The questions covered in the work are:

Job Form Definitions

The static forms of educational work are described in detail (a solemn meeting of the children's team, lectures, frontal conversation, debate, discussion, concert, watching a movie, video, TV movie, performance, concert, sports match, performance-competition (competition program);

Static-dynamic forms of educational work (dance program, evening of communication in an impromptu cafe, labor action (subbotnik), production of a demonstration object, situational role-playing game, productive (innovative) game

Dynamic forms of educational work (excursions, hike, expedition)

In the activities of the class teacher, the form of educational work with the class team is the primary cell that makes up the everyday life and holidays of the life of the children's educational community. Of course, it's hard to imagine full list forms, universal and suitable for all occasions, because educational work with the class can be built in different ways. Nevertheless, we will try to present the most common and traditional forms of educational work that will suit a significant part of educators. It should be noted that the submitted forms can only be carried out with the participation of students of the same class, and can be used when the class, together with the class teacher, becomes the organizer of a school-wide business, event for the junior (middle) link, parallels, etc.

You should start by defining the form of educational work: a structure of joint interaction between children and adults limited in place and time, which makes it possible to solve certain educational problems. Based on existing approaches in the pedagogical literature (S.P. Afanasiev, L.V. Baiborodova, V.S. Bezrukova, A.G. Kirpichnik, S.D. Polyakov, M.I. Rozhkov, E.V. Titova) The following essential features of the form of educational work can be distinguished:

Participants in the activity (persons or groups of persons) performing any precisely defined functions - organizers, speakers, spectators, etc.;

Pedagogical tasks that can be solved with the help of this form (the potential of the form, its content);

Organization of time (fixed period of time for the form);

A set of acts, situations, procedures;

Procedure (algorithm);

Organization of space.

Scheme No. 1

Static forms of educational work

	Examples
	Memory Watch
	Rally, collection of signatures, picketing, solemn meeting
Communication
	Round table, expert group meeting, forum, symposium, debate, court session
	Twinkle, lesson, meeting with interesting person
	Story, message, public speaking, moral sermon
Demonstration
	Reporting concert, thematic concert, concert-lecture, fashion show
	Oral magazine, agitation performance,
	Creative competition, sports competition, intellectual and cognitive game, knightly tournament (battle, duel, duel, ring; marathon, exam)
public creation	culinary performance
Organization of perception	Watching a movie (video, TV) film, sports or artistic performance
	"Apple Tree of Opportunities"

1. Solemn meeting of the children's team - a meeting to honor any significant dates or events in the life of the children's team, involving oral monologues by individual speakers. The solemn meeting should be devoted to one topic. An important role in the effectiveness of the solemn meeting is played by the speeches of the speakers, which have their own characteristics, both in informational and affective terms. The solemn assembly is a “one-time form”, it should not be held more than once or twice a year.

2. Lecture (story, message, moral sermon) - a presentation that demonstrates in the form of a monologue a set of views on any issue. The essential purpose is qualified commenting on any problem, which allows the listener to navigate the information. The lecture is nothing more than a demonstration of information, hence the use of various types of visualization is of paramount importance. Nowadays it is hard to imagine a good lecture without a multimedia presentation.

3. Frontal conversation - a specially organized dialogue, during which the moderator directs the exchange of views on any issue (problem) . The interview involves pre-designed questions. One of the varieties of frontal conversation is the light. The subject of discussion is the actions, feelings, thoughts of the participants in the spark. In combination with an atmosphere of trust, such conditions cause a desire to understand oneself, others, situations, provide a certain state of self-deepening and self-understanding. Using the form of "light", the teacher can solve the following tasks:

informing about the space and community where the child is, types of activities and opportunities for self-realization in it;

advancing the upcoming interaction, that is, creating a positive perception of the upcoming interaction, interest and desire to participate in it;

organization of analysis and reflection;

optimization of interpersonal relations in a group (involves the creation and maintenance of a situation of mutual understanding and trust within the framework of a spark with its transfer to other moments of the life of the team, acceptance by the group of each of its members, solving problems in interpersonal interaction);

providing emotional support for individual children, if necessary, organizing psychotherapeutic assistance;

value orientation (despite the fact that the experiences and attitudes that arise during the discussion are rather short-lived, they can become a stage in the formation of pupils' value relations).

A separate type of conversation is “Meeting with an interesting person”, within this type of form, several contexts are possible:

"talk show" - an intense, aggressive conversation, on a topical controversial issue,

conversation "with all my heart" - an attentive, interested conversation about the personal meaning of certain events, as a rule, past ones.

Frontal conversation can be organized using the game. For example, lesson (“Lesson of Creativity”, “Lesson of Kindness”, “Lesson of Fantasy”, “Lesson of Courage”, “Lesson of Peace”, etc.), imitating a school classroom lesson. The leader takes on the role of a teacher, the rest of the participants take on the role of students, and the rules of such a game correspond to the rules of a regular school lesson.

4. Dispute - a specially organized performance, during which there is a demonstrative clash of opinions on any issue (problem). As the educational potentials of the dispute, one can name the ability to conclusively, argue one's point of view, maintain restraint and calmness, perceive criticism, treat opinion with respect opponent. G. Plotkin proposes rules for the participant in the dispute, developed together with schoolchildren:

1. Everyone has the right to express their opinion. If you have something to say to the listeners, let them know it.

2. Say what you think, think what you say! Speak clearly and distinctly. Do not assert what you do not understand yourself.

3. Try to state your point of view as convincingly as possible. Rely only on reliable facts.

4. Do not repeat what has been said before you.

5. Respect other people's opinions. Try to understand him. Learn to listen to a point of view with which you do not agree. Be patient. Don't interrupt the speaker. Do not give personal assessments. Prove the truth with arguments, not shouting. Try not to impose your opinion.

6. If your position is proven wrong, have the courage to admit you are wrong.

7. Let the main result of the dispute be your progress along the difficult path of comprehending the truth.

5. Discussion ( including meeting, planning meeting, team meeting ) - a specially organized exchange of views on any issue (problem) to obtain an information product in the form of a solution. There are the following types of discussion: "round table", "meeting of the expert group", "forum", "symposium", "debate", "court session", "aquarium technique" (M.V. Klarin). Unlike a dispute, a discussion is a more structured interaction, requiring, as a rule, determining the winner of a verbal competition. S.V. Svetenko formulates the pedagogical possibilities of this form of joint activity as follows: the development of logical and critical thinking, oral speech and public speaking skills, self-regulation skills, the formation of communicative tolerance, interaction experience, involvement in solving problems of the political, economic and cultural life of society.

6 . Concert - a performance involving a demonstration by the speakers for the audience of artistic performances (dance, song, recitation, theatrical miniature, etc.).

7. Watching a movie -, video, TV movie, performance, concert, sports match - performance, during which the participants are shown a spectacle prepared by professionals. The method of using viewing in social education includes the preparation, actual conduct and organization of the discussion. First of all, a pedagogically sound choice of the viewing object is important.

8. Performance-competition (competitive program) - joint action, which involves demonstrating to the audience a competition between participants in something. The competition can be based on professional or close to it activities, almost any genre of art.

Scheme No. 2

Static-dynamic forms of educational work

The predominant mode of interaction	Examples
Entertainment-demonstration	Fair, bazaar, market, evening of alternatives,
	Christmas tree, Bonfire
	Disco, old teen, ball
Entertainment - communication	Kapustnik, squash, club meeting, assembly, feast, gatherings
	Mig, Brig, Ranger
	Innovative game, ODI
Co-creation
	Subbotnik, attack, landing
	Preparing for the show
	Exhibition preparation

9. Dance program (disco, ball) - entertainment specially organized on one site, involving dancing.

10. Evening of communication in an impromptu cafe - entertainment specially organized at one site, imitating a feast.

The educational tasks of the evening of communication in an impromptu cafe are the optimization of interpersonal relations in the children's association, the formation of the experience of joint socially acceptable spending of free time. The method of organizing an evening of communication in an impromptu cafe involves organizing a meal, informal communication, showing artistic performances (of various levels of improvisation, both specially prepared and played here without prior rehearsals), entertainment games, joint singing and / or dancing.

11. Labor action (subbotnik) - limited in place and time, specially organized subject-practical labor activity of children. The meaning of the subbotnik as a socio-cultural phenomenon consists in voluntary joint work in free time, aimed at improving the surrounding objective reality. The educational potential of a labor action involves the solution of such pedagogical tasks as the formation of schoolchildren's experience of joint work, overcoming difficulties, responsibility for the task assigned, independence in solving subject-practical problems.

12. Making a demonstration object - a specially organized activity to create exhibits or an information product for subsequent demonstration to someone. For educational purposes, the production of an exhibition, newspaper, chronicle, etc. is used for children to gain experience in joint activities, develop aesthetic taste, form artistic and applied skills, emotional and value relations. The object of the demonstration can be various expositions (exhibition, museum, gallery), objects (newspaper, box, chest, portfolio, information bank).

13. Situational role-playing game as a form of organizing joint activities, it is a specially organized competition in solving communicative problems and in simulating the substantive actions of participants performing strictly defined roles in a fictional situation, and regulated by the rules of the game.

With the help of a situational role-playing game, one can develop communication skills, promote self-knowledge and self-determination of participants as subjects of interaction, stimulate interest in cognitive activities in the field of history, literature, cultural studies, etc.

14. Productive (innovative) play - joint activities to create an information product (to solve a practical problem), involving the exchange of views, including their specially organized collision, the demonstration of intermediate results. A productive game can be used when planning class activities at the beginning of the school year: interesting ideas, strengthening the creativity of children, the selection of new leaders, the formation of a reserve children's self-government; detailed development of the plan, taking into account the specifics of the children's association.

Scheme No. 3

Dynamic forms of educational work

The predominant mode of interaction	Examples
Demonstration	"Find the Treasure", "Trail of Courage"
Entertainment	Walk
Communication Organization of perception	Walking tour, excursion to the museum
Research overcoming	reconnaissance, expedition, raid
	March throw, hike, run
	Parade, carnival procession, torchlight procession

15. Excursion - specially organized movement of participants in order to demonstrate to them any exposition. A.E. Seinensky proposes to understand the excursion as “a form of organization of the educational process, which makes it possible to observe and study various objects and phenomena in natural conditions or in museums, at exhibitions”. these records. The main educational tasks that can be solved with the help of an excursion: the assimilation of any information by schoolchildren, the development of a number of skills to present information, the experience of one's own relationship to a sociocultural object.

16 . hike - a long walk or journey, a specially organized movement for a certain (quite long) distance, during which stops (halts) are supposed. Camping as a form of organizing joint activities has a number of educational opportunities. Firstly, the use of the hike allows you to diagnose the individual and the team in special extreme conditions. Traveling together can lead to improved interpersonal relationships within the group. Here, schoolchildren form a whole set of moral qualities: responsibility, mutual assistance, the ability to self-regulate develops. Fourthly, with a certain pedagogical support, as a result of the campaign, the horizons of its participants expand. And, finally, there is a formation of value relations to nature and the historical heritage of the space covered by the movement of the group.

17. Expedition - collective travel somewhere, visiting any objects for research purposes. The independence of the expedition as a separate form of joint activity, despite the undoubted affinity of the expedition with the excursion and hike, is determined by the significant difference between observation (excursion) and research (expedition), while the hike can be just entertainment. The educational potential of the expedition consists of such pedagogical tasks as supplementing and consolidating school knowledge in various subjects (history, biology, geography, etc.), developing research competence, forming in adolescents the image of the native land and the feeling of the Motherland, all that D. WITH. Likhachev called "moral settled way of life", the awareness of one's own benefit in solving socially significant scientific and practical problems, the formation of social responsibility, knowledge of the problems of one's region.

Directions of work in the expedition can be: natural science (ornithological, geobotanical and environmental protection, etc.), cultural studies (ethnographic, local history, folklore, archaeological, etc.), search.

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For the implementation of education in children's educational institutions, it is necessary to solve the following tasks: definition of content, forms and methods of education, taking into account age, individual psychological characteristics of students. Therefore, it is important to realize that today we need to talk not about event activities, but about educational activities, about human communication, about the formation of relationships, about the development of personality traits.

Raising the next generation is a multifaceted process. The physical and moral health of children are considered as priority areas in education; intellectual development; formation of a culture of personality and spiritual values; civic and patriotic education; aesthetic and labor education; formation of life plans for schoolchildren, preparation for family life, etc.

To implement pedagogical tasks, various forms of extracurricular educational work are used:

- traditional: oral journal, class hour, ethical conversation, living room;

- discussion: dispute, defense of the project, an evening of unsolved and unsolved mysteries;

- national ritual: folk holidays, gatherings, folk fun;

- non-standard: sports flea market, dance ring, poetry cross;

- improvisations:“At the Mirror”, “Smeshinka”, “Theatre-Impromptu”.

The professionalism of a teacher, an organizer lies in mastering the largest number forms of work and the ability to use them to solve a specific pedagogical problem with the maximum educational effect. “Piece-wise”, according to A.S. Makarenko, individual education is the highest aerobatics in the work of an educator, teacher, class teacher.

To educate means to organize the activities of children. A person develops, forms his skills, behaviors, values, feelings in the process of modern activities with people and in the course of communication with them. Therefore, in order to achieve educational goals, the class teacher must be able to organize a variety of children's activities (teachers call it developing, educating), and for children it is their natural life.

The organization of extracurricular activities of children, including leisure activities, in any school has always been and remains a very important area of ​​activity for teachers. Activities with children in addition to lessons, communication with them in a more or less free environment are essential, and often decisive, for their development and education. They are also important for the teacher himself, as they help to get closer to the children, get to know them better and establish good relations, reveal unexpected and attractive sides of the teacher’s personality for students, and finally, they allow you to experience happy moments of unity, joint experiences, human intimacy, which often makes teachers and students are lifelong friends. This gives the teacher a sense of the need for his work, its social significance, relevance. as they say now.

However, for this to happen, you need to know how to organize such work. Methodists highlight activities, which are possible at school, namely: cognitive activity, value-oriented, social, aesthetic, leisure activities. It is clear that all of them are closely connected with the educational process, with the content of education and upbringing at school and serve to achieve certain educational and educational goals. So, cognitive activity is aimed at the development of cognitive interests, the accumulation of knowledge, the formation of mental abilities, etc.

Value-oriented activity, in essence, is a process of forming attitudes to the world, forming beliefs, views, assimilation of moral and other norms of people's lives - all that is called values. The class teacher has ample opportunities to stimulate the development of relationships and views on life by schoolchildren in various forms of extracurricular activities: conversations on social and moral issues, class meetings, discussions, disputes. Of course, the assimilation of social values ​​by schoolchildren occurs in all other forms and types of activity.

Public activity involves the participation of schoolchildren in school management bodies, various student and youth associations at school and outside it, participation in labor, political and other campaigns. This occurs in such forms as self-service work, school cleaning, school meetings, meetings, elections and work of student governments, evenings, holidays, etc.

Aesthetic activity develops artistic taste, interests, culture, abilities of children. It is difficult to overestimate the importance of aesthetic classes for students, which can be organized at school. School teachers have the opportunity to carry out this work in the following forms: performances, competitions, school theaters, concerts, festivals, excursions to museums, visits to theaters and much more.

Leisure activity means meaningful, developing rest, free communication, in which the initiative should belong to the students, but the teacher should not be an outside observer, remembering his functions as an educator. Sports and recreational activities can also be taken here. Free communication, students' leisure can take place in a variety of forms: games, holidays, evenings of rest, collective birthdays, competitions, joint walks, hikes, etc.

The teacher must know and be able to do a lot for the methodologically correct organization of all these forms of work. First of all, in the pedagogy of educational work at school, the very concept of “form of work” is not very clear and it is difficult to distinguish it from method. However, it is important for the educator to know how he organizes the activities of students, what opportunities he has, so to speak, a methodological arsenal.

The form of educational work with children can be defined as a specific way of organizing their relatively free activities at school, their independence under the pedagogically expedient guidance of adults. In educational practice there is a wide variety of forms of work, they are difficult to classify. Let us try, however, to streamline the forms of educational work by singling out the predominant, main component of educational work. We can say that our typification is based on the main means (methods, types) of educational influence, of which we have identified five: the word, experience, activity, game, psychological exercises (training).

Hence, there are five types of forms of educational work with schoolchildren:

Verbal - logical - figuratively - artistic - labor - game - psychological

Verbal-logical forms.

The main means of influence is the word (persuasion with a word), which evokes response emotions in children. This type of form includes conversations on various topics, class debates, meetings, conferences, lectures, etc. The main thing here is the exchange of information, messages from students, teachers and other adults, and discussion of problems. This type of educational influence takes place in the practice of schools around the world, although the methodology, technique or even technology of its implementation may be different.

Figurative art forms.

They unite in themselves such affairs of children, where the main means of influence is a joint, mainly aesthetic experience. The main thing here is to evoke strong, deep and ennobling collective emotions, similar to those that people experience in the theater, at holidays, and in other similar situations.

Great educators, psychologists, artists, politicians and public figures were well aware of the enormous uplifting and unifying power of shared feelings, they also knew their destructive potential. The educator must be able to provide joint experiences for children, thanks to which they will become better.

Such forms as a concert, performance, holiday, etc. have great potential.

Let us note in this connection that collective, mass experiences seem to take great place in modern life, especially for young people: rock concerts, discos, "hanging out" informals. But, alas, not to mention the content and nature of these performances, the noise and external effects there often fill the inner void, leave no room for a deep inner experience. In modern life, obviously, there is a lot of noise in general and there is no silence that would help a person discover himself. When organizing the life of schoolchildren, it is necessary to provide for moments of silence in it, filled with contemplation, penetration into phenomena, the discovery of something new in the world around us, people, and oneself.

Labor forms of extracurricular work.

Joint work has a positive effect on children, more broadly - various activities, any work. These are different types of work at the school, from daily cleaning to repairing the school, laying out and arranging a garden, a park, organizing a farm, a school cooperative, a printing house, an information center. This is also various assistance to those in need, work in self-government bodies, social movements and organizations. Joint work can inspire no less than a theater, an aesthetic spectacle or a holiday.

Game (leisure) forms of work.

These are games, joint recreation, meaningful entertainment. Games can be sports, educational, competitive, competitive. All of them, like the above-mentioned types of forms of educational work, often combine various means of influence: word, image, feelings, work.

Particular attention should be paid to PSYCHOLOGICAL FORMS of work with students. In forms of this type, the main means of influence are elements of psychological training, methods of practical psychology, individual and group psychotherapy. These are lectures, conversations, discussions, psychological exercises, consultations. They require some special knowledge and skills of the educator.

For the success of the case when using various forms of work with children, the teacher must represent their hidden possibilities and, on the basis of this, organize them in the most optimal way. It should be remembered that, as we have already noted, that any form of work involves the impact of the word, and sensory experiences, and the game (competition), and labor (work). On this basis, we can distinguish the following mandatory elements of all forms of work with students: information, experience, actions. Information- this is something new and important that students learn about by participating in a particular business . experiences- this is their emotional perception of information and everything that happens, assessment, attitude. Actions- this is their joint (with each other and adults) activity that enriches and develops. Children, participating in various activities, learn new things, experience successes and failures, happy moments of creativity. Thus, they acquire the social experience they need and the orientation of the personality approved by society.

The forms of extracurricular activities and their content are very diverse and difficult to account for. Here are the most common, most often encountered in practice. At the same time, we will remember that many of them are held both on a school-wide scale and within a class or two parallel classes. In a modern school, class teachers and teachers organize the following activities together with children: holidays, evenings, fairs, “lights”, discos, usually tied to a calendar date or associated with the tradition of the school (Soviet solemn dates are supplanted by Christmas time, Maslenitsa, European Valentine's Day, etc.); traditional class and school duty, periodic cleaning of the school; competitions, days and weeks of knowledge in academic subjects; excursions to museums, to enterprises, to the sights of the native city, sightseeing trips to the city, country, access to the theater, less often cinema; walks, hikes in the forest, to cultural and historical monuments, multi-day hikes and trips (mainly in summer); sports competitions, health days; workshop on the rules of conduct and safety on the street, in the yard, at the entrance; issue and competitions of wall newspapers, holiday posters, postcards and much more.

Of particular note is the phenomenon Classroom hour, vainly ousted from the practice of the school. The classroom hour, in our opinion, has at least two meanings, the first of which is simply the time the class teacher works with the class, set in the lesson schedule. At this time, the class teacher can do with the class what he considers necessary with the students: conversations on a variety of issues, educational games, discussions, reading books, etc. Unfortunately, it happens that teachers gather students only to solve organizational issues and “reprimanding” for bad behavior and academic performance. Therefore, there is a second meaning of the concept of “class hour” - a meeting of class students to discuss class matters. Here it is necessary to give the floor to student self-government, which will solve organizational and other topical issues of class life. It seems that a class hour in the first and second meanings does not have to be held every week, but twice a month is enough.

Note that often the boundary between different types of class hours is rather arbitrary: at a class meeting dedicated to discussing the problems of the class, a teacher, parents, or some guests can speak or report. But let's say that conversations should not turn into personal verbal reprimands and edifications.

"Quiz".

Educational tasks: helps to increase the cognitive activity of schoolchildren.

This is a game of answering questions, usually united by some topic.

Quiz Requirements:

Common topic; - questions should be specific; - choose a certain number of questions; - take into account the age and amount of knowledge of children, their interests; - to think over the form of holding - “What? Where? When?”, “Field of Miracles”, “Brey - ring”, “Lucky chance”; - question - answer (oral or written); - it is possible to conduct a quiz without prior preparation or questions are given to children in advance;

The quiz can be with different tasks:

Explain if you can; - which statement is true, etc.

To give questions to expand the horizons of children, to which they must find the answer on their own from sources. Specify literature.

"Quiet Reading Time"

Educational tasks: instills a love for the book, for the artistic word and broadens one's horizons.

The hour of quiet reading arises as a counterbalance to the boundless enthusiasm of schoolchildren for television and video films, which displace communication with a book from the life of a schoolchild, freeing the developing psyche of a young person from the efforts of imagination, thinking and memory.

On the day when the “hour of silent reading” takes place, children and teachers bring extracurricular books with them to school, which they “now read”, they are provided with a common time for all members of the school team, when in silence and convenience each person can calmly read the book they brought.

This moment is preliminarily prepared: an announcement is posted, leaflets - memos appear in 1-2 days, teachers remind the children about the planned business. As a result, it is very rare for individual students to forget to take a book with them to school. But this rare case is also provided for: teachers and a librarian select a number of books that they will offer the child.

The educational potential of the "hour of silent reading" is not exhausted until the end, if at the end of it the list of books read by children and teachers is not made public. This list is posted at the end of the school day. “What do we read today” and “What did the teachers read”. An emotional atmosphere is created, intellectual leaders stand out, and the field of bibliographic knowledge expands. The idea of ​​“an hour of silent reading” is sometimes transferred by children to the family, introducing parents to reading books that they have long forgotten.

Types and forms of educational work.

No. p / p	Kind of activity	Special purpose	Active forms of organization of activity
	Cognitive	Enriches the idea of ​​the surrounding reality, forms the need for professional education, promotes intellectual development.	Lesson: seminar, lecture, role-play, project defense, creative report, non-traditional form. Extracurricular: conference, round table, intellectual marathon,
	Public	Promotes the socialization of students, includes	Issue of periodical press, discussion, work of self-government, patronage.
	value-oriented	Rational understanding of universal and social values, the formation of culture, one's "I".	Disputes on moral topics, etiquette and professional ethics, testing, questioning, drawing up a psychological map, charity actions.
	Sports - Wellness	A healthy lifestyle builds strength, endurance, plasticity and beauty of the human body and relationships.	Circles, sections, general physical training, sports days, friendly competitions.
	artistic	Sensual attitude, the need for beauty, the realization of individual inclinations and abilities.	Musical and literary drawing rooms, creative competitions. Additional education, amateur concerts, performances, excursions to museums, evenings of rest, holidays.
	Free communication	Mutually enriching leisure of schoolchildren. Communication with each other.	Group affairs, "lights", an hour of communication, a quiz, evenings, name days of the group.
	Labor	Creation, preservation and increase of material values.	Socially useful self-service work, school duty, etc.

25.3. Directions and forms of work of the class teacher

The tasks and functions of the class teacher determine the main directions, content, methods and forms of his work. The practice of the work of a secondary general education school shows that the most important areas of work of a class teacher are:

1. The study of the personality of the student;

2. Creation and education of the student team;

3. Development of talents, mental and physical ability students, the formation of their high cognitive culture, the organization of meaningful leisure for schoolchildren;

4. Creation of the necessary conditions for the physical development of pupils, the preservation and strengthening of their health;

5. Preparing schoolchildren for economic and labor activities;

6. Work with teachers;

7. Interaction with the family, work with parents of students;

8. Cooperation with out-of-school educational institutions, the public, various public organizations.

9. Planning by the class teacher of educational work with children, maintaining the necessary documentation.

The study of the personality of the student is carried out by the class teacher using the entire palette of "school methods" that are quite well described in modern psychological and pedagogical literature, and on this basis the organization in the process of education the individual developmental path of each child. The essence of this, as A.S. Makarenko noted, is not to "mess with a capricious child," but in the teacher's concern that, on the basis of the child's individual characteristics, involve her in the active life of the class team. This requires both a differentiated approach to the child, and to various groups of children: "newcomers", boys - girls, active - passive, talented and lagging behind in development, and the like.

The most important methods of studying students are: systematic daily monitoring of the activities and behavior of students in the learning process and after hours; individual and group diagnostic conversations; studying the results of students' activities; visits to their homes; natural experiment; rating and method of competent assessments and the like.

Creation and education of the student team as the main environment for the life of schoolchildren, it involves determining the goals and objectives of educating both the team as a whole and each individual student in particular, involving each student in various types of socially useful activities, creating and developing a system of educational interpersonal relations (distribution of assignments and responsibilities of "connections, development asset: elections, training him to create relationships of "mutual responsibility"), development of traditions, networking with other teams at school and beyond. Creation in the classroom of an atmosphere of major and optimism, a favorable psychological microclimate.

Starting work with the class, the class teacher should familiarize himself with the personal files of students, talk with their parents, subject teachers, analyze the class journal for the past academic year and get some idea of ​​​​the success, behavior, positive aspects and shortcomings that take place in the class with in order to determine the optimal approach to the organization of educational work.

Of great importance in creating a team is the skillful presentation of pedagogical requirements for students from the very first days of training. To this end, the class teacher, as a rule, holds special meetings at the beginning of the school year, at which he thoroughly acquaints students with the most important school rules and explains to them how they should behave in lessons, breaks, after school hours, do homework and participate in public life class. Making demands at the beginning of the school year encourages students to analyze their behavior and experience internal contradictions between the existing and required level of behavior, and ultimately stimulates their self-education.

The ability of the class teacher to organize meaningful extracurricular work with students is the most important in the education of the student team. The class teacher should take care to involve them in active practical extracurricular activities from the very first days of working with children, to awaken and develop interest in it. Moreover, children participate with interest in collective walks, trips around their native land, in various excursions, socially useful work, etc. Interesting practical activities with the basis for the accumulation of positive traditions in the classroom, which in turn contributes to the enrichment of the life of the team and its development . Such traditions can be labor holidays, sports competitions, hikes and excursions, meetings with prominent people, and the like.

The process of education provides for the development of talent, mental and physical abilities of students, the formation of a high cognitive culture in them, and the organization of meaningful leisure for schoolchildren. Therefore, together with subject teachers, the class teacher should cultivate a responsible attitude to learning, assistance in choosing and attracting students to work in various scientific and technical societies, small academies, circles, sections, clubs, studios, associations in accordance with their interests, inclinations and opportunities, to encourage the study of foreign languages ​​in courses in clubs, circles. It is also important to expand the cognitive and cultural horizons of schoolchildren through excursions, various evenings, competitions, meetings, visits to museums, cinemas, theaters; help children in finding employment, earning money for general needs; organize collective creative activities, joint recreation of children.

The class teacher uses the class team to increase the requirements for students in terms of learning and discipline. To this end, he conducts special meetings at which the analysis of educational work in the class is carried out, reports of individual students are heard about
their success and behavior. A prominent place in improving academic performance is played by explanatory conversations about the obligation of schoolchildren to study well, about the culture of mental work, as well as control over their home activities. The task of the class teacher - in a timely manner
to notice the student's lag in learning, determine the reasons and provide him with effective effective assistance.

An important part of the work of the class teacher is spiritual and moral education, the main feature of which in the conditions of the national school is orientation towards universal values. With the help of various methods and means, he introduces students to the past and modern life country and the world, organizes debates on moral, ethical and aesthetic topics, literary and artistic evenings, etc. The example of an educator, teacher, parents, elders is of great importance.

When organizing out-of-class educational work with students, it is important to always remember the need to instill in each of them a sense of love for Ukraine, devotion to it, national self-consciousness, personal responsibility for the preservation and enhancement of the natural wealth of the native land, high environmental culture, intolerance towards the destroyers of nature. It is necessary to ensure that every student has the need to master mother tongue, knowledge of history, art, culture, customs, rituals, symbols of their people, native land, national minorities living in Ukraine, the desire to increase and develop the precepts of the fathers, their traditions. It is also important in the formation of a culture of behavior, the best character traits, to educate children in kindness, attentiveness, responsiveness, mercy, honesty, dignity, tolerance for others, love and respect for their parents and relatives.

A prerequisite for the formation of personality in modern conditions is the preparation of schoolchildren for economic and labor activities. Therefore, an important area of ​​work of the class teacher in the conditions of the national school should be the preparation for work in the new economic conditions, the upbringing of a careful attitude to nature, its riches, their economical use, economic education, the development of entrepreneurship, participation in the restoration of historical monuments, the development of folk crafts etc. When organizing work in this direction, it is important that the activities of schoolchildren be socially valuable and significant, include elements of play and romance, rely on their initiative, creativity and amateur performance.

More and more schoolchildren today are forced to think about how to earn a living for themselves in order to survive. Therefore, the class teacher is required not to play at work, but to provide schoolchildren with concrete and effective assistance in their employment during the holidays, career guidance, and the like.

The very unfavorable ecological environment in Ukraine, the poor physical development and the state of health of the vast majority of schoolchildren in the foreground in front of class teachers put forward the task of creating the necessary conditions for the physical development of children, preserving and strengthening their health. Therefore, it is very important for the class teacher to pay considerable attention to the study of the age, psychophysical characteristics of children, the promotion of a healthy lifestyle, hourly concern for the protection of their health, the safety of observing sanitary and hygienic standards, the daily routine and nutrition of schoolchildren, to cultivate a conscious attitude to improving health, to prevent alcohol, drugs, other bad habits.

Work with teachers who teach in this class involves the development of a single style and tone of relations with students, the definition of a single content of education and enriching it through the professionalism of subject teachers (joint lessons and extracurricular activities, the implementation of individual and differentiated approaches based on related interests and inclinations, features personalities of students and teachers). Adjustment, development of common approaches to the organization learning activities in the classroom and in extracurricular work of teachers in the subject; holding pedagogical conferences.

Relationship with the family, work with parents of students allows you to make the process of education holistic, unified, and therefore more effective. The most important elements of the work of the class teacher with parents are: familiarization of parents with the purpose, objectives, content and methodology of the educational process in the classroom; organization of psychological and pedagogical general education of parents, development of a unified pedagogical approach to solving the problems of education; Involving parents in joint activities with children allows, as practice shows, to enrich the content of extracurricular activities of children and increase the professionalism of ongoing cases, as well as to establish relationships between children and parents through fruitful communication in the process of solving class cases. In addition, two more elements of interaction with parents are important: this is work with parental assets and adjustments in upbringing in individual families - assistance in solving a number of serious problems of upbringing, resolving conflict situations, providing legal and moral assistance to children from dysfunctional families, solving the problem of universal education, etc. .

Cooperation with out-of-school educational institutions, the public, various public organizations can significantly enrich the educational process. Several aspects can be singled out here: the use in educational work with the class of the creative potential of students - musicians, artists, actors, athletes, etc. In preparing and conducting various forms of work: participation of class students in various holidays, promotions, open classes held in education, inviting various specialist teachers to the school to participate in various meetings, conversations, discussions. This practice allows not only to form a positive attitude of students to useful and exciting extracurricular activities, but also raises the prestige of students involved in it, allows self-realization.

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

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

Group (creative groups, student self-government bodies, etc.);

Collective (publicly significant affairs, competitions, performances, concerts, rallies, festivals, competitions, trips, tournaments, etc.).

When choosing a form of work, you must be guided by:

Determining the content and main activities in accordance with the goals and objectives;

Principles of organization of the educational process, opportunities, interests and needs of students, external conditions;

Providing a holistic content, forms and methods of socially significant, creative activity of students.

The interaction of the school and the family is the relationship between teachers and parents in the process of their joint activities and communication. As a result, both sides develop. Consequently, the interaction of school and family is a source and an important mechanism for their development.

The life of a child consists of two important areas: the school and the family, which are subject to change and development. At the present stage of development of society, the loss of family values, along with others, has become one of the main causes of demographic problems. Therefore, one of the important and urgent problems is the cooperation between the school and the family.

A successful solution to the problems of education is possible only if the family and the school interact. Cooperation between families and schools is becoming more and more relevant and in demand. Both sides make their own, sometimes just claims. So teachers complain about the lack of interest of parents in the school life of their children, sometimes poor education, lack of moral values, passivity. Parents, in turn, are dissatisfied with excessive workloads, the indifference of the teacher, and relationships in the children's team.

The old school adage goes, "The hardest thing about working with kids is working with their parents."

As the great Russian teacher V. Sukhomlinsky writes: “Roots are laid in the family, from which branches, flowers, and fruits then grow. The pedagogical wisdom of the school is built on the moral health of the family.”

During the period of reforms, the education system is changing so rapidly that parents often do not have a sufficient understanding of these changes, focusing in educational activities mainly on their school experience, which often lags behind modern requirements. To solve this discrepancy, the teacher needs to make the educational process as open, informed and accessible to parents as possible. My practice of working at school shows that parents begin to strive for active cooperation with the school and the teacher, if mutual understanding arises between them. And it is born in joint activity. This means that the teacher must take care to become the organizer of a vital program of interaction between the family and the school.

The main tasks of teachers in this direction are to promote unity, family cohesion, establishing relationships between parents and children, creating comfortable conditions for the child in the family, as well as a comprehensive systematic study of the family, the features of family education of the child. The teacher must communicate with parents, whether he wants to or not.

Relations "Teacher-parents" can exist and be formed in a certain way and without direct contacts of their participants. The link in this case is the child.

However, the lack of contacts between parents and the school, as well as inconsistent actions of the school and parents, are detrimental to the education and upbringing of the child.

Relying on the following moral standards will help the teacher avoid misunderstanding, disunity in solving pedagogical problems with children:

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

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

Respectful attitude to parental feelings, prevention of careless and unreasonable assessment of the abilities of children and their behavior;

tact and validity when presenting the necessary requirements for parents (it is important not to shift their responsibilities to them);

· patience when receiving critical statements addressed to them, taking them into account in the process of professional self-development.

The family as an educational team has a number of specific features. First of all, it is a collective, united not only by a common goal, but also by blood ties. Parental feelings, parental love - a kind of catalyst that accelerates the development of personality. This is a relatively stable team, where communication takes place constantly, in the widest areas, in a variety of activities.

The family is a collective of different ages, where the elders act as natural educators of children, the experience of older generations is transferred to the younger ones.

It is in the family that the most important qualities of the individual are nurtured and ensured. In it, the child receives the first ideas about the world, here the fund of concepts, views, feelings, habits is formed, which underlies the moral development of the individual. Only in the family is it possible to create and reproduce a culture of truly kinship relations, to master the most important social roles, to form a culture, to enrich moral experience, to carry out sexual education of children, and to prepare them for future family life.

The family is called upon to provide a reasonable organization of the child's life, to help learn the positive experience of life and work of older generations, to accumulate valuable individual experience in activities, habits, relationships.

The Education Act obliges the family to create the necessary conditions so that children can receive education in a timely manner and vocational training, to educate children morally, to instill in them labor skills, a careful attitude to public property, to take special care of the health of the child, of his full physical development. Under the influence of the whole way of family life, the moral and social orientation of the personality of a growing person, his value orientations and psychological attitudes are formed.

Childhood is the most important period of human life, not a preparation for a future life, but a real, bright, original, unique life. And on how childhood passed, who led the child by the hand in childhood, what entered his mind and heart from the world around him, it decisively depends on what kind of person today's student will become.

The necessity and importance of interaction between school and family is obvious. The family should be a team of like-minded people and act in accordance with the school, therefore the main tasks of teachers are the following:

teaching parents the techniques, methods and style of teaching adults and children, family members;

Assistance in understanding positive and negative situations.

Socio-psychological security, the success of a child's achievements depend on who and how influences his development. The child spends most of the time at school and at home, so it is important that the influences of teachers and parents do not contradict each other, but are positively and actively perceived by the child.

This is feasible if teachers and parents become allies and like-minded people, if they solve the problems of education in an interested and coordinated manner.

Interaction with the family is one of the urgent and complex problems in the work of the school and every teacher.

Families are very different, each has its own problems and difficulties, so it is impossible to give a ready-made and only correct answer to the question of how to interact with the family.

Much depends on the intuition, the skill of the teacher, who must analyze the complex of various circumstances in order to make the right decision in choosing the ways and means of interaction with parents and the child in a particular situation.

Theoretical foundations of interaction between family and school

The interaction of teachers and families is a purposeful process, as a result of which favorable conditions are created for the development of the child.

The formation of cooperation between teachers and families is a long process, the success of which depends on what principles underlie these relations. In the process of interaction with the family, the educational institution relies on the following principles:

· Organization of the subjective position of all participants in the pedagogical process.

· Organization of joint creativity of teachers, students and their parents.

· Integration and differentiation of goals. Tasks and actions of participants in the educational process aimed at the upbringing and development of children.

The educational opportunities of families are not the same, they largely depend on the peculiarities of the structure, social, age, and gender composition.

The paper uses seme typologies that take into account differences in family structures:

1. according to the structure of power in the family;

2. the number of generations in the family (one-generation, extended. Large, complex);

3. the presence of parents (full, incomplete, maternal or paternal);

4. the number of children in the family (small, medium-sized, large, socially unprotected).

The interaction of the school and the family is the relationship of teachers, students and parents in the process of their joint activities and communication. As a result, it develops two sides. Consequently, the interaction of school and family is a source and an important mechanism for their development.

The main manifestations, characteristics of interaction, relationships, mutual influence. Coming into contact, teachers and parents, children consciously or unconsciously get to know each other. The objectivity of the ideas depends on how they perceive each other, under what circumstances this happens. Knowledge about each other.

Dialogue interaction has a great educational potential. It implies equality of positions of teachers, children and parents, respectful, positive attitude of the interacting parties to each other.

As experience shows, the most effective is the collaborative type of interaction.

Cooperation between teachers and the family is a joint definition of the goals of the activity, joint planning of future work, joint distribution of forces and means, the subject of activity in time in accordance with the capabilities of each participant, joint monitoring and evaluation of the results of work, and then forecasting new goals and objectives.

In cooperation, conflicts and contradictions are possible. But they are cut on the basis of a common desire to achieve the goal, they do not infringe on the interacting parties.

The cooperation between the school and the family is due to the following circumstances:

A single object (subject of education);

· Common goals and objectives of raising children;

The need for coordination between the actions of teachers and parents;

· Opportunity for mutual enrichment of families, classroom and school groups, each participant in the interaction.

The basis of cooperation between the school and the family is the common goal of creating favorable conditions for the full-fledged social development, upbringing and education of children.

This goal is aimed at solving the following general tasks of education:

1. providing quality education for students;

2. development of professional interests and preparation of children for a conscious choice of profession;

3. formation of morality and culture of behavior among students;

4. preparing students for school life;

5. formation of the need for a healthy lifestyle.

To solve these problems, the following tools are used:

organization of psychological and pedagogical education, focused on the discussion of topical and significant problems for parents;

Involvement of parents in determining the prospects for the development of the child and, accordingly, in the development of a program of action; ensuring their achievement;

participation of parents in the analysis of the achievements of the child, his difficulties and problems;

Encouragement, support, promotion of parents' success in raising children.

Teachers, the leadership of a general education school involve parents in discussing emerging problems at school and in the classroom, considering the opinion of parents to be decisive.

Purposeful work is being carried out to form a positive attitude towards teachers: teachers congratulate families on the holiday, express approval for each success of the child, show interest in the affairs of the child and parents, respond to requests, opinions of parents, constantly inform about school and class affairs.

In the course of educational work, students receive tasks, the implementation of which involves their interaction with their parents. The positive initiative of parents is noted and encouraged when carrying out business in the classroom: thanks are announced, letters of thanks are issued for participation in specific work and at the end of the school year.

The main tasks of working with parents are:

Formation in parents of the correct ideas of their role in the upbringing of the child, the need to participate in the educational process of the school and class;

formation of the subjective position of parents in the work of the school and class, in carrying out various forms of work with families and children;

formation of psychological and pedagogical culture of parents;

· development of relations of respect and trust between parents and children;

· individual advisory support to parents on topical issues of relationships with the child, acute issues of family education, the creation of a trust service: "teacher-parent".

Features of family education

Family is the most important aspect of a person's life. Of particular importance is the family in the life of the child, in his formation and behavior. The family unites children, parents, relatives by blood ties. The family "covers" the person completely. Helps him cope with difficulties, in the end, protects him.

family education- This is a system of upbringing and education, developing in the conditions of a particular family by the forces of parents and relatives.

Family education is a complex system. It is influenced by heredity and biological (natural) health of children and parents, material and economic security, social status, lifestyle, number of family members, place of residence of the family (place at home), attitude towards the child. All this is organically intertwined and in each case manifests itself in different ways. Tasks of the family and family education:

1) create maximum conditions for the growth and development of the child;

2) ensure the socio-economic and psychological protection of the child;

3) to convey the experience of creating and maintaining a family, raising children in it and relating to elders;

4) to teach children useful applied skills and abilities aimed at self-service and helping loved ones;

5) to cultivate self-esteem, the value of one's own "I".

Family education also has its own principles. The most common ones are:

1) humanity and mercy to the growing person;

2) involvement of children in the life of the family as its equal members;

3) openness and trust in relations with children;

4) optimistic relationships in the family;

5) consistency in their requirements (not demanding the impossible);

6) providing all possible assistance to your child, willingness to answer questions.

In addition to these principles, there are a number of private, but no less significant rules for family education: the prohibition of physical punishment, the prohibition to read other people's letters and diaries, not to moralize, not to talk too much, not to demand immediate obedience, not to indulge and others. All principles, however, come down to one thought: children are joy in every family, happiness, children are welcome in the family not because they are good, it’s easy with them, but children are good and it’s easy with them because they are welcome.

Family education begins, first of all, with love for the child. The love of parents for their child is love for the sake of the unborn child. Family education has its own methods. Different families use them differently. These are, for example, personal example, discussion, trust, display, empathy, praise, manifestation of love, elevation of the personality, humor, control, assignment, traditions, etc.

Family education is very important. Especially in the first years of a child's life. Until the child goes to school. The more parents give attention to their child (without spoiling him too much), the greater the benefit will be for the child. Parents should not only educate the child well, but also set a personal example. This is very important for the child, because he constantly focuses on his parents (close people).

Family education is a very important step in the development of a child's personality.

Preparation and holding class hour

Let us dwell in more detail on personality-oriented class hours. The preparation and conduct of a student-oriented class hour can be represented as a technological chain of sequentially performed actions.

1. Preparation by the teacher together with students and their parents of topics class hours for the academic year.

Schoolchildren and their parents take part in determining the topics of class hours. It is important to get their opinion on what issues should be discussed in the class. In the methodological arsenal of class teachers, there are many techniques and methods that help ensure the participation of schoolchildren and their parents in compiling the topics of class hours: the sociological survey method, the “Building a New Cool House” method, the “Brainstorming” method, the relay-race magazine “World of Common Affairs” (students, together with their parents, write stories about their hobbies, interests, friends at home on the pages of the magazine allotted for them, and the class teacher uses this information when compiling the topics of class hours). When determining the topics of class hours, teachers take into account the individual characteristics of their students, their needs, interests, value orientations. Class teachers accumulate information about the characteristics of the development of students, systematize them in special diaries, and then use this information when planning and organizing the educational process.

2. Clarification of the topic of a personality-oriented class hour and the generation of ideas for its preparation and conduct.

It is better to use the "Pile is small" technique. It is a blitz survey of schoolchildren on the problem of organizing the upcoming class hour. Within one or two minutes, students answer questions: what, where, when, how, for whom, for what, etc. At this stage, it is not the detailed development of student ideas that is important, but their number. Let them turn out to be insufficiently thought out and weakly interconnected, but from the “small heap” formed by them, an experienced teacher (or class asset) can choose interesting and useful proposals.

3. Choosing the purpose, content, form and place of the class hour, the formation of a community of its organizers.

Here, such forms of interaction between organizers as an initiative group, a business council, and a creative group are most often used.

4. Individual and group activities for the preparation of the class hour.

5. Drawing up by the teacher together with other organizers of the scenario plan for the class hour.

It is necessary to find answers to the following questions.

What needs to be done in order to ensure that students have a positive emotional mood in the first minutes of the classroom to participate in a collective conversation and activity?

When and how will the results of the preparatory work be presented?

When will children be able to show their creativity?

Which of the students will be able to play the role of "soloist" in this class hour?

How should the classroom be summed up?

When scheduling a class hour, you should not detail it.

to such an extent that the result is a minute-by-minute scenario. In the scenario, it is necessary to allocate time for actions that are not pre-programmed, but unfold in accordance with the situation that directly arises during the class hour.

6. Conducting a class hour.

In the introductory part, the class teacher needs to ensure that all participants have a clear understanding of the goals of the class hour, to awaken the desire of children to accept Active participation in him. The main purpose of the main part is to create for the members of the class team the maximum number of possible situations for them to manifest their individuality and creative abilities. The final part of the class hour should be used to analyze joint activities and summarize the results, to draw up an action plan to solve the problems discussed, to determine individual and group tasks.

7. Analysis and evaluation of the effectiveness of the class hour and joint work on its preparation and conduct.

In the process of evaluative and analytical activities, it is advisable to pay attention to such points as the manifestation and enrichment of children's life experience, the individual significance of the information being assimilated, the impact on the development of students' creative abilities, psychological comfort and the active participation of children in the classroom.

It should be emphasized that the success of an hour of communication between the class teacher and his pupils depends not only on the teacher's mastering the technology of its organization, but also on how much the fundamental ideas, principles of humanistic education are understood and accepted by the teacher, how much they correspond to his pedagogical credo.

The upbringing of children begins from the age when no logical proofs and the presentation of public rights are possible at all, and meanwhile, without authority, an educator is impossible.

The father and mother in the eyes of the child should have this authority. One often hears the question: what to do with a child when he does not obey? This very "does not obey" is a sign that her parents do not have authority in her eyes.

Those parents whose children "do not obey" sometimes tend to think that authority comes from nature, that this is a special talent. If there is no talent, then nothing can be done, it remains only to envy the one who has such talent. These parents are wrong. Authority can be organized in every family, and this is not even a very difficult matter.

Unfortunately, there are parents who organize such authority on false grounds. They want their children to obey, that's their goal. Actually, this is a mistake. Authority and obedience cannot be the goal. There can be only one goal: proper education. This one goal alone should be pursued. Childish obedience may be one way to achieve this goal. It is those parents who do not think about the true goal of education who achieve obedience for the sake of obedience itself. If children are obedient, parents live more calmly. This very peace is their real goal. In fact, it always turns out that neither calmness nor obedience lasts long. Authority built on false grounds only helps for a very short time, soon everything collapses, there is neither authority nor obedience left. It also happens that parents achieve obedience, but any other goal of education is neglected: it is true that obedient, but weak children grow up.

The authority of suppression. This is the most terrible kind of authority, though not the most harmful. Most often, the father has such authority. If the father at home always growls, is always angry, explodes with thunder for every little thing, grabs a stick or belt at every opportunity or unfair opportunity, answers every question with rudeness, punishes the child for every misconduct, then this is the authority of suppression. Such parental terror keeps the whole family in fear, not only children, but also the mother. It harms not only because it intimidates children, but also because it makes the mother a null being who can only be a servant. No need to prove how harmful such authority is. He does not bring up anything, he only teaches children to stay away from the terrible father, he gives rise to children's lies and human cowardice, and at the same time he brings up cruelty in the child. Downtrodden and weak-willed children later either useless people or petty tyrants who avenge their suppressed childhood all their lives.

distance authority. There are such parents and mothers who are seriously convinced that in order for children to obey, you need to talk less with them, stay away, occasionally only act as bosses. This view was especially loved in some old intellectual families. Here, father often has some kind of separate study, from which he occasionally appears for a while. He dines separately, entertains separately, he even passes his orders on the family entrusted to him through his mother. There are also such mothers: they have their own life, their own interests, their own thoughts. The children are in the care of a grandmother or even a domestic worker.

The authority of swagger. This is special kind the authority of distance, but perhaps even more harmful. Every citizen of the state has its own merits. But some people believe that they are the most deserved, the most important figures, and they show this importance at every step, they show it to their children. At home, they puff up and pout even more than at work, they only do what they say about their merits, they look down on other people. It happens very often that children are amazed by this kind of father. Before their comrades, they appear only with a boastful word, at every step, repeating: my dad is a boss, my dad is a writer, my dad is a commander, my dad is a celebrity. In this atmosphere of arrogance, an important dad can no longer make out where his children are going and whom he is raising. Mothers also have such authority: some special dress, an important acquaintance, a trip to a resort - all this gives them grounds for swagger, for separation from other people and from their own children.

The authority of pedantry. In this case, parents pay more attention to children, work more, but work like bureaucrats. They are convinced that children should listen to every parental word with trepidation, that their word is sacred. They give their orders in a cold tone, and once it is given, it immediately becomes law. Such parents are most afraid that the children will not think that dad made a mistake, that dad is an unsteady person. Dad did not like any movie, he generally forbade children to go to the cinema, including good pictures. There is enough work for such a dad every day, in every movement of the child he sees a violation of order and legality and sticks to her with new laws and orders. The life of the child, his interests, his growth pass by such a father imperceptibly; he sees nothing but his bureaucratic bossing of the family.

The authority of reasoning. Here, parents simply jam the children's life with endless teachings and instructive conversations. Instead of saying a few words to the child, perhaps even in a joking tone, the father sits him against him and begins a boring and annoying speech. Such parents are sure that the main pedagogical wisdom lies in the teachings. In such a family, there is always little joy and smiles. Parents try their best to be virtuous, but they forget that children are not adults, that children have their own life and that this life should be respected. A child lives more emotionally, hotter than an adult, he least of all knows how to reason. The habit of thinking should come into it gradually and rather slowly, and the constant ranting of the parents, their constant sawing and talkativeness pass almost without a trace for their consciousness. In the reasoning of parents, children cannot see any authority.

The authority of love. This is our most common type of false authority. Many parents have the conviction that in order for children to obey, they “must” love their parents, and in order to deserve this love, one should show their parental love to children at every step. Tender words, endless kisses, caresses, confessions are showered on children in excess. If the child does not obey, she is immediately asked: "So you don't love dad?" Parents jealously watch the expression of children's eyes and demand tenderness and love.

Such a family is so immersed in a sea of ​​sentimentality and tender feelings that they no longer notice anything else. Many important details of family upbringing fall out of the attention of parents. A child should do everything out of love for his parents.

There are many dangerous places in this line. This is where family selfishness grows. Children, of course, do not have enough strength for such love. Very soon they notice that dad and mom can be deceived in any way, they just need to do it with a gentle expression. Mom and dad can even be intimidated, just pout and show that love passes. From childhood, the child begins to understand that people can fawn. And because she cannot love other people as much, she flatters them already without any love, with cold and cynical calculation. Sometimes it happens that love for parents lasts for a long time, but all other people are considered as outsiders and aliens, there is no sympathy for them, no feeling of camaraderie.

The authority of kindness. This is the most intelligent kind of authority. In this case, childish obedience is also organized through childish love, but it is not caused by kisses and affectionate words but pliability, gentleness, kindness of parents. Dad or mom act in front of the child in the form of a kind angel. They allow everything, they do not feel sorry for anything, they are not stingy, they are wonderful parents. They are afraid of any conflicts, they love the family world, they are ready to sacrifice anything, if only everything was in order. Very soon, in such a family, children simply begin to command their parents, parental non-resistance opens up wide scope for children's desires, whims, and demands. Sometimes parents allow themselves a little resistance, but it's too late, a harmful experience has already formed in the family.

Friendship authority. Quite often, the children have not yet been born, but there are already between the parents: our children will be our friends. In general, this is, of course, good. Father and son, mother and daughter can be friends and should be friends, but still parents remain senior members of the family team, and children still remain pupils. If friendship reaches extreme limits, education stops or the opposite process begins: children begin to educate their parents. In these families, children call their parents by name, laugh at him, rudely cut him off, teach him at every step, there can be no question of any obedience. But there is no friendship here either, because no friendship is possible without mutual respect.

The authority of bribery- the most immoral kind of authority, when obedience is simply bought with gifts and promises. Parents, not embarrassed, say so: if you obey, I will buy you a skate, let's go to the circus.

Of course, in the family, some encouragement is also possible, something like a bonus; but in no case should children be rewarded for obedience, for a good attitude towards their parents. You can be rewarded for good study, for doing some really hard work. But even in this case, you should never announce a bonus in advance and whip the children in their school or other work with seductive promises.

We have considered several types of false authority. In addition to them, there are many other types. There is the authority of gaiety, the authority of learning, the authority of the "boy friend", the authority of beauty. But it often happens that parents do not think about any authority at all, live somehow, haphazardly, and somehow pull the bagpipes of raising children. Today the father shouted and punished the boy for his stupidity, tomorrow he confesses his love to him, the day after tomorrow he promises him something by bribery, and on the second day he punished him again and even reproached him for all his good deeds. Such parents are always rushing about like mad cats, in complete impotence, in complete incomprehension of what they are doing. It also happens that the father observes one kind of authority, and the mother another. Children in this case have to be first of all diplomats and learn how to maneuver between mom and dad. Finally, it also happens that parents simply do not pay attention to their children and think only about their peace of mind.

What should be the true parental authority ?

The main basis of parental authority can only be the life and work of parents, their civilian face, their behavior. The family is a big and responsible business, parents manage this business and are responsible for it to society, to their own happiness and to the lives of their children. If parents do this honestly, reasonably, if they have a great and wonderful goal set before them, if they themselves are always fully aware of their actions and deeds, this means that they also have parental authority and there is no need to look for any other grounds, and that no more need to invent anything artificial.

Parenting Styles

Family parenting style - it is a way of parents' relationship to the child, their use of certain techniques and methods of influencing the child, expressed in a peculiar manner of verbal treatment and interaction with the child. Any disharmony in the family leads to adverse consequences in the development of the child's personality, to problems in his behavior.

In accordance with their functions, the class teacher selects the forms of work with students. All of their diversity can be classified according to different grounds:

By type of activity - educational, labor, sports, artistic, etc.;

According to the method of influence of the teacher - direct and indirect;

In terms of time - short-term (from several minutes to several hours), long-term (from several days to several weeks), traditional (regularly repeating);

By preparation time - forms of work carried out with students without including them in preliminary training, and forms that provide for preliminary work, training of students;

According to the subject of the organization - the organizers of children are teachers, parents and other adults; children's activities are organized on the basis of cooperation; the initiative and its implementation belongs to the children;

According to the result - forms, the result of which can be information exchange, development common solution(opinions), socially significant product;

According to the number of participants - individual (teacher-pupil), group (teacher-a group of children), mass (teacher-several groups, classes).

Individual forms, as a rule, are associated with extracurricular activities, communication between class teachers and children. They operate in group and collective forms and ultimately determine the success of all other forms. These include: conversation, intimate conversation, consultation, exchange of opinions (these are forms of communication), the implementation of a joint assignment, the provision of individual assistance in specific work, a joint search for a solution to a problem, task. These forms can be used individually, but most often they accompany each other.

To group forms work can be attributed to business councils, creative groups, self-government bodies, micro circles. In these forms, the class teacher manifests himself as an ordinary participant or as an organizer. Its main task, on the one hand, is to help everyone express themselves, and on the other hand, to create conditions for obtaining a tangible positive result in the group, significant for all members of the team, other people. The influence of the class teacher in group forms is also aimed at the development of humane relationships between children, the formation of their communication skills. In this regard, an important tool is an example of a democratic, respectful, tactful attitude towards the children of the class teacher himself.

To collective forms The work of the class teacher with schoolchildren includes, first of all, various affairs, competitions, performances, concerts, performances by propaganda teams, hikes, tours, sports competitions, etc. Depending on the age of the students and a number of other conditions in these forms, class teachers can play a different role: , organizer; an ordinary participant in an activity influencing children by personal example; a novice participant who influences schoolchildren by a personal example of mastering the experience of more knowledgeable people; adviser, assistant to children in the organization of activities.

The variety of forms and the practical need to constantly update them put class teachers in front of the problem of their choice. In the pedagogical literature, one can find descriptions of various forms of conducting class hours, competitions, scenarios, holidays, etc.

It is impossible to deny the possibility of using descriptions of forms of educational work that have already been created and tested in practice. This is especially necessary for novice class teachers who, getting acquainted with the experience of others, can choose for themselves ideas and ways of organizing activities. In such a search, a new form can be created that reflects the interests and needs of class teachers and children.

You can borrow ideas, individual elements of the forms used in practice, but for each specific case, its own, quite specific, form of work is built. Since each child and children's association is unique, therefore, the forms of work are unique in their content and construction. The preferred option is when the form of educational work is born in the process of collective reflection and search (class teacher, other teachers, schoolchildren, parents).

At the same time, the question of the choice of forms of work with students arises primarily before the class teacher. In doing so, it is advisable to be guided by the following:

Take into account the educational tasks defined for the next period of work (year, quarter), since each form of work should contribute to their solution;

Based on the tasks, determine the content of the work, the main activities in which it is advisable to include children;

Make up a set of possible ways to implement the intended tasks, forms of work, taking into account the principles of organizing the educational process, opportunities, preparedness, interests and needs of children, external conditions (cultural centers, industrial environment), the capabilities of teachers, parents;

Organize a collective search for forms with the participants of the event based on collective goal-setting, while thinking about ways to enrich the experience of children with new ideas, forms, for example, through referring to the experience of others, studying published materials, posing specific questions, etc.;

Ensure the consistency of the content and forms of educational work.