of an image - stimulation of activity - correction of deviations | "I am the message" |
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| Pedagogical requirement | Involvement in activities - inclusion in activities - involvement in activities | Unconditional norms |
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| Information impact | Introduction of knowledge - demonstration of relationships - involvement in activities | Thesis Argument Illustration |
Valeolotia - this :
The science of the formation, preservation and strengthening of health. / I.I. Brekhman /: the science of expanding the life potential of a person / T.A. Soldztova /; the science and art of living in harmony with nature, people and with oneself i.e. optimal adaptation to the conditions of existence, with the achievement of the goals set;
an integral field of knowledge about the possibilities of human survival, through the restoration and strengthening of physical, mental and spiritual health; ... the science of how to live today in order to have a chance to see tomorrow / N.K. Smirnov /.
health code.
Health is not everything, but everything without health is nothing!
Health is not only physical strength, but also spiritual mercy.
Health is necessary not only for you, but also for the country, the people with whom you work and live.
Health is your ability to satisfy our needs within reasonable limits.
A healthy person needs not only bread, but also spiritual food: a person does not live by bread alone.
6. Health is the physical and hygienic culture of our body: there is nothing more beautiful than the human body.
7. Health is the spiritual culture of a person: kindness, hope, faith, love for those around you.
8. Health is a social culture of a person, a culture of human relations. Treat the other as if you would like him to treat you.
9. Health - it's love and careful attitude to nature
10. Health is the style and way of your life.
11. Health is freedom from the slavery of bodily and spiritual habits (dependencies).
12. If you want to be healthy - go in for physical culture, use everything, but do not abuse anything
REPRESENTATIONSKnot for memory
ARTEMA
ARSENIEV
I . Lead a diary.
If you are raising children, keep a diary at least occasionally and look back at your height and your abilities. Do you have the qualities you want to instill in your children?
Soon you will be convinced that your personality is the main means of education and that you educate, without even thinking about it, by your very existence next to him.
2. Smile .
Your whole life is driven by love. Protect love around you, grow it in yourself, look for and find the opportunity to easily and directly smile at each of your students.
3. State l w w i teachers.
The lesson is climbing a high mountain. If you feel tired, enter the classroom with a quick step, start the lesson without delay.
In the classroom, the most important thing is the state of mind of the teacher. Walk cool and straight.
Work heals, work levels, work connects. Love these mountain climbs.
4. Be available.
Teach-means to open your benevolent heart, to tell everyone how infinitely dear and interesting he is to you.
5. H and words lies!
You are a teacher! You can say what you think about everyone, turn your word to everyone, because there is no lie in any of your words.
6. Goodness,
Do not forget that the correct decisions that you expect from children in the classroom are the result of the knowledge that you give. Where does this knowledge come from.
7. Poor quality.
Poor quality, teaching most clearly showsXia in a slight transition to irritation. Irritability - razbazathe flow of spiritual energy. It is from the duality of existence.
Annoyed, you devalue the profession.
8. Joy.
The indifference of a teacher is more terrible than is commonly thought. Rasulk at every meeting with students. It will bring you closer.
9. Generosity hearts.
Has your student hurt you? Are you inanger, annoyance and sadness? Try to overpower yourself.
The best remedy get rid of evil - do not respond to its call. This is the creativity of the spirit and the generosity of the heart.
10. Way in Infinity.
When teaching a lesson, think about the endless ocean, love the element of air,include the Universe in your heart.
After all, love is the path to infinity. And those who follow this path cannot but love each other.
11. Victory h e d o eternity.
Do not fear defeat in the face of children. It won't happen if you know that you are raising children for all mankind. Then every moment of being among children is a path to beauty. And peaceto your heart.
12. celebration spirit.
There are a lot of things. And there will always be a lot. But the main thing, having embarked on the path of teaching, is to realize: the teacher is fate, the teacher is like a wanderer on the only path leading to the triumph of the spirit,
13. T a i n s t v o eternal.
Try to guess the fate of their parents from your students "Think those about these fates. Note to yourself what you managed to find in common in parents with their children, except for external similarities. How important it is to develop an ear for eternity!
14. Privilege student.
The teacher said that for 20 years now she has been achieving the ability to move correctly in the classroom.
Sitting during the lesson, she believes, is the privilege of the student.
15. Stadium under windows flat.
The teacher runs in the morning at the stadium, located under the windows of her apartment. She explains it this way: "I don't want to be a teacher with a broken voice and tired, aching legs."
16. General meal.
A common meal with students is an important and rare participation in each other's life. But even your simple gesture will not disappear in vain if it is filled with meaning.
17. Amazement.
Experience amazement at the fact that life has so ordered: there is a school you go to, there is a class where students are waiting for you. Rejoice in this. And let your heart shrink from the understanding thathow responsible.
18. C u m a.
Are you feeling empty? Be merciful - don't stoppay the class threshold in this state. Don't spread the plague. It's evening.Walk through the yards, let through all the frenzy of teenagersAnd think: it was born of emptiness in the thoughts of adults.
19. Void.
There is no empty space. The older and stronger the person, themore terrible is the emptiness inside it. It is more terrible because they are not empty. They arefilled with hidden evil. Readiness to contribute to it. Poisonothers.
20. Life And death.
Life and death are intermediate concepts. Every moment -it is the birth of a new time and its dying. Learn to see itwithout losing the quivering joy in the soul from the presence at birthtime andquietmourn his death.
The planning of educational work in the classroom should be understood as a processjoint activities of the classroomdriver, children and adults to determine the goals, content and methods of organizingnization of the educational process and lifeinactivity in the class community. The basis of this activity is modeling, because the plan of educational work is nothing more than a model of one of the fragments of the future state of the educational process. In order to successfully carry out planning, it is necessary to observe the following principles of pedagogical modeling: consistency, concreteness, optimality, dialogue, individuality, scientific character, continuity. Let's take a look at each of these principles.
The principle of consistency aims the planning participants to consider the educational process as a complex system consisting of a set of interrelated and interacting components. These are people: the class teacher, class students, their parents, school teachers and other adults. Their individual and collective interests, needs, value orientations; goals, principles, content, forms and methods of organizing joint activities, communication and relationships; internal and external relations of the classroom community; criteria, indicators, techniques and methods for studying, analyzing and evaluating the state and results of the educational process.
The principle of concreteness contains a recommendation to plan developers to avoid unjustified copying of ongoing cases in other student groups. When planning, it is important to take into account the interests and needs of the members of your team, the level of development of your class and growth prospects. The correctness of the choice of certain forms and methods of educational work largely depends on the awareness of the specific features of the pedagogical situation in a particular educational group. Compliance with this principle implies the inclusion of specific cases in the plan, the determination of specific deadlines and those responsible for their implementation.
Principle of optimality is associated with three important circumstances in the planning of educational work in the classroom.
Firstly, the class teacher must find the best option for the participation of children and adults in the collective planning work.
secondryh, The result of this joint activity should be model ideas about the optimal variant of building life in the classroom and the educational process in it.
In-trequiet, the class teacher must choose the best version of the form and structure of the educational work plan itself, so that the created document is convenient for use in the daily activities of the class teacher.
Dialogue principle means that the dialogue of actions, opinions, motives of planning participants is a necessary condition for preparing the optimal version of the plan. Attentive attitude to the opinion of each member of the team, fixing and taking into account different points of view are essential for determining the most complete range of possible ways and means of organizing the future life of the class community.
The principle of individuality aims the planning participants to direct their efforts towards creating model ideas about the educational system of the class, in which the individuality of each student is a value, and the process of its development and manifestation is one of the main tasks of the modeled system. The principle of individuality also implies taking into account the individual characteristics of children and adults when organizing collective activities to develop a plan.
Scientific principle - this is a requirement for the class teacher to rely on scientific ideas about the essence when drawing up a plan, driving forces and laws of the process of education and development of the child, on the theoretical provisions of modern pedagogical concepts of education, on the technological developments of domestic and foreign scientists.
Continuity principle draws the attention of planners to one of the most important characteristic features planning process - its continuity. The approval of the class teacher's work plan can only indicate the relative completeness of the planning process. Even an experienced class teacher, after drawing up the plan, makes adjustments to it, since the educational system of the class is a “living organism”, in which the interests, needs, values of children and adults change, interpersonal relationships are corrected, new contacts with the surrounding social and natural environment. All this leads to changes in the plan of educational activities of the class teacher.
Based on the listed principles in joint activities with colleagues, students and parents, the class teacher makes calendar orperspective work plan.
Calendareducational plan work covers a weekly or monthly period of time and contains such information as the name of the planned cases, the date and time of their holding, the names of the organizers of the events held. Such a plan (most often a grid plan) is called the work plan of the class teacher. Its compilation, as a rule, does not cause any difficulties for the teacher, so in the future we will talk about the technology of long-term planning, the content, form and structure of the educational work plan in the classroom for the academic year or six months.
First about algorithm development perspective plan. It is a kind of technological chain of sequentially performed actions of the class teacher and other participants in planning. The main links in this chain are:
1) determination by the class teacher of the procedure and deadlines for planning educational work and the life of the class; pedagogical analysis of the state and results of the educational process; modeling by the class teacher of the image of the class, its life and educational process in it; collective planning;
2) clarification, correction and concretization of the pedagogical plan, drawing up a plan of educational work.
Properly performing action after action , step by step any teacher will be able to develop an optimal and scientifically based plan of educational work. In order for the class teacher to better understand the mechanism for drawing up a long-term plan, it is advisable to describe in detail the joint actions of children and adults in planning the life of the class community and educational work in it.
First step class teacher - is the definition of the order and timing of actions plan development . In fact, the teacher must first draw up a plan to create another plan. At first glance, this phrase may seem strange, but there is no mistake. In order for the activities of the class teacher and other planning participants to be purposeful, orderly and effective, it is necessary to plan joint activities to develop a long-term plan for educational work. Of course, when determining the order of actions, the class teacher uses his knowledge of the planning algorithm. But in addition to them, he must have information about how the planning of educational work on a schoolwide scale will take place. Planning processes in educational institution and its structural subdivisions should proceed conjugated. In this regard, you can use the developed cyclogram for planning educational work for the new academic year.
When drawing up a plan for joint activities for the implementation of long-term planning, it is necessary to determine the forms and methods of participation of students and parents in this process, to resolve with a psychologist, deputy director for educational work and other members of the teaching staff questions about the psychological and pedagogical support of actions to develop a plan.
Second step in the activities of planning the educational process in the classroom - this is an analysis of educational workyou for the past academic year. Such an analysis is often perceived as a time-consuming and not the most necessary part of the professional activity of a class teacher, which, moreover, requires significant intellectual and physical costs. The practical benefits of analytical activities are not always obvious. However, the study of a large number of work plans for class teachers and the conduct of experimental activities in a number of schools in the Pskov region allow us to conclude that the analysis of the educational process can and should become the basis for planning educational work by the class teacher for the subsequent period. This is possible when
The analysis was conducted informally;
Pedagogical analysis is not an eclectic (diverse and not always interconnected) combination of various facts and value judgments, but has a clear structure and is carried out according to certain scientific and methodological principles;
Analytical activity is built in accordance with the developed criteria-analytical apparatus;
The analysis is quite informative and meaningful;
The class teacher takes into account the range of opinions of the majority of subjects of the pedagogical process: teachers, schoolchildren, their parents, school administration, representatives of the pedagogical community, with whom the team directly interacts
class.
In the modern practice of class management, there is several approaches dov to analyze the educator noah work , for example: descriptive,polar-evaluative, problematic, systemic and personality-oriented. We note their main features.
At descriptive approach the events and phenomena that occurred in the life of the class are described and analyzed, as a rule, according to the principle “what I see, I sing about”.
At polar appraisal approach highlights and analyzes the positive and negative aspects and results of the educational process. It is also planned to analyze the causes of negative or positive phenomena in the life of the class.
Systems approach involves a holistic analysis of the pedagogical process in the aggregate unity and interaction of all its components: subjects, goals, content, means (forms, methods, techniques), results of activities and educational relations. At the same time, emphasis is placed on the “key” moments of the pedagogical process, which are considered priority in the analyzed period of the life of the class.
At problematic approach there is a selection, analysis and structuring of the problems and contradictions of the pedagogical process.
Recently, some innovative educational institutions have successfully implemented the principles lich nostalgic approach , which determine the specifics of the pedagogical analysis of the educational work of the class teacher. With this approach, the emphasis in analytical activity is on such aspects as the development of the child's personality; formation and manifestation of individual characteristics of schoolchildren; personal achievements of students; formation in the classroom and school of a favorable environment for the development of students; the functioning of the system of medical-psychological and socio-pedagogical support for the development of schoolchildren.
Depending on the organizational culture of the school and the traditions of educational activities, the personal characteristics of the teacher and the principles of pedagogical analysis professed by him, the following types of analysis of the educational process in the classroom are used: analysis of the implementation of goals and problem solving, analysis of key events and pedagogical situations, criterion-oriented analysis.
By doing an analysis of the implementation of goals and tasks , the class teacher evaluates the degree of achievement of the target settings defined in the plan of educational work for the previous period. For this, criteria for the implementation of goals are used, as well as indicators by which one can judge the solution of educational problems.
For analysis of major events and pedagogical situations it is important to have the necessary amount of information. One of the forms of its accumulation is information or information-analytical references. Information notes usually indicate what took place or was carried out, when and who conducted the event (a set of events), what results were obtained in the activities carried out. The information and analytical reference includes additional information of the following content:
1. Positive aspects of the activities carried out: what was especially successful in determining the content, forms and methods of organizing joint activities, who managed to excel, how the work (event) carried out contributed to the development of the personality of schoolchildren, in solving which problems it was possible to advance.
2. Negative aspects of the activities carried out: what did not work out, who could not cope with their assignment, what pedagogical and organizational tasks could not be completed.
3. What new things did you get as a result of preparing, conducting and summing up the results of a joint case? What pedagogical consequences are possible after the event? What problems can become aggravated in the near future, manifest themselves in the long term?
4. How did the participation and position of teachers affect the effectiveness of the case? Conclusions and proposals on the prospects and ways to improve joint activities.
Successful fundamentals analysis events contributes to the collective analysis of life, involving the active participation in the analytical process of all subjects of the educational process: teachers, students, parents, friends of the class. Among the forms of collective analysis that can be sources of important information, one can single out an oral survey, questioning, filling out an open opinion sheet, issuing various information sheets, wall newspapers; various forms of collective creative analysis (oral journal, live newspaper, TV program, creative report, etc.).
Criteria-Based Analysis is aimed at identifying changes in the main indicators of the effectiveness of educational work in accordance with the developed criteria for the effectiveness of educational activities. The analysis should distinguish between outcome criteria and process criteria.
Outcome Criteria allow assessing the level of development of certain qualities of the personality of students, their upbringing, trained, socialized.
Cree process teri help to understand how educational activities are carried out, how the mechanisms of education work, what effect certain factors (conditions) have on the results of education. The following criteria can be selected as such criteria: the humanity of educational relations, the involvement of students in the life of the class team, the formation of business and interpersonal relationships, the development of self-management principles in the class, the presence of social ties of the class community, the effectiveness of psychological, pedagogical and medical and social support for the development of students .
In the analytical activity of the class teacher, three stages can be distinguished: preparatory, basic and reflexive. purpose prepare body stage is to prepare the teacher himself for the implementation of analytical activities. During this period, the class teacher determines the subject and purpose of pedagogical analysis, develops a program and tools (criteria, forms, methods and techniques of analysis) of analytical activity, provides for the participation in this work of all subjects of the educational process.
On the main stage the class mentor directs his efforts to collecting and systematizing information about the educational process, analyzing and evaluating the results pedagogical activity, identifying positive and negative aspects in the life of the class and educating students, identifying problems and contradictions in the educational process, making a forecast for the development of the educational system of the class, formulating conclusions and proposals for improving and updating the educational process in the class community.
At the reflective stage the teacher evaluates the analytical activity carried out, eliminates factual and stylistic inaccuracies in the information and analytical materials, and makes the necessary adjustments to them.
Third step class teacher in the activity of drawing up a plan of educational work is modelingthe teacher of the image of the class and the process of education in it.
Under the class image we understand the totality of the teacher's ideas about the future state of the classroom community. The main components of the image of the class are: the image of the student class, the image of the life of the class community, the construction of activities, communication and relationships in it, the idea of external relations and relations of the class, its place and role in the school community. Let's consider each component of the class image.
student class image . This image is made up of the teacher's ideas about the most important qualities that members of the classroom community should cultivate. Creating the image of a student, the class teacher tries to find an answer to a rather difficult question: what qualities should a child have in order to successfully cope with the social functions assigned to him as a citizen, son or daughter, brother or sister, student or student, member of a public association, etc. These representations will help the teacher to correctly determine the goal and objectives of educational work, the criteria and indicators of its effectiveness.
The image of the life of the class community, the construction of activities in it,communication and relationships. Almost every teacher strives to create in the classroom an intellectually and spiritually rich, morally clean and emotionally favorable atmosphere in the classroom community. However, not everyone manages to build such relationships in the classroom, because sometimes the teacher does not have a holistic and detailed idea of the nature, directions and methods of joint life of members of the class team. First, the class teacher needs to determine which type or direction of joint activity (tourist and local history work, club activities, educating students on the traditions of Russian national culture, etc.) can become a priority in the life of the class. The choice of a priority type of activity depends, first of all, on the interests and needs of students, the personal characteristics of the class teacher, such as educational institution. Often the class teacher's passion for tourism or sports, theater or amateur arts develops into a general passion for members of the class community, and on this basis an educational system of the class is created, its individuality is formed. Along with priority and other activities, the class teacher needs to present ways, forms and ways to improve communication between members of the class community. IN last years teachers began to pay more attention to the business and informal communication of students, the development of the communicative culture of schoolchildren. Communication trainings, communicative games, hours of communication and development, circles and clubs of communicative culture appeared in the pedagogical arsenal. This not only greatly enriched the educational process, but also contributed to its effectiveness.
The success of the life of a class largely depends on the nature of the emerging relations between members of the class community. It is important for the class teacher to clearly represent the real state of interpersonal and business relations in the class, the possibilities and means of improving them. All members of the classroom community should be in the teacher's field of vision, but especially those students who occupy a disadvantaged position in the children's team. It is desirable that in the formed ideas about the future of the class, the teacher could determine a niche for self-realization and self-affirmation of the personality of each child.
A class image is not complete without a representation about external relations and relationsclass, about its place and role in the school communitynews. Forming the image of the class, the class teacher provides for the participation of his pupils in school-wide events, in joint affairs with peers from classes of the same parallel, in work with younger and older students. It is worth thinking about how the life of the class can enrich the educational potential of the whole school team. In our opinion, those class teachers who try to find class friends in the immediate social environment are doing the right thing. They can be parents, grandparents, leaders of circles, clubs, sections, craftsmen, war and labor veterans. Friends of class teams are different people, differing in age, character, profession, political views, but similar in two very important qualities. First, they are interested in something (with their passion, life experience, talent) for students; secondly, they show a desire to be useful to children. This position of adults causes an adequate reaction on the part of students who are also trying to become necessary to others.
Completing the description of the image of the class, it should be noted that it should reflect the necessary, possible and desired state of the educational process. Necessary - this is the state that is modeled on the basis of taking into account the objective patterns and trends in the development of the process of educating students in this class; possible - this is the state that is projected in accordance with the real conditions of functioning and the zone of proximal development of the classroom team, identified in the course of the analytical activity of the teacher; desired- this is the state that is created in model representations, formed on the basis of subjective preferences, desires and interests of the teacher and his pupils. Only if the class teacher has such a formed image of the class can the fourth step be taken in the planning of educational work.
Fourth step in drawing up a plan of educational work is collective planning. In the collective planning of the life of the class, not only the class teacher participates, but also the entire team of students in the class, as well as parents and friends of the class community. The professor considers collective planning the most difficult stage in the organization of collective creative activity from a methodological point of view. At the same time, it is precisely this that turns out to be decisive and largely determines the success of subsequent joint actions.
Experienced practicing teachers and methodologists argue that if, without preliminary work, students are asked to make their proposals to the class work plan for the upcoming academic year, then it is hardly possible to achieve the desired result. In this case, insufficiently substantiated and primitive proposals will be received. There is an obvious need to use a special technology to include students, parents and other members of the class community in joint activities to draw up a plan.
This technology was developed in detail in the theory and practice of the communard movement. It entered the theoretical and practical pedagogy under the name "collective planning". The founder of communal pedagogy believed that collective planning is a creative organizational matter, when each member of the team participates in revealing prospects, in searching and choosing common tasks for a new period, and developing a specific plan for such tasks. As the most important stage of collective organizational activity, collective planning includes a general gathering-start, a competition for the best proposal for a plan, questionnaires, etc. In subsequent years, the created technology of collective planning was replenished with new forms, methods and techniques. These include an auction of ideas and proposals, an open list (stand) of proposals, a piggy bank of ideas and proposals, a magazine-relay race, discussion, defense of draft plans, etc. It should be noted that the technology of collective planning began to be used both in the preparation of a separate case and when choosing a set of cases and activities for a certain period of time.
Any technology consists of sequentially performed actions. At this stage of planning educational work in the classroom, the following actions can be carried out:
1) preliminary planning of the life of the class community for a new period with student and parental assets;
2) organization of pedagogical support for collective planning;
3) implementation by the classroom community of long-term planning of life in the classroom;
4) designing, together with parents and friends, a class of actions for the pedagogical support of the implementation of the class life plan.
Consider the methodological aspects of these actions.
During pre-planning for the life of the class community stva it is important to broaden the circle of planners, engage student and parent activists with the prospects for what's to come in the new year, and enlist their support. It is possible to discuss with a group of activists proposals for the work plan and the procedure for involving all students and their parents in the planning process:
a) understanding and highlighting the most actual problems the life of the class;
b) setting goals and objectives for the planned period;
c) thinking over the general ideas (plan) of future life activity;
d) determination of the main affairs of the upcoming academic year;
e) search for answers to questions about the timing and procedure for actions of participants in collective planning;
f) appointment of persons responsible for carrying out collective planning activities.
Organization of pedagogical support collective planning presupposes the creation of conditions for its successful implementation. To do this, do the following:
Agree in advance with class consultants on the time, place and content of consultations;
Organize timely information and interaction between the organizers and participants of planning;
Help the facilitators in preparing for the collection-start and conducting the defense of ideas and proposals in the work plan;
Instruct the leaders of microgroups on the progress, timing and expected results of collective planning, methods and ways of organizing the work of microgroups (how to act in order to achieve the best result);
Assist those responsible for individual areas in planning work.
Classroom Community Activities development of a long-term plan it is advisable to divide into several periods:
I period - collection-start of collective planning;
II period - consultations with knowledgeable people;
III period - exploration of affairs and friends;
IV period - protection of ideas and proposals in the annual plan;
V period - drawing up a plan for the life of the class;
VI period - reflection of the results of collective planning.
Action design for educatorsto ensure the implementation of the life planclass inactivity suggests:
a) determination of the main directions of joint activities;
b) appointment from among adults responsible for assisting students in the preparation and conduct of individual events;
c) modeling of information and methodological support for the organization of the educational process and life in the classroom;
d) planning financial and logistical support for the activities of the class community;
e) designing actions to assist the student team in expanding and strengthening internal and external social ties and relationships.
The correct and consistent use of the listed forms, methods and techniques of collective planning is the key to the successful implementation of all activities to draw up a plan for educational work.
final step in joint planning activities are clarification, correction of pedagogicalthe plan of educational work and the design of the plan of educational work.
The class teacher, after using the techniques and methods of collective planning, as a rule, clarifies and corrects his initial plan to build life and educational process in the class community in the new academic year. He tries to take into account the proposals of students and parents as much as possible and, on the basis of their wishes, form more specific ideas about the target, content, organizational, evaluation and diagnostic components of the upcoming educational activities. At this stage, the class teacher can already begin to draw up a plan of educational work. To do this, he needs to choose the most rational version of the form and structure of the plan and, when compiling it, comply with the requirements for pedagogical planning documents. The authors of the textbook "Pedagogy" (, Mishchenko A.I.,), published in 1997, call the following requirements for plans for educational work:
Purposefulness and specificity of educational tasks;
The brevity of the plan, its compactness;
A variety of content, forms and methods, the optimal combination of education and organization of children's activities;
Continuity, systematic and consistency;
Combination of prospects and relevance of the planned types of work;
Unity of pedagogical leadership and activity of pupils;
Taking into account the age and individual characteristics of students, their level of preparedness and living conditions;
Relationship between in-class work and work outside of school;
Consistency of the plan with the activities of the school and children's public organizations;
Plan flexibility.
Compliance with the above requirements will allow the class teacher to correctly and effectively carry out activities to draw up and draw up a plan of educational work.
3. ACCOUNT OF INDIVIDUAL PSYCHOPHYSIOLOGICAL CHARACTERISTICS OF CHILDREN IN THE ORGANIZATION OF PEDAGOGICAL ACTIVITIES
Familiarization with the medical indications of the child
Teachers are required to know the health group, according to which this or that psychophysical load on the child can be dosed
Children of the main (I) group
These are children with good health and they can engage in full program, with maximum psycho-physical load.
There are no deviations in the functions of the main systems and organs.
Children of additional (II) group
with reduced reserve capacity of the body.
Children in this group can participate in an abbreviated program. In order to maintain and improve health, children and adolescents in this group need longer breaks (pauses) between individual activities, and the activities themselves should be shortened in time or reduced in terms of physical activity.
Children (IV) health groups
These are children with persistent, uncompensated chronic diseases or even disabilities. Of course, they will be able to engage only in a health-improving and correctional program.
COMPLIANCE WITH THE REGULARITIES OF HEALTH PEDAGOGY
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Accounting for the individual characteristics of students
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After analyzing the information received, the class teacher makes a presentation about the overall picture of academic performance in the class and the participation of each child in the educational process. Naturally, every parent wants specific information about their child's progress, so it's a good idea to prepare summary sheets of progress for each student. If, according to subject teachers, the performance of some students is of concern, then it is worth underlining the corresponding series of assessments with a colored marker. It may happen that parents (even by regularly checking the diary) do not fully understand the progress of the child.
For a full-fledged parent meeting, the class teacher can also prepare various visual materials that testify to the success of the class and its individual students: certificates, diplomas, photographs, video reports, especially successful written or applied work. For the special success of children in school or extracurricular activities, their parents are awarded letters of thanks.
The next step in the preparation of the parent meeting will be the development of a scenario and the holding of the meeting. Be that as it may, any scenario, including the scenario of the parent meeting, is a creative matter. Any situation can be the reason for holding a meeting, but in almost every parent meeting there should be five mandatory components.
First of all, this is an analysis of the educational achievements of students in the class. The teacher needs to inform the audience before the speech that he will answer all the answers of a private nature during a personal meeting. When conveying the opinions of subject teachers, the class teacher should not provide their words with a subjective interpretation.
Next, you should familiarize parents with the state of the socio-emotional climate in the classroom. The teacher can share his observations of the behavior of the children in situations that are significant for them (in the classroom, during breaks, in the canteen, on excursions,). The topic of conversation can be relationships, and speech, and appearance students and other issues. The main thing is to try to convey to parents from the very first meetings that the role of the school is to help the child in his socialization. After all, it is here that children get the experience of interacting with other people, which is just as important as the acquisition of knowledge. In the process of such conversations, the teacher should exercise the utmost delicacy, avoiding negative assessments of a particular student or parent. It would be wrong to start listing the list of “sins” of schoolchildren in front of those present.
Among the tasks facing the class teacher during parent-teacher meetings, there is also psychological and pedagogical education. The teacher is obliged to increase the level of psychological and pedagogical competence of parents. The teacher can talk about new books that can help parents in raising their son or daughter, about interesting exhibitions, films, performances that the whole family could visit.
The parent meeting is the most appropriate place to discuss organizational issues related to the life of the class. Here you can make decisions and plan excursions, cool evenings, summer vacations, purchases teaching aids, work on the improvement of the office. Usually, parents get acquainted with the report on the work done and the plan for upcoming events. It is better to discuss the financial aspects of everything planned and carried out at meetings of the parent committee.
And the parent meeting ends with personal conversations with parents. Particular attention should be paid to parents of children with learning and developmental problems. The difficulty lies in the fact that very often these parents, fearing criticism, avoid parent meetings, and the class teacher should strive to provide them with a sense of security, to make it clear that they are not being judged here, but are trying to help. The tactic of joining is very effective: “I understand you!”, “I agree with you!”.
Each parent meeting should not pass without a trace. The final stage of its organization can be called comprehension of the results of the parent meeting. It is necessary to sum up the results at the meeting, draw conclusions, outline ways for further work, report on the next meeting. Parents can express their opinion about the meeting by filling out questionnaires, which will be the subject of the teacher's study.
And now let's get acquainted with the advice of psychologists that will help you orient yourself and not go astray when holding such a significant event for the life of a class as a parent meeting.
- Before the start of the meeting, “leave the bad mood at the door.” Allocate no more than 1.5 hours for the meeting. The most pleasant sound for a person is his name. Put in front of you a list with the names and patronymics of the parents. Before the start of the parent-teacher meeting, announce the issues that you plan to discuss. Do not forget " Golden Rule» pedagogical analysis: start with the positive, then talk about the negative, end the conversation with suggestions for the future. Immediately warn parents that not all information received at the meeting may become the property of children. Thank everyone who took the time to come (especially fathers). Let parents know that you understand how difficult it is for a child to learn. In a personal conversation, evaluate the progress of children in relation to their potential. Let your parents know that "bad student" does not mean "bad person." The parent should leave the meeting feeling that they can help their child.
During the parent meeting, it is not necessary
- to condemn the parents present for failure to appear in past times; compare the progress of individual students and different classes; give a negative assessment to the whole class; overestimate the value of individual items; communicate in an edifying tone.
At the meeting, you can distribute to all parents a printout of a kind of children's memorandum addressed directly to them. This text will help many mothers and fathers to build a trusting and harmonious relationship with their children.
A letter of appeal to the closest and dearest people - my parents.
Don't spoil me. I know very well that I shouldn't get everything I ask for. I'm just checking on you. Don't be afraid to be firm with me. I prefer it. This allows me to know the measure and the place. Do not use force in dealing with me. Otherwise it will teach me to think that power is all that matters. I will more readily accept your guidance on me. Don't be inconsistent. It confuses me and makes me try to "get away with it" in every possible way. Don't make empty promises. This will undermine my trust in you. Do not fall for my provocations when I say and do things that upset you. Otherwise, I will again try to achieve such a “victory”. Don't be upset if I say I hate you. I just want you to regret what you did to me. Don't make me feel like a kid. I compensate by acting like I am the "center of the universe." Do not do for me and for me what I can do for myself and for
himself. If this happens, I will demand that you serve me at all times. Pay no attention to my stupid antics. Your increased attention will help to consolidate them. Do not rebuke me in front of other people. I will respond to comments only in private, without strangers. Don't try to teach me conflict situation. I still won’t hear anything, and if I hear, I won’t react. Talk to me when your anger gives way to common sense. Don't try to teach me all the time. You would be surprised how well I know what is good and what is bad. Don't make me think that the mistakes I made are a crime. I must learn to make mistakes without thinking that I am good for nothing. Don't pick on me and don't grumble. Otherwise, I will have to pretend to be deaf in order to somehow protect myself. Don't ask me to explain my bad behavior. I really can't explain anything. If you can understand this, I will try to explain everything to myself and to you, but this takes time. Don't test my honesty too much. I am easily frightened, at the same time I begin to lie. Do not forget that I am developing, which means I am experimenting. Thus I am learning. Please come to terms with this. Do not protect me from the consequences of my activities. I need to learn from my own experience. Ignore my little ailments. I can learn to enjoy my bad health if it puts me in the center of your attention.
5.Regulations on the parent committee of the class
1. The class parent committee is an association of parents whose activities are aimed at all-round assistance to the teaching staff of teachers working in the class, the class teacher in organizing cooperation between the family and the school for the benefit of class students.
2. The parent committee is elected at the parent meeting at the beginning of the school year for a period of one school year.
3. Parents of any student of the class can be elected to the parent committee of the class at their request or at the suggestion of the majority of participants in the parent meeting of the class.
4. The chairman of the parent committee is selected from among the elected members of the parent committee at the first meeting.
5. The parent committee reports on its activities to the parent meeting.
6. The meeting of parents has the right to demand an extraordinary report from the parent committee if it doubts its actions.
7. The parent class committee participates in meetings of the School Council, in school conferences, meetings of parent class committees with the school administration.
8. Meetings of the parent committee of the class are held 3-4 times in the academic quarter. The decisions made are recorded in the protocol, which is kept by the chairman of the parent committee.
The regulation on the parent committee of the class is adopted at a meeting of the parent committee of the school or at a meeting of the School Council.
The parent committee of the class must:
Help the class teacher in establishing contact with the parent team;
Involve parents in joint activities with children;
Influence the formation of a culture of parental communication;
To be an intermediary between the family, school, public organizations in difficult life situations;
To stimulate asceticism and responsibility in the upbringing of the younger generation;
To come up with initiatives and proposals to improve the educational process at school;
Observe ethical standards in communication with students, teachers and their parents.
The parent committee has the right:
Actively participate in the organization of the educational process in the classroom;
Assist the class teacher and the school in purchasing textbooks and manuals;
Visit students at home with the class teacher;
Participate in class and extracurricular activities;
Express your opinion about the activities carried out in the class;
Influence together with the class teacher on those parents who are not involved in raising their children;
Conduct conversations with problem students;
Maintain close contact with law enforcement agencies and public organizations to protect the rights and interests of the child and family;
Involve, if necessary, various kinds of specialists to solve family problems.
6. Regulations on the appointment of a duty teacher and a duty class
General provisions
1.1. The duty teacher is appointed from among the teachers on the basis of the order of the Director of the School.
1.2. The duty teacher reports directly to the duty administrator.
1.3. In his activities, the duty teacher is guided by the internal labor regulations, this job description. The teacher on duty complies with the Convention on the Rights of the Child.
Functions
2.1. The main activity of the teacher on duty is to monitor the observance by students of the Rules of Conduct for students.
Job Responsibilities
The Duty Teacher has the following responsibilities:
3.1. Takes part in the organization:
Student activities during breaks;
Activities of employees and students of the School in case of unforeseen situations;
If necessary, call emergency services.
3.2. Takes part in the coordination of:
Joint activities of employees and students of the School, emergency and special services in case of unforeseen situations.
3.3.Controls:
Compliance by students with the Rules of Conduct for Students.
The rights
The duty teacher has the right, within his competence:
4.2. Give obligatory orders to students during their duty.
Responsibility
5.1. For non-performance or improper performance without good reason of the Charter and the Internal Labor Regulations of the School, legal orders of the Director of the School and other local regulations, official duties established by this Instruction, including for non-use of the rights granted, the teacher on duty bears disciplinary responsibility in the manner prescribed by labor legislation.
5.2. For the use, including a single one, of methods of education related to physical and (or) mental violence against the personality of the student, the teacher on duty may be dismissed from his position in accordance with labor legislation and the Law of the Republic of Kazakhstan "On Education". 5.3. For violation of the rules of fire safety, labor protection, sanitary and hygienic rules for organizing the educational process, the duty teacher is brought to administrative responsibility in the manner and in the cases provided for by administrative legislation.
Relationships. Relations by position
Duty teacher:
6.1. Works according to the schedule drawn up by the deputy director for VR of the school
6.2. Informs the administrator on duty and the relevant services about all emergencies at the School related to the life and health of children.
Responsibilities of the duty class and the duty teacher.
1 The duty class led by the duty teacher and the duty administrator arrives at the school by 7:45.
2 The duty begins with a briefing, where the class teacher outlines the main tasks, gives recommendations on their implementation and implementation.
3 The duty administrator makes his proposals on the organization of duty, focuses on problems that need to be addressed and controlled.
4 Duty officers are assigned to posts determined at the school and are responsible for:
a) discipline;
b) sanitary condition;
c) the aesthetic appearance of its object and the surrounding area.
6 Duty officers have the right to make claims and enforce the Charter of the school.
7 In case of non-compliance by students with the requirements of the duty officers, they contact the student responsible for duty or the class teacher with information about violations. Problems not resolved by their forces are brought to the attention of the administrator on duty, if a violation of the sanitary condition, damage to school property occurred in the absence of the person on duty, he is responsible for eliminating the consequences of these violations.
8 At the end of the school day, the attendants check the sanitary condition of the school, control the progress of cleaning the classrooms assigned to the classes, and transmit summary information to the responsible duty or duty teacher.
9 The results of the duty for the day are summed up in working order.
10 The issue of gross and systematic violations can be submitted to the council of high school students.
11 If the duty teacher is unable to fulfill his duties, he must notify the social pedagogue or the administration in advance of this in order to replace him in a timely manner.
The teacher, acting as the leader of the children's team, implements his functions in relation to both the class as a whole and individual students. He solves problems in accordance with the specifics of the age of the children, the relationships that have developed between them, building relationships with each child, taking into account his individual characteristics. The main thing in the activity of the class teacher is to promote the self-development of the individual, the realization of his creative potential, the provision of active social protection of the child, the creation of the necessary and sufficient conditions to intensify the efforts of children to solve their own problems.
First level - pedagogical and social and humanitarian functions, which belong to the group target.
These functions are aimed at creating conditions for the social development of students, focused on helping the child both in solving his actual personal problems and in preparing for independent living. Among them, it is necessary to single out three that determine the main content of the activity of the class teacher: education of students; social protection of the child from adverse influences environment; integration of the efforts of all teachers to achieve the educational objectives. Among them, the priority is the function of social protection of the child.
Under social protection is understood as a purposeful system of practical social, political, legal, psychological and pedagogical, economic and medical and environmental measures, consciously regulated at all levels of society, providing normal conditions and resources for the physical, mental and spiritual and moral development of children, preventing infringement of their rights and human dignity.
The implementation of this function involves the provision of conditions for the adequate development of the child in the existing socio-economic conditions. The activity of the class teacher for the social protection of the child is not only the activity of a direct executor, but also a coordinator helping children and their parents to receive social support and social services.
Social protection as a function of the class teacher is, first of all, a set of psychological and pedagogical measures that ensure the optimal social development of the child and the formation of his personality, adaptation to existing socio-economic conditions. Realizing this function, he must, solving acute momentary problems, be ready to anticipate events and, relying on an accurate forecast, divert from the child those problems and difficulties that may arise in front of him.
It is advisable to consider social protection in the activities of the class teacher in the broad and narrow sense of the word. In the latter, it is an activity aimed at protecting children who find themselves in a particularly difficult situation. These are the children from large families, disabled children, orphans, refugees, etc., who need emergency social protection more than others. In the broad sense of the word, the object of social protection, social guarantees are all children, regardless of their origin, parental well-being and living conditions. Of course, the principle of a differentiated approach to different categories of children remains indisputable, and priority should be given to the most vulnerable categories of children from low-income families or families from risk groups.
To achieve the goals of education and social protection of students, the class teacher must solve a number of particular tasks related to the formation of relations between students and their peers in the class (organization of the team, its rallying, activation, development of self-government). These tasks define the second level of its functions - socio-psychological, which primarily includes organizational.
The main purpose of the organizational function is to support a positive children's initiative related to the improvement of the life of the region, the microenvironment, the school and the schoolchildren themselves. In other words, the class teacher not only organizes students, but helps them in self-organization of various activities: cognitive, labor, aesthetic, as well as free communication, which is part of leisure.
The important function at this level is team building, acting not as an end in itself, but as a way to achieve the goals set for the class. One of the tasks of the class teacher is the development of student self-government.
The third level of functions of the class teacher expresses the requirements arising from the logic of the activity of the subject of management of the educational process. This managerial functions which include: diagnostic, goal setting, planning, control and correction.
Implementation diagnostic function involves identifying the initial level by the class teacher and constantly monitoring changes in the upbringing of students. It is aimed at researching and analyzing the personality and individuality of the child, at finding the reasons for the ineffectiveness of the results, and at characterizing the integral pedagogical process.
Realizing the diagnostic function, the class teacher can pursue a dual goal: firstly, to determine the effectiveness of their activities, and secondly, diagnostics can turn from a tool for studying personality into a tool for developing a child’s individuality.
Function goal setting can be viewed as a joint development of the goals of educational activities with students. The share of participation of the class teacher in this process depends on the age of the students and the level of formation of the class team.
The goals of the educational process determine the tasks of managing the process of development of the child's personality. They can be divided into public and private. The general ones are specified in accordance with the main areas of social relations in which the child is included, while the private ones are related to the organization of students' activities.
The logic of goal setting is reflected in the process planning class teacher activities. Planning is the help of the class teacher to himself and the class team in the rational organization of activities. The purpose of the plan is to streamline pedagogical activity, to ensure the fulfillment of such requirements for the pedagogical process as regularity and systematicity, manageability and continuity of results.
In planning, close cooperation between the class teacher and the class team is important. The degree of participation of children depends on their age. Planning should be what leads to the goal. Since the goals are defined as strategic and tactical, then the plans can be strategic, or long-term, tactical, or operational.
The main purpose of the function control and correction in the activities of the class teacher is to ensure the constant development of the educational system.
The implementation of the control function involves identifying, on the one hand, positive results, and on the other hand, the causes of shortcomings and problems arising in the process of education. Based on the analysis of the control results, the work of the class teacher is corrected both with the class as a whole and with a specific group of students or an individual student. Control of the work of the class teacher is not so much control on the part of the school administration as self-control for the purpose of correction. Correction is always cooperative activity the class teacher and the class team as a whole, a group or individual students.
The considered levels of functions determine the content of the activity of the class teacher.
The rights of the class teacher. The class teacher is an administrative person. He has the right:
Receive information about the mental and physical health of children;
Monitor the progress of each student;
Monitor attendance at school by children;
Coordinate and direct the work of teachers of this class (as well as a psychologist and a social pedagogue) in a single direction;
Organize educational work with students of the class through the holding of "small teachers' councils", pedagogical councils, thematic and other events;
Submit proposals agreed with the class team for consideration by the administration, the school council;
Invite parents (or persons replacing them) to the school; in agreement with the administration, apply to the commission for minors, the psychological, medical and pedagogical commission, the commission and councils for family and school assistance at enterprises, resolving issues related to the upbringing and education of students;
Get help from the teaching staff of the school;
Determine an individual mode of work with children (freely, i.e. based on a specific situation);
To refuse assignments lying outside the scope of the content of his work.
The class teacher has the right to conduct experimental work on the problems of didactic (to develop an author's program in his subject, if he is also a subject teacher) and educational (to develop a program of educational work) activities.
Duties of the class teacher are as follows:
Organization in the classroom of the educational process, optimal for the development of the positive potential of the personality of students within the framework of the activities of the whole school team;
Assisting the student in solving acute problems (preferably in person, a psychologist can be involved);
Establishing contacts with parents and assisting them in raising children (personally, through a psychologist, social pedagogue).
For a pedagogically competent, successful and effective performance of their duties, the class teacher needs to know well the psychological and pedagogical foundations of working with children, to be informed about latest trends, methods and forms of educational activities, to master modern technologies education.
Planning the work of the class teacher
The work plan of the class teacher is a concrete reflection of the upcoming course of educational work in its general strategic directions and the smallest details. Hence the expediency of an organic combination of a long-term plan of educational work and plans for specific educational measures.
Experience shows that it is better when the class teacher has a long-term work plan for the entire academic year, and then consistently develops detailed plans for the academic quarters. However, this is determined by the experience of the teacher, as well as the established traditions of the school and possible instructions from the educational authorities.
L.Yu.Gordin believes that the older the students, the more realistic it is to draw up a plan for a longer period, i.e. for the entire academic year, and in those classes where the class teacher has known the children for more than a year, has an idea of their level of upbringing, opportunities and interests. And vice versa, the younger the students, the less time the class teacher worked with this team, the more expedient it is to plan educational work for a quarter or half a year.
The class teacher should begin work on the plan at the end of the previous school year, when the distribution becomes known. study load and classroom management for the new school year. If the class teacher accepts a new class, he needs to get acquainted with the personal affairs of the pupils, their families, study the existing system of educational work in the classroom, traditions, official and informal structure of the team. All this will help to implement continuity in educational work.
At the end of the school year, it is advisable to conduct diagnostic “sections” in the classroom with the help of a school psychologist in order to identify the psychological atmosphere, cohesion, value-oriented unity and other essential parameters of collective life. It is useful to identify the prevailing attitudes of pupils among themselves, as well as to study, work, nature, art and other phenomena and processes of the surrounding reality.
Thus, the preparatory stage for drawing up a plan for the educational work of the class teacher comes down to collecting information about the class team and individual pupils, which will determine the nature of the dominant educational tasks.
Development of a plan of educational work of the class teacher. Preparation for the preparation of the work plan of the class teacher ends with the preparation of the characteristics of the class team and individual students. This is the initial stage in the deployment of the technological chain for the development of a program for the life of the class and students for the coming period.
The next stage involves the acquaintance of the class teacher with the school-wide plan of educational work, which, as a rule, is ready for the beginning of the new academic year. From it it is necessary to select all those school-wide events, as well as socially useful things for parallels and groups of classes in which the class should take part. Being correlated with specific dates, these events will lay the basic framework for the life plan of the team. Here it is necessary to emphasize the inadmissibility of identifying the work plans of the class teacher and the life of the class team.
Experienced teachers after these two stages begin to formulate specific tasks educational work with the class for the academic year, thinking through a system of measures and selecting really feasible socially useful deeds. And it is advisable for novice class teachers to first correlate the information obtained at the previous stages with general data on the characteristics of the age of class students and the available recommendations to help class teachers.
When determining the dominant educational tasks, we must proceed from the holistic approach we have adopted to the organization of the pedagogical process. Not scattered measures in the areas of educational work, but real deeds and various types of activities should form the basis of plans. The tasks of upbringing, and, consequently, the specific content for a strictly defined period of time, should determine the social, age and individual situation of development. The social situation, as it were, dictates the ideas of collective affairs (what the team should do), the age situation determines the choice of forms of activity, and the situation of individual development makes the content side of work with children unique. Accordingly, three main objects of attention of the class teacher are distinguished: team, activity and individuality.
In order to ensure the harmonious development of the personality of each student, selecting the content, the class teacher must include in the plan, and then in the real pedagogical process, cognitive, labor, artistic and aesthetic, sports and recreational, value-oriented and other activities. At the same time, it is important that within the named types of activity a sufficient diversity of their specific types is achieved.
When the plan as a whole is formed, the period of its “finishing” begins. The class teacher discusses its individual sections with colleagues, teachers working with the class, parents and students, and also makes adjustments to the work plans of the class, children's public organizations. The plan of the class teacher is richer than the plan of the life of the team, since it contains educational activities related to both the team as a whole and individual pupils, their study, and the direction of work with parents. It, figuratively speaking, constitutes a kind of background on which the work plan of the class, its assets, student self-government bodies and individual students is superimposed. In their totality, complementing each other, these plans provide for the necessary content of those educational and socially useful activities, the organization and implementation of which are aimed at developing valuable business and moral qualities in schoolchildren.
The final stage in the technological chain of creating a plan of educational work is its discussion at a class meeting, fixing those responsible for organizing certain events, distributing assignments to the asset and individual pupils.
Plan structure. In real school practice, the work plans of class teachers have a different structure. This is due to the different conditions for the functioning of schools and individual class groups as pedagogical systems. The structure, and, consequently, the forms of work plans themselves also depend on the level of pedagogical qualifications of the class teacher. If an experienced teacher can limit himself short plan work, it is advisable for novice teachers to draw up detailed, detailed plans.
The traditional structure of the class teacher's work plan has five sections: a brief description of and analysis of the state of educational work; educational tasks; the main directions and forms of activity of the class teacher; coordination of educational activities of teachers working in the classroom; work with parents and the public.
All plans of the class teacher must be opened brief analysis the state of educational work for the previous year and the characteristics of the class. The characteristic reflects the level of general upbringing of the team, its progress and discipline, as well as the formation of such qualities as diligence, responsibility, organization, social activity, etc. The structure of interpersonal relationships (leaders, outsiders, microgroups), the prevailing mood in the class, the content of value orientations are analyzed. that determine public opinion. The characteristics of individual pupils are given, in particular, those who deviate from the accepted norms of behavior, who are lagging behind in their studies, etc.
The second section formulates the main, dominant educational tasks that will be addressed in the new academic year. There should be few of them in order to guarantee their effective, and not formal, implementation. It is important that the tasks take into account the state of the class team, the level of its development, as well as general tasks standing in front of the school. Since there are no identical teams, the tasks cannot be the same even in parallel classes. In many ways, they depend on the experience and qualifications of the class teacher.
The third section carries the main content load, defining both the main types of activities (social, cognitive, labor, artistic, sports, value-oriented, communicative), and ways to solve educational problems. It is this section that determines the structural originality of the plan, since it reflects certain approaches to the development and formation of personality.
The fourth section of the traditional plan outlines specific measures to coordinate the educational influences of all teachers working in the classroom. These may be pedagogical meetings, special consultations, individual conversations with individual teachers and other forms of work.
The final section - "Working with parents" - contains a range of issues that are supposed to be discussed at parent meetings, although the topics of lectures and conversations can be adjusted depending on the circumstances; dates are planned for visiting families in order to study the living conditions and the upbringing of children; forms are planned individual work with parents, communication with parent committee and opportunities to involve parents in classroom and school life.
At present, it is generally accepted that planning by sections in accordance with the main directions of education (labor, moral, aesthetic, etc.) “tears” the entire pedagogical process into parts, does not cover the whole variety of pedagogical tasks. Recognition of the pedagogical community in recent years has received a version of the plan proposed by N.E. Singling out the collective, the activities of pupils and the development of individuality as the main objects of education, N.E. Shchurkova proposes, after designating the dominant tasks, to single out three relevant sections: the organization of the collective, the organization of educational activities and the organization of work on the development of individuality.
Two auxiliary sections should contain a description of the class team and a description of the individual characteristics of students, which also reflect the living conditions of pupils in the family (especially if there are difficulties); their interests and inclinations, and in connection with this - which circles, sections, institutions additional education they visit, and if not, why not; health status and the most pronounced personality traits.
In the practice of education, various forms of planning the work of class teachers have developed, and, given the specific conditions of various regions of the country, cities and villages, new schools and schools with long traditions, there is no need for strict unification of the form of this plan. The class teacher himself chooses the form of the plan, focusing on the requirements that apply to him, and on his pedagogical " I-concept.
Planning and preparation of educational activities. Based on the long-term plan of educational work, the class teacher draws up a work plan for the week, which specifies educational activities. It is advisable to combine this plan with the diary of the class teacher.
The object of special attention is the preparation of an educational event. In many cases, the preparation process is much more significant in terms of educational impact than the event itself. The educational effect remains even if the event did not take place for some reason (for example, the invited guest could not come, etc.). L.Yu. Gordin notes that general rule planning educational work with the class is a plan of only those cases and activities that can be carefully, without haste and assault, prepared and carried out with high quality, which will certainly be fulfilled and bring moral satisfaction to the class team, experiencing the joy of success.
Each planned business must be realistically designed in time, enough days, and sometimes even weeks, must be allotted for its thorough preparation. Considering that a stable educational effect can be obtained only when the organizers and executors of the case are the students themselves, it is advisable to use the experience of organizing collective creative affairs according to the method of I.P. Ivanov.
Preliminary work of educators. The role of this collective creative work (KTD) in the life of the team is determined, specific educational tasks are put forward; variants of the case are outlined, which will be offered to pupils as possible; the prospect of a possible business is being built. At this stage, there is a search, reconnaissance of cases. If the team is at the first stage of development, then the teachers themselves lead the children to socially significant work; if on the second, then the asset is involved in the search; if on the third - all members of the team conduct a search along the intended routes (for example, "class", "neighborhood", "nature", "press", "kids", etc.).
Collective planning of KTD. It takes place at a general meeting of the collective. Compiled overall plan life of the team for the next period. First, the work goes on in microgroups, and then questions and tasks are solved together, for example: for whom is the KTD organized? Who benefits and delights? Who will participate? With whom together? What should be the council of the case, who will be included in it? Where is the best place to have a CTD? How best to spend it? At the end of the gathering, the most interesting, useful proposals from the microgroups are brought together, and the election of the case council takes place.
Collective preparation of the case. The Council of Affairs refines the plan for the preparation and conduct of the KTD, organizes microgroups to prepare good deeds "in secret". At this stage, meetings can be held with people who can assist in the conduct of the case, materials are being prepared, literature and periodicals are being studied, a press center is being created, etc. Experience shows that, on the whole, the method of organizing collective creative affairs that has justified itself should not be abused. It is impossible to refuse traditional conversations, debates, conferences and other positively proven forms of organizing the pedagogical process. In this case, the class teacher prepares a plan or outline plan, in which he notes: the topic and form of work organization; purpose and objectives of its holding, time of holding (date, hour); the location of the event; who is entrusted with its preparation and conduct (distribution of instructions); equipment and decoration; form of accounting for the results of the work performed. A carefully thought-out plan for a specific event - necessary condition his quality, a condition for achieving both substantive and educational results.
Job description class teacher
1. General Provisions
1.1. This job description was developed on the basis of the tariff and qualification characteristics for the positions of employees of educational institutions, agreed with the Decree of the Ministry of Labor of the Russian Federation of August 17, 1995 No. 46, taking into account the changes introduced by the Decree of the Ministry of Labor of the Russian Federation of November 22, 1995 N 65. When compiling instructions approximate recommendations on the organization of the labor protection service in an educational institution of the system of the Ministry of Education of the Russian Federation, approved by order of the Ministry of Education of the Russian Federation N 92 of February 27, 1995, were taken into account; guidelines for organizing the activities of the class teacher in general education institutions (letter of the Ministry of Education dated 06/21/2001 No. 480 / 30-16); methodological recommendations “On the implementation of the functions of a class teacher by pedagogical workers of state and municipal educational institutions” (order of the Ministry of Education and Science No. 21 of 03.02.2006).
1.2. The class teacher is appointed by order of the director of the school from among the teachers working at the school with the consent of the teacher.
1.3. Control over the activities of the class teacher is carried out by the deputy director for educational work.
1.4. In their activities, the class teacher is guided by the Constitution and laws of the Russian Federation, decisions of the Government of the Russian Federation and educational authorities at all levels, rules and regulations of labor protection, fire safety, as well as the Charter of the school and other local acts, observes the Convention on the Rights of the Child.
2. Functions
The main functions of the class teacher are:
1. Organizational and coordinating:
Establishing a connection between the educational institution and the family;
Interaction with subject teachers working in the classroom, other specialists of the educational institution;
Accounting and stimulation of various activities of students, including in the system of additional education for children;
Individual, impact and interaction with each student and the team of the class as a whole as subjects of this activity;
Maintaining documentation (class journal, diaries, personal files of students, work plan of the class teacher, journal of the class teacher).
2. Communicative:
Regulation of interpersonal relations between students;
Establishment of subject-subject relations between the teacher and the student;
Promoting a general favorable psychological climate in the team;
Assistance to students in the formation of communicative qualities.
3. Analytical and predictive:
The study of the individual characteristics of students and their dynamics development;
Determination of the state and prospects for the development of the classroom team.
3. Job responsibilities
The class teacher has the following duties:
3.1. Plans classroom activities for each academic year and each academic quarter. The work plan is approved by the deputy director of the school for educational work no later than five days from the beginning of the planning period.
3.2. Ensures the safe conduct of the educational process, promptly notifies the school administration of each accident, takes measures to provide first aid;
3.3. Organizes the study by students of the rules of labor protection, rules traffic, behavior in everyday life, on the water, etc., instructs students with mandatory registration in the classroom log or the instruction log;
3.4. Forms the motivation for the learning of each individual child, studying his age and individual characteristics to develop and stimulate cognitive interests;
3.5. Provides assistance to students learning activities; Identifies the causes of low academic performance, organizes their elimination;
3.6. Respects the rights and freedoms of students;
3.7. Promotes the acquisition of additional education by students through a system of circles, clubs, sections, associations organized at school, institutions of additional education for children and at the place of residence;
3.8. Creates conditions for the successful existence of the child in general education school, promotes diversified creative development personality, spiritual and moral development;
3.9. Together with the self-government bodies of students, he actively promotes a healthy lifestyle; conducts physical culture, sports and other events that promote the health of students in the classroom;
3.10. Ensures the unity of the educational impact on the student of the family and the school, carries out work with parents; if necessary, involves the competent authorities to protect the rights of the child or provide financial assistance, provides social protection for children;
3.11. Creates a favorable microenvironment and moral and psychological climate for each student in the class;
3.12. Promotes the development of communication skills among students, helps the student to solve problems that arise in communication with friends, teachers, parents;
3.13. Carries out the study of the personality of each student in the class of his inclinations, interests, directs self-education and self-development of the student's personality, makes the necessary adjustments to the system of his education;
3.14. Analyzes the state and determines the prospects for the development of the class team;
3.15. Submits a written report on its activities to the deputy director of the school for educational work at the end of each academic quarter;
3.16. Maintains class documentation in the prescribed manner, controls the filling in of diaries by students and putting marks in them;
3.17. Participates in the work of the pedagogical council of the school;
3.18. Systematically attends school-wide events together with the class;
3.19. Systematically increases its professional qualification; participates in the activities of methodological associations;
3.20. Works according to the schedule drawn up approved by the principal of the school;
3.21. Organizes the duty of the class around the school according to the schedule approved by the director of the school;
3.22. Complies with ethical standards of behavior at school, at home, in public places, corresponding to the social status of the teacher.
4. Rights
The class teacher has the right, within his competence:
4.1. Receive information about the mental and physical health of children;
4.2. Monitor the progress of each student;
4.3. Monitor attendance at school by children;
4.5. Coordinate and direct the work of teachers of this class in a single direction;
4.6. Organize educational work with the students of the class through the holding of "small teachers' councils", pedagogical councils, thematic and other events;
4.7. Submit proposals agreed with the class team for consideration by the administration, the council of the educational institution;
4.8. Invite parents (or substitutes) for a conversation;
4.9. In agreement with the administration of the general education institution, apply to the commission for juvenile affairs, the psychological, medical and pedagogical commission, the commission and councils for family assistance to schools at enterprises;
4.10. Determine an individual mode of work with children based on a specific situation;
4.11. Conduct experimental work on the problems of education.
4.12. For an increase in the official salary, bonuses and other measures of material and moral incentives;
4.13. Participate in competitions, festivals and other events both personally and his pupils;
4.14. On the material, technical and methodological support of the educational process organized by him;
4.15. For support and assistance from the administration;
4.16. For advanced training and professional skills within the walls of the school and the system of additional professional education.
5. Responsibility
In accordance with the law Russian Federation The class teacher is responsible for:
5.1. For the life and health of the students of the class during the events held by them, as well as for the violation of their rights and freedoms.
5.2. For non-performance or improper performance without good reason of the Charter and the Internal Labor Regulations of the school, the legal order of the school principal, local regulations, job duties established by the job description;
5.3. Bears personal responsibility for the improper implementation of anti-terrorist security requirements at the school in accordance with applicable law.
5.4. For the use, including a single one, of methods of education related to physical and (or) mental violence against the personality of the student, as well as the commission of another immoral offense;
5.5. For guilty causing the school or participants educational process damage in connection with the performance (non-performance) of their duties, the class teacher bears material liability in the manner and within the limits established by labor and (or) civil legislation.
6. Relationships. Relations by position
6.1. Interacts with subject teachers, represents the interests of his pupils at pedagogical council, includes their extracurricular work in subjects, a variety of subject circles, electives, participation in subject weeks, olympiads, theme evenings and other events;
6.2. Together with a teacher-psychologist, he studies the individual characteristics of students, the process of adaptation and integration in micro and macro society; coordinates the relationship between a psychologist and parents, helps to determine the choice of a profession based on psychological and pedagogical research;
6.3. Collaborates with teachers of additional education, promotes the inclusion of schoolchildren in various creative associations of interest (circles, sections, clubs) operating both at school and in institutions of additional education;
6.4. Promotes the inclusion of children in the activities of a children's public organization, cooperating with senior counselors, organizing information about existing children's and youth public organization and associations;
6.5. Collaborates with school librarians in order to expand the student's reading circle;
6.6. Organizes work to improve the pedagogical and psychological culture of parents through holding parent meetings, joint activities
6.7. He constantly takes care of the health of his pupils, using information received from medical workers.
