The purpose of the work of the pedagogical team for this academic year:

Preparation of a skilled worker who is able to adapt to modern labor market conditions and in accordance with the school graduate model.

The main tasks were the following:

1. Ensure a qualitative renewal of the content of education based on the introduction of state educational standards for new generation NGOs.
2. Contribute to the improvement of the professional competence of engineering and teaching staff.

The analysis of work is carried out by directions.

1. Planning and organization of educational work.

At the beginning of the school year, teachers' billing was adjusted, students' personal files were analyzed in order to determine the level of knowledge for the school course, and a schedule of lessons and consultations was drawn up. One of the effective forms of work in this direction is the IMS with teachers. 7 meetings were held according to the work plan. Questions of the methodology of the modern lesson, VUK, results of work, analysis of exams, work with mandatory documentation were considered, certificates were heard, instructive and methodological recommendations were given, experiences were shared.

1. In general, the organization of educational work was organized and according to plan.

2. The regular schedule of lessons is drawn up in a timely manner, in compliance with the necessary requirements

3. Necessary and important questions were submitted to the IMC.

1. The deputy for SD, based on the analysis of the diagnostic cards of teachers, pays more attention to the issues of upbringing in teaching at the IMS.

2. When drawing up the schedule, pay more attention to the distribution of the load on students, if possible, avoid double lessons of physical education and do not put the lessons of the ENC subjects next to each other.

2. Work to ensure the quality of educational training of students in accordance with the State Standard. (Annex 1)

3. Analysis learning activities.

Purpose: To identify pedagogical problems for the new academic year based on a comparison of the real state pedagogical process in school with predictable.

Applying in their work a variety of forms and methods of teaching, teachers have created all the necessary conditions for the implementation of teaching students with varying degrees of assimilation of educational material. Correction of teaching methods and techniques was carried out in accordance with the recommendations of the psychologist. The analysis of ZUN was carried out in various forms: administrative work, cuts and tests in subjects. (Annex 2)

4. Intra-school control (VUK) of the educational process

The purpose of the control: to obtain complete and comprehensive information about the state of the UVP in the school, to make a correction in the course of the pedagogical process.

1. Periodic verification of the implementation of state programs.

2. Systematic control over the quality of teaching academic disciplines, methodical work.

3. Step-by-step, current control over the process of assimilation of knowledge by students, their level of development.

4.Provision of assistance to the UVP

5. Studying and summarizing the experience of teachers.

6. Constant verification of the implementation of all plans of the school and the implementation of all management decisions made.

The level of competence and methodological training of the school administration is sufficient to ensure qualified control in all areas of the UVP, the forms and methods of control correspond to the tasks set by the teaching staff for the year.

1. Control over the implementation of general education.

1. Analyze how student attendance was monitored.

2. Creation of favorable conditions for learning.

3. Prevention of student dropout.

The school has developed a system of work and control over student attendance (daily control at the first and last lessons, raids during classes and in the evening, course curators are assigned, weekly reports, etc.) We all understand that good attendance also gives good academic performance . But this problem has not been fully resolved.

Attendance results:

In general, all students skipped a year: 46262 lessons - this is 103 lessons for each student, hence the gaps in knowledge. Of course, many students miss due to illness (18816 lessons). they do not differ in good health, this is confirmed by the data of a medical examination of students only 18 years old as of January 2006. Out of 136 healthy boys, only 7 students, the main diseases are: digestive organs - 53, musculoskeletal - 49, VVD - 44, endocrine - 26, 109 young men need sanatorium-resort treatment, 49 need diets.

Sanitary-hygienic, pedagogical, psychological conditions for the work of students in the school are maintained in accordance with the requirements of SanPiN.

Thermal, light conditions are respected. Class schedule and student workload are normal. Journals on TB are regularly checked, there are no serious comments. Work is underway with large and low-income families. In principle, we managed to create a positive, emotional field of the “teacher-student” relationship, however, conflict situations were created due to teachers’ violation of the pedagogical tact and exceeding pedagogical requirements, there were conflicts in the “student-student” relationship

The school has created favorable conditions for the education of students.

The following is required in this direction:

1. Achieve greater efficiency in working with "difficult" students, a social pedagogue, a psychologist, a deputy for water resources management to take this work under special control.

2. Teachers of the school to observe pedagogical tact and fulfill uniform requirements for students

3. Deputy for SD, together with a psychologist, conduct an IMS on the issue: “Peculiarities of working with students at risk”

4. Deputy Director for HCh, a medical worker to control the temperature regime in the offices.

5. Plan activities for health-saving activities.

6. Be more active in propaganda healthy lifestyle life.

2. Work with lagging students.

• to control individual work to eliminate gaps in knowledge.
• check work with low-achieving students through consultations, work of teachers, p / o masters by their attendance;
• identify n / successful n / certified students for the year, analyze the reasons for poor progress.

Poor students are identified after the entrance control (c / cuts for the course of the school), proposals are discussed at the IMS to fill the gaps through individual work in the classroom during consultations, contact with parents, and increasing motivation to gain knowledge. By the end of the school year, a schedule of consultations with underachieving students is drawn up, all information is brought to the parents against signature. This year the number of n/a and n/a students was: 2 ac. in the 1st year and 7 students (last year 6 students)

Reasons for failure: poor development of the intellect, features of the higher nervous system, lack of cognitive interests and low motivation for learning, gaps in knowledge, skills of educational work are not developed, the negative influence of the extracurricular environment (family, peers), shortcomings in the educational influence of the teaching staff and group.

Conclusions: Work with poorly performing students is carried out without a system, we work not to prevent poor progress, but in fact, we often do not try to find out the cause and eliminate it.

Recommendations: It is necessary to create a characteristic of an underachieving student, find out the reasons, outline ways to create success for these students, work in contact with the student, master of p / o, teacher, parents.

Control over the organization of work with students motivated to teaching.

Purpose: to control the work with students motivated to study, fulfilling the task of improving the quality of education

In order to create motivation for learning, to develop the creative abilities of students, teachers work at the NOU, strive to develop their cognitive interests in the classroom, carry out individual work, the psychologist of the school consults with both weak and unsuccessful students.

The number of students enrolled in "4" and "5" is small: 1 course - 31; 2 course - 33; 3 course - 31 for graduates is a very low figure.

The number of such students is higher in the professional cycle than in the subjects of the general education cycle. This positive trend has been observed for several years, the results could be better, because there is a reserve. The number of students who completed the school year with one "3", i.e. not successful in individual subjects, amounted to: 1 course - 4; 2 course - 2; 3 course - 7

The reasons for the failure of students are the following: a weak level of knowledge for the course of the school, lack of motivation to study, inefficiency of individual work, untimely control by the master of p / o, class. leader, deputy for SD, untimely grading in the journal by teachers, which does not allow for timely control and action, sometimes the lack of contact between the master and the teacher, non-compliance with uniform requirements for students.

1. Organize purposeful work with students motivated to study through an individual approach in the classroom, electives, consultations, work with parents.

2. MO to put under control the work with the reserve of “good students”

3. The psychologist of the school to analyze and conduct interviews with students who have one "3", to develop guidelines for teachers and parents.

Documentation control.

Purpose: to check the correctness of the documentation, the fulfillment of uniform requirements.

T.M, programs on subjects, KMO, magazines on T / B, the work plan of the office - all the documentation was prepared in accordance with the State Standard and meets modern requirements, approved. For the new academic year, teachers of social science and literature need to rework their planning with the transition to new curricula.

The journals of the t / o were checked according to the work plan 4 times, the goals of the checks:

• September - fulfillment of uniform requirements
• December - a survey system in the classroom (thematic accounting of students' knowledge)
• January - objectivity in assessing students' knowledge for the 1st half of the year
• April, May - the implementation of the practical part of the programs, the objectivity of assessing students' knowledge for the year.

Based on the results of the checks, certificates, orders were prepared, IMS was carried out.

The following was noted: in general, uniform requirements for maintaining documentation, journals of t / o, t / b are observed by teachers, students' knowledge is assessed objectively, most teachers have a system of thematic accounting of students' knowledge in the classroom

1. Teachers Bochegurova A.M., Parpus L.A., Lapitskaya T.A. make timely notes of lessons learned.

2. Teachers N.M. Sermavkin, P.M. Anikin, and M.A. Mosienko should plan various forms and methods of questioning in the classroom.

3. Teachers Nesterova G.A., Bochegurova A.M., Mezhekova E.N. timely grade students in the journal.

4. Deputy for SD Zaitseva N.N. is more demanding in assessing the work of teachers with magazines t / o.

Control over the work of teachers with notebooks of students.

Purpose: to check the availability of notebooks, compliance with a single spelling regimen, the amount of work in the classroom.

Notebooks were checked once and only by those teachers who are paid for this type of work. Based on the results of the audit, a certificate and an order were prepared. The norms for checking notebooks and the amount of work in the lessons basically meet the requirements, but most students do not follow the spelling regimen.

1. Deputy for SD Zaitseva N.N. check notebooks for all teachers so that all teachers achieve the same requirements.

2. Teachers are more demanding when it comes to working with students' notebooks.

Control over the comprehensive methodological support of the educational process.

1. Check the readiness of the cabinets for work.

2. Give an assessment of the head. classrooms on the methodical and didactic accumulation of material and the effectiveness of its use.

3. Acquisition of the library fund.

By the beginning of the academic year, the commission signs the acts of readiness of the classrooms. All heads of classrooms are responsible for the preparation of classrooms for the academic year, strive for their maximum safety, the didactic and methodological content of the classrooms is significantly replenished throughout the year. Our library fund is not very rich, nevertheless, each classroom has a set of textbooks according to the federal list.

1. Head. offices to continue work on the safety of classrooms, textbooks and teaching aids and their replenishment

2. School administration to seek funds for the purchase teaching aids, atlases, multimedia programs.

3. Head. the library of Shandakova L F. to be more demanding to students, teachers, masters of p / o on the issue of the preservation of the library fund.

Monitoring the implementation of training programs.

Purpose: To control the implementation of training programs, to determine the directions for 100% of their implementation.

Control over the implementation of training programs was carried out:

Upon approval of the TP;

When visiting and analyzing lessons;

When checking magazines t / o;

When reports of teachers on the subtraction of hours for the month and year

Non-fulfillment of the programs occurred due to illness of teachers and due to the performance of official duties by teachers (passing refresher courses). written off after the programs were completed.

Control over the teaching of subjects.

Purpose: To control the quality of education in subjects, the implementation of programs.

The school has developed a system of inspection and control activities. A monthly schedule is drawn up indicating the topic of control.

Based on the results of such activities, certificates, orders are written, IMS is carried out.

This year, through visiting and analyzing lessons, the following questions were controlled:

Educational orientation of the lesson;

Organization of s / work;

Development of cognitive and creative abilities of students;

Rational application of teaching methods;

Motivational provision of the lesson;

Suggestions and recommendations were made during the analysis of the lessons.

In general, teachers are responsible for conducting lessons, strive to improve their level of professionalism, use different forms and methods of working with students, using elements of new pedagogical technologies, use videos, multimedia programs. Office No. 309 was effectively used, Nadezhda Alekseevna organized the work clearly, according to the schedule, 383 lessons and 33 extracurricular activities were held (last year 206 hours), this fact indicates the desire of teachers to use information technology, a positive moment here is financial support, teachers pay a lot of attention KMO items, which was confirmed by the final stage of the cabinet competition. The quality of students' knowledge in subjects ranges from 30% to 80% (this indicator is higher for the professional cycle).

1. Increase the level of self-analysis skills of teachers of their activities.

2. Diversify the forms of conducting lessons.

3. More actively introduce elements of new pedagogical technologies.

4. Consider the issues of teaching academic subjects within the framework of the work of the IR.

5. Deputy for SD to plan personal control of Malykhina A.M., Mezhekova E.N. for the purpose of evaluating the performance of certified teachers.

6. Thematic-generalizing control according to the schedule of inspection and control activities, subject-thematic control in order to improve the quality of students' knowledge of the subject of mathematics

7. Track the work on the accumulation and generalization of best practices through the MO.

Control over the ZUN of students.

1. To control the level of ZUN of students, the work of teachers to improve the quality of knowledge.

2. Determine the factors that negatively affect the improvement of the quality of knowledge.

Control and monitoring of the quality of knowledge was carried out in the following areas:

Administrative control input (September, October) for the course of the school;

Intermediate (December) 1 semester;

Final (March, April, May) for the year

Final certification (February, March, April)

Defense of term papers (June)

Implementation of the schedule of control, practical, laboratory work (June)

Based on the results of each type of control, certificates were prepared, IMS and teachers' councils were held.

Basically, the tasks set for the 2006-2007 academic year have been fulfilled.

• % of progress - 99.7
• % quality - 21

In comparison with the last academic year, academic performance increased by 0.7% quality increased by 2%

System analysis made it possible to identify problems in the issue of improving academic performance and the quality of knowledge:

The low level of organizational skills of students, they have a poor idea of ​​the goals and objectives of educational activities, cannot foresee the result;

Insufficient level of work of teachers on individual training of students;

Low level of motivation of students to study the 3rd year;

There is no joint effective work of teachers and masters of p / o in improving the results of work.

Insufficient level of education in training.

1. Teachers to improve the forms of individual work with students who are not doing well and are motivated to learn.

2. Deputy for SD to plan the IMS and the teachers' council on the role of education in teaching and the methodology of the modern lesson.

3. Introduce questions on monitoring the quality of knowledge in subjects into the work plans of the MO.

Control over the work of the final certification.

1. Analyze the results of the transfer (1,2 course) attestation and the final 3 course and gr.TU.

2. Monitor work with students who are lagging behind and motivated to learn.

3. Check the design of poster material for preparing for exams in the classrooms.

4. Check the readiness of the examination material.

5. Draw up a schedule of consultations and examinations and the composition of the examination committees.

Measures for the successful transfer of students to the 2nd and 3rd courses (IMS with IPR were carried out, a schedule of consultations and re-examinations was drawn up, it became more effective individual work with students and their parents) gave positive results: students passed the transfer certification well.

All requirements for the final certification are met. There were no violations on the part of students during the examinations. The students admitted to the certification passed it successfully. The quality of students' knowledge according to the results of the certification was 40%, the lowest indicator in literature and the Russian language, the highest percentage of quality in subjects of the professional cycle was 55%.

1. Teachers to analyze the % of students who confirmed and increased their annual grade.

2. Teachers must comply with the uniform requirements for the final certification.

Conclusion: In general, the VUK plan for educational activities has been fully implemented.

System Russian education at the present stage of development of society is undergoing significant changes associated with a change in the model of cultural and historical development. But what reforms did not take place in the education system, in the end, one way or another, they are closed on a specific performer - a teacher. It is the teacher who is the main figure in the implementation of the main innovations in practice. And for the successful introduction of various innovations into practice, the teacher must have a certain professionalism. If there is not enough professionally trained person in the place of the teacher, then children suffer first of all. Moreover, the losses that arise here are usually irreplaceable. In society, the requirements for the teacher, for his professional skills, have significantly increased. But at the same time, the level of professional activity does not fully satisfy the needs of consumers of educational services. Contradictions that exist in the field of professional activity modern educators, determine the undoubted relevance of this issue, and require an analysis of the professional activities of the teacher.

Let's start with the disclosure of the content of the main concepts:

Educator in encyclopedic dictionary:

Teacher - (from the Greek paidagogos - educator) - 1) a person leading practical work in the upbringing, education and training of children and youth and has special training in this area (teacher of a general education school, teacher of a vocational school, secondary specialized educational institution, educator kindergarten etc.). 2) Scientist developing theoretical problems pedagogy.

Activity (activity) - the process (processes) of active interaction of the subject with the world, during which the subject satisfies any of his needs. An activity can be called any activity of a person, to which he himself attaches some meaning. Activity characterizes the conscious side of a person's personality (as opposed to behavior).

Pedagogical activity is a kind of professional activity aimed at the transfer of sociocultural experience through training and education.

Professional activity is a special type of social activity aimed at transferring from older generations to younger generations the culture and experience accumulated by humanity, creating conditions for their personal development and training to fulfill certain social roles in society.

Pedagogical activity as a professional activity takes place in educational institutions specially organized by society: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions additional education, advanced training and retraining.

II . Professional activity of a teacher

To get to the core pedagogical activity it is necessary to turn to the analysis of its structure, which is determined by the setting of goals and objectives of educational work with children adequately to modern demands, the selection of the most effective methods and techniques for their implementation, and, most importantly, the achievement of the results that were planned. The quality of the results achieved depends on the personal characteristics of the teacher, his pedagogical skills and competence.

The purpose of pedagogical activity is connected with the realization of the goal of education, which is still considered by many today as a universal human ideal coming from the depths of centuries in a harmonious way. developed personality. This general strategic goal is achieved by solving specific tasks of training and education in various areas.

On the one hand, these goals are quite specific and even narrow in a certain sense, if we consider individual episodes of the interaction of the subjects of the pedagogical process, such as, for example, communicating this or that information to a child that is significant for the formation of his ideas about the world around him, discussing or evaluating an act the child and the development of adequate forms of behavior in him. On the other hand, the meaning of pedagogical work with children, and, consequently, its much more important strategic goal is the development of the child as an original and unique personality.

Pedagogical activity is defined as the solution of pedagogical problems. main feature pedagogical activity lies in the specifics of its object. The fact that the object and subject of activity is always a person. Therefore, the profession of a teacher is referred to the “man-man” system.

Pedagogical task - this is the result of the teacher's awareness of the goal of training or education, as well as the conditions and methods for its implementation in practice. A person as a subject and object of interaction with a teacher in the process of solving a pedagogical problem should, as a result, have a new formation in the form of knowledge, skill or personality traits.

Since each person is unique, the solution of the pedagogical problem is complex and ambiguous. Therefore, there are various ways of transferring a person from one state to another.

All pedagogical tasks are divided into two large classes - tasks for training and tasks for educating a person.

The tasks of education can awaken a person's faith in success, positively change his attitude towards the team, stimulate responsible actions, and develop a creative attitude to educational, cognitive and labor activities.

Tasks of the learning process:

stimulation of educational and cognitive activity of students;

organization of their cognitive activity to master scientific knowledge, skills and abilities;

development of thinking, creative abilities and talents;

development of a dialectical-materialistic worldview and moral and aesthetic culture;

improvement of educational skills and abilities.

In a complex and dynamic educational process, the teacher has to solve countless pedagogical tasks, which are always the tasks of social management, since they are addressed to the comprehensive development of the individual. As a rule, these problems have many unknowns, with a complex and variable composition of initial data and possible solutions. In order to confidently predict the desired result, to make unmistakable scientifically based decisions, the teacher must be professionally proficient inmethods of pedagogical activity.

Under the methods of implementing a holistic pedagogical process, one should understand the methods of professional interaction between the teacher and students in order to solve educational problems.

Methods include various methodological techniques. The same methods can be used in different methods. Conversely, the same method for different teachers may include different techniques.

There are methods that reflect the content and specifics of training, as well as education; there are methods that are directly focused on working with younger or older students; there are methods of work in some specific conditions. But there are also general methods for implementing a holistic pedagogical process. They are called general because the scope of their application extends to the entire pedagogical process.

Classification of methods.

In modern didactics, the whole variety of teaching methods is reduced to three main groups:

1. Methods of organizing educational and cognitive activities. These include verbal, visual and practical, reproductive and problem-search, inductive and deductive methods learning.

2. Methods of stimulation and motivation of educational and cognitive activity: cognitive games, educational discussions, etc.

3. Methods of control (oral, written, laboratory, etc.) and self-control in the learning process.

The use of methods for the implementation of the pedagogical process leads to a change in personality insofar as it leads to the emergence of thoughts, feelings, needs that induce certain actions. From this we can conclude that in the process of educational work with students it is necessary to form their consciousness, excite the corresponding emotional states, develop practical skills, habits and habits. And this happens both in the process of learning and in the process of education, which requires the integration of teaching and education methods into a single system.

System common methods implementation of a holistic pedagogical process has the following form:

methods for the formation of consciousness in a holistic pedagogical process (story, explanation, conversation, lecture, educational discussions, disputes, work with a book, example method);

methods of organizing activities and forming experience public behavior(exercises, training, method of creating educational situations, pedagogical requirement, instruction, observations, illustrations and demonstrations, laboratory works, reproductive and problem-search methods, inductive and deductive methods);

methods of stimulation and motivation of activity and behavior (competition, cognitive game, discussion, emotional impact, encouragement, punishment, etc.);

methods for monitoring the effectiveness of the pedagogical process (special diagnostics, oral and written survey, control and laboratory work, machine control, self-examination, etc.).

Thus, in practical activities the teacher, choosing the methods of pedagogical activity, is usually guided by the goals of education and its content. Based on the specific pedagogical task, the teacher himself decides which methods to adopt. Will it be a display of labor skill, positive example or exercise, depends on many factors and conditions, and in each of them the teacher prefers the method that he considers the most appropriate in this situation.

The original concept of the teacher's activity was developed in the works of A. K. Markova. Within the concept of A. K. Markova (1993) he identifies and describes ten groups of pedagogical skills that a teacher should possess. Let us briefly consider the content of this model.

The first group includes the following series of pedagogical skills. The teacher must be able to:

to see the problem in the pedagogical situation and formulate it in the form of pedagogical tasks; when setting the pedagogical task, focus on the student as an active participant in the educational process; study and transform the pedagogical situation;

to concretize pedagogical tasks, to make the optimal decision in any situation that has arisen, to foresee the near and long-term results of solving such problems.

The second group of pedagogical skills are:

work with content educational material;

ability to pedagogical interpretation of information;

the formation of schoolchildren's educational and social skills and abilities, the implementation of interdisciplinary communications;

studying the state of mental functions of students, taking into account the educational opportunities of schoolchildren, foreseeing typical difficulties for students;

the ability to proceed from the motivation of students in the planning and organization of the educational process;

the ability to use combinations of forms of education and upbringing, to take into account the expenditure of effort and time of students and teachers.

The third group of pedagogical skills refers to the field of psychological and pedagogical knowledge and their practical application. The teacher should:

correlate students' difficulties with shortcomings in their work;

be able to create plans for the development of their pedagogical activities.

The fourth group of skills are techniques that allow you to set a variety of communicative tasks, of which the most important are the creation of conditions for psychological safety in communication and the realization of the internal reserves of a communication partner.

The fifth group of skills includes techniques that help achieve high level communication. These include:

the ability to understand the position of another in communication, show interest in his personality, focus on the development of the student's personality;

the ability to take the student's point of view and create an atmosphere of trust in communicating with another person (the student must feel like a unique full-fledged personality);

possession of rhetoric techniques;

the use of organizing influences in comparison with evaluating and especially disciplining ones;

the predominance of a democratic style in the teaching process, the ability to treat certain aspects of the pedagogical situation with humor.

The sixth group of skills. This is the ability to maintain a stable professional position of a teacher who understands the importance of his profession, that is, the implementation and development of pedagogical abilities; the ability to manage one's emotional state, giving it a constructive, not destructive character; awareness of their own positive capabilities and the capabilities of students, contributing to the strengthening of their positive self-concept.

The seventh group of skills is understood as awareness of the perspective of one's own professional development, the definition of individual style, the maximum use of natural intellectual data.

The eighth group of skills is the definition of the characteristics of knowledge acquired by students during the school year; the ability to determine the state of activity, skills, types of self-control and self-assessment in educational activities at the beginning and at the end of the year; the ability to identify individual indicators of learning; the ability to stimulate readiness for self-learning and continuous education.

The ninth group of skills is the teacher's assessment of the upbringing and upbringing of schoolchildren; the ability to recognize the consistency of moral norms and beliefs of schoolchildren by the behavior of students; the teacher's ability to see the student's personality as a whole, the relationship of his thoughts and actions, the ability to create conditions for stimulating underdeveloped personality traits.

The tenth group of skills is associated with the integral, inalienable ability of the teacher to evaluate his work as a whole. We are talking about the ability to see the cause-and-effect relationships between its tasks, goals, methods, means, conditions, results.

Thus, the teacher needs to move from assessing individual pedagogical skills to assessing his own professionalism.

The most important criterion for the effectiveness of teaching is the achievement of the learning goal. Educational work, also carried out within the framework of any organizational form, does not pursue the direct achievement of the goal, because it is unattainable within the time limits of the organizational form.

Analyzing the professional activity of a teacher, we can say that his activity is based not only on setting goals, objectives, using methods and techniques in his work, but also on the ability to interact with the family.

The modern family is a source of a wide variety of psychological and pedagogical problems. Not every family can offer its child a competent and effective system of education, which is intended to correct educational institution. In order to help the student in solving various problem situations, the teacher needs to know necessary level psychological and pedagogical knowledge in the field of family and organization of conflict-free family relations. A modern professional teacher should know perfectly the psychology and pedagogy of the family, the basics of the theory and methodology of working with the family. He should be not only a highly qualified subject specialist, but also a creatively working educator, who knows his children perfectly, their problems, inclinations, personal orientations, and their living conditions in the family.

The forms and methods of working with parents are varied, but the teacher needs to do right choice taking into account all the features of working with a certain team of parents.

Traditional forms of work with parents:

parent meetings

general class and all-school conferences

individual teacher consultations

home visits

Considering the professional activity of the teacher P.F. Kapterev also noted the necessary personal “moral-volitional properties” of a teacher, which included impartiality (objectivity), attentiveness, sensitivity (especially to weak students), conscientiousness, steadfastness, endurance, justice, and true love for children. At the same time, “... love for children and youth must be distinguished from love for the teaching profession: you can love children very much, deeply sympathize with youth and at the same time be not disposed to teaching; one can, on the contrary, have nothing actually against teaching, prefer it even to others, but not have the slightest affection either for children or for youth. Obviously, only the union of genuine love for students and for the teaching profession ensures the professionalism of the teacher.

III. Conclusion

All modern researchers note that it is love for children that should be considered the most important personal and professional trait of a teacher, without which effective pedagogical activity is impossible. V.A. Krutetsky adds to this the inclination of a person to work and communicate with children. We also emphasize the importance for the teacher of the desire for self-improvement, self-development, because, as K.D. Ushinsky, the teacher lives as long as he studies, as soon as he stops studying, the teacher dies in him. This important idea was emphasized by P.F. Kapterev, P.P. Blonsky, A.S. Makarenko, V.A. Sukhomlinsky and other teachers and psychologists.

Bibliography:

Pedagogy: textbook for higher students educational institutions/ V.A. Slastenin, I.F. Isaev, E.N. Shiyanov; ed. V.A. Slastenina. - 6th ed., erased. - M .: Publishing Center "Academy", 2007. - 576 p.

http://ru.wikipedia.org/wiki/ The free encyclopedia.

http://drusa-nvkz.narod.ru/Pedagog-Sib.html S.A. Druzhilov

Professional competence and professionalism of a teacher: a psychological approach.

// Siberia. Philosophy. Education. - Scientific and publicistic almanac: SO RAO, IPK, Novokuznetsk. - 2005 (issue 8), - P.26-44.

Big encyclopedic dictionary

Bordovskaya, N.V. Pedagogy: a textbook for universities / N.V. Bordovskaya, A.A. Rean. - SPb., 2000.

http://www.chuvsu.ru Psychology and pedagogy. Lyalina L.V.

The area of ​​manifestation of pedagogical creativity is determined by the structure of the main components of pedagogical activity and covers almost all of its aspects: planning, organization, implementation and analysis of results.

The idea of ​​oneself and pedagogical activity requires generalization and analysis. According to D. Bourden, it is at this stage that the organization of the teacher's research activity is possible.

Analysis is a logical method of cognition, which is a mental decomposition of an object (phenomenon, process) into parts, elements or features, their comparison and sequential study in order to identify essential, i.e. necessary and certain qualities and properties.

Psychological and pedagogical theory has developed numerous schemes for analyzing the lesson, built on different grounds. Modern lesson- this is far from a monotonous and unified structural-content scheme. Therefore, each specific teacher, leader determines for himself those forms that are most acceptable to him, correspond to the paradigm in which he carries out his activities.

Pedagogical activity is technological in nature. In this regard, an operational analysis of pedagogical activity is required, which allows us to consider it as a solution to various pedagogical problems. Among them we include a set of analytical-reflexive, constructive-prognostic, organizational-activity, evaluative-informational, correctional-regulating tasks, the techniques and methods for solving which constitute the technology of a teacher's professional and pedagogical culture.

Pedagogical analysis contains the following functions: diagnostic, cognitive, transformative, self-educational.

Grade professional excellence Teachers are one of the most relevant aspects in the work of the administration. This allows you to constantly identify professional difficulties, provide timely assistance to the teacher, see his growth, and contribute to successful certification. And since the main indicator of pedagogical professionalism is a lesson, each leader needs to master the skill of its analysis.

When analyzing a lesson, as a rule, methods, ways of activating schoolchildren, and the effectiveness of mastering the material are evaluated. It is extremely rare that a lesson is analyzed from a physiological and hygienic standpoint, from the point of view of health pedagogy.

Along with the analysis of the lesson by the school administration, it is extremely important to hear the teacher's self-analysis, his assessment of his own pedagogical activity. In many schools, this is not practiced, but in vain: introspection is an indicator of the teacher's professionalism, the degree of his understanding of the tasks of education, and not just the goals and objectives of one lesson.

Self-analysis of pedagogical activity is hidden from direct observation, but an essential side of the professional activity of the teacher and his life in general, this is such an analysis of pedagogical activity, when the phenomena of pedagogical reality are correlated by the teacher with his actions. Self-analysis, as a rule, is carried out according to a certain algorithm or checklist of questions.

The analysis of one's own activities is aimed at identifying the most significant components of this activity. Since any activity is always specific (carried out by specific people at a specific time and in specific conditions), its analysis is always limited by certain semantic boundaries arising from the definition of the activity itself. The activity of a particular teacher is usually classified as pedagogical activity.

Each teacher, regardless of his teaching experience, has his own style, or better to say technique, work. IN pedagogical language the term "technique" is used less frequently than the term "technology". Technology is understood as a sequence of actions that, under given conditions, is guaranteed to lead to the desired result, regardless of the skill level of the performer. Pedagogical technology, understood in such a narrowly engineering sense, can hardly be implemented in practice. Rather, we can talk about the system of basic principles on which the teacher's activity is based, and the multitude of techniques and actions used by him, which can be combined by him in various ways in various cases. A similar situation is observed, for example, in sports or medicine, where the phrases “ball dribbling technique”, or “operational technique”, etc. are quite familiar. Therefore, it will be more accurate to analyze the pedagogical activity of the teacher in terms of the technique of its implementation.

By revealing the structure of pedagogical activity, fixing the specific hierarchy and interconnection of its constituent parts (basic principles, elementary actions and operations), we can build one or another pedagogical technique (developmental education, student-centered approach, collective learning system, etc.). However, in the activity of a particular teacher who teaches a particular subject in a particular class, this general technique turns into a specific technique that corresponds precisely to the given data. pedagogical conditions. It can be said that the pedagogical activity of a particular teacher is realized in the form of a specific pedagogical technique, which is determined by four main components: the teacher, the class, the subject and the pedagogical technique used in a broad sense. In view of the foregoing, the structural analysis of the teacher's pedagogical activity should also contain an analysis of these four components of V.V. Voroshilov V.V. "Self-education as a pedagogical method for developing the creative abilities of students" // Innovative education systems in Russia: materials of the All-Russia. scientific and practical conference- Berezniki, 1995, p. 77-79.

1. Analysis of the teacher's personality

As will be seen below, whatever component of pedagogical activity or technique we analyze, we will inevitably "capture" the areas of analysis of the remaining components. This fact only indicates that pedagogical activity is complex system(i.e. a system in which an infinite number of subsystems can be distinguished). Nevertheless, despite a certain conventionality of the classification used, it allows structuring pedagogical activity in a way convenient for the further implementation of pedagogical design. From the point of view of the general approach to the analysis of the teacher's personality (i.e., to self-analysis of one's personality), we must first describe the main existing or possible types of teacher, and then determine our own type. In fact, we must build a classification of types of teachers.

To carry out the classification of a set of elements, we must select a classification parameter, relative to which we will distribute the elements of the selected set. For each element of the set under consideration, it is usually possible to single out more than one parameter belonging to it. Depending on which of them will be the basis of the classification, we will get different classification structures of the same set. The more parameters can be distinguished in the description of the elements of the system, the more possible classifications can be built on the basis of the selected set of elements. The complexity of studying humanities systems is explained, in particular, by the fact that each individual (and even more so social groups) is described by a very large set of physical, physiological, psychological, social, etc. parameters. This also explains the multiplicity of approaches and theories that describe a person, human activity and human society. It should be noted that all of them are correct in their own way, since each of them reflects a certain aspect of human life.

Within the framework of the activity paradigm, the leading parameter of a person is the type of his self-determination. From this point of view, the first question that a teacher must answer in the context of a structural analysis of his own activity is the question "what pedagogical values ​​do I implement in my work." There are, of course, questions that are equivalent in their meaning, for example: "why do I need a teacher", "what do I work for", etc. this assumption is possible only by correlating the real activity of the teacher and his ideas about it).

The possibility of self-determination in the existential semantic space will be indicated by answers such as "I want to form a sense of self-respect in students", "I try to reveal the abilities of everyone." Such answers show the educational values ​​of the teacher.

The possibility of self-determination in the cultural semantic space will be indicated by answers such as "I must modify the subject program", "I need to master an individual approach to students. Such answers show the teacher's educational goals, i.e. promising, strategic results of working with these students, to achieve which directed his activities.

Self-determination in the social semantic space will correspond to answers like "I fulfill the requirements of the head teacher", "it is necessary to increase the category." Such responses indicate educational objectives, i.e. to relatively close (local) targets.

Self-determination in the situational semantic space will correspond to answers such as "I need to achieve controllability of the class", "I want to get such and such a student to start working." Here we see the tasks that the teacher plans to achieve in the near future.

It should be noted that the presence of self-determination of a "higher" level does not mean the absence of self-determination on the "lower floors", but the subordinate state of the actions performed in relation to the organized activity, the organized activity to the chosen case, the chosen case to the act being carried out. We also note that the values, goals and objectives formulated at this stage can be adjusted or changed during subsequent analysis.

Obviously, neither design nor analysis of the activity is necessary if the activity itself proceeds without much difficulty, and the problems that arise are resolved in the current order. Therefore, after conducting a primary analysis of goals and objectives, it is necessary to highlight pedagogical problems that are of a rather long-term nature. In addition, it is pointless to discuss problems that the teacher subjectively evaluates as in principle unsolvable. If the teacher believes that it is in his power to somehow influence the situation in better side, then this is manifested in the fact that he took certain steps aimed at finding ways to overcome the named problems.

Thus, the analysis of the personality of the teacher, which is carried out within the framework of the structural analysis of his activities, should contain the following main elements:

1. Educational values ​​- what the teacher works for (what is "Teacher" for him).

2. Educational goals - promising, strategic results of pedagogical activity.

3. Educational tasks- relatively local goals of activity.

4. Current tasks.

5. Leading pedagogical problems.

6. Steps taken to overcome them.

To carry out the most accurate analysis possible, it is necessary to update:

The teacher's ideas about personal qualities that should be formed in students during their studies (levels of upbringing, training, education and their manifestations).

The teacher's perceptions of the class in which he works.

The teacher's perception of the subject being taught.

Description of the main problem situations typical for the work of a teacher.

Description of the actions taken to overcome the identified pedagogical problems (reading an article or book, preparing and conducting a lesson with elements of innovation, discussion at a methodological association, making changes to the curriculum, etc.).

Here is one of the most typical answers to questions 1-6.

1. and 2. Educational, educational, developing.

2. Implement a differentiated approach.

3. Preparation for lessons.

4. Students' lack of interest in the subject.

5. Read the article<:>, conducted 5 lessons of a search nature.

It is obvious that in these answers there are no actual values, goals and objectives yet. However, based on the answers of paragraph 6, it can be assumed that the teacher solves specific pedagogical problems, sets goals and attempts to achieve them. In this case further work with the teacher allows you to show and fix these goals and problems. First of all, within the framework of paragraph 5, it is necessary to discuss the qualities of those students, the work with which causes the greatest difficulties for the teacher, or specific situations of working with the class in which the intended results could not be achieved. The answer may be received that the difficult situation was a lesson in which the whole class was not prepared, but the director came to this lesson. Such a description characterizes self-determination in social space. It may turn out that the leading quality of difficult (for a given teacher) students is the poor memory of his students. In this case, the response system could eventually look like this (items 1 and 2 are omitted):

3. Educational tasks - training the memory of such and such students.

4. Current tasks - allocation (either only in their plans, or in the learning process, or as a special group in the class, etc.) of such and such students, determining the time and forms of work with selected students

5. The leading pedagogical problems are the weak memory of such and such students.

6. Steps taken to overcome them - the study of memory training methods, the selection of special tasks, the organization of additional twenty minutes after class.

It should be noted that the task of improving memory cannot be an end in itself, but is a condition for achieving some more general goal (“effectively eliminate gaps in previous grades for these students”, “bring these students to the level of a solid three”, etc. ) This broader goal, formulated by the teacher, should be the content of paragraph 2. "Educational", "educational", "developing" are not tasks. These are only characteristics of possible tasks, for example, the following tasks can be attributed to educational tasks: to teach to give way elders, to give a hand to the girls when leaving the transport, etc. Answer<я решаю воспитательные, образовательные и развивающие задачи>does not characterize teachers in any way, since any teacher, simply by virtue of his presence, whether he wants it or not, has an educational, educational, and developmental influence. The question is what is the structure of this influence, what are its leading components and how consciously it is carried out. Note that the task of "introducing a differentiated approach" cannot be an end in itself and, in the absence of the specific goals of paragraph 2, does not have a pedagogical orientation (although it can express the presence of social self-determination). If it turns out, for example, that class differentiation is needed in order to enable strong students to work to the limit of their capabilities, then the differentiated approach turns out to be a means (the common element of point 6), while the task (point 2) turns out to be "not to lose strong students."

As can be seen from the above, the analysis of the teacher's personality is closely connected with the analysis of his ideas about students. This fact is a consequence of the general statement that real cultural and value self-determination is possible only when the declared values ​​are correlated with the activities carried out, which, in turn, is described through the actions and operations performed. Thus, in order to fix the type of self-determination of a teacher, reflection in a situational semantic space is necessary. In pedagogy, the situation is determined both by the personality of the teacher and by the totality of the traits of his students.

2. Class analysis.

Class analysis is, on the one hand, a necessary element of the analysis of the pedagogical situation. On the other hand, this is an auxiliary moment in the analysis of the teacher's personality, which shows his ideas about the class. Classifying students of any class, we must choose the main classification parameter for us. At present, both in pedagogical theory and in pedagogical practice, classifications of students of various types and types are considered and used: external - internal, strong - weak, humanists - naturalists, active - passive, etc. Parameters in such classifications can be, for example:

1. The level of possession of the subject.

2. The level of general educational skills.

3. The degree of independence in learning.

4. The level of possession of the necessary propaedeutic and related knowledge and skills (reading, speech, vocabulary, etc.).

5. The degree of development of mental qualities (memory, attention, logic).

6. Tempo academic work.

7. Specific personal qualities (temperament, upbringing).

8. Kind of educational focus.

Obviously, the above list of parameters is not exhaustive.

For each classification parameter, it is necessary to highlight its possible values, with respect to which students will be distributed in the constructed classification.

For subject proficiency, by far the most common values ​​are "not satisfactory", "satisfactory", "good", and "excellent". However, due to the spread of test assessment technologies, it is also possible point values for this setting.

The level of possession of general educational skills, the degree of independence in learning, the level of possession of propaedeutic and related knowledge and skills, the degree of development of mental qualities, the pace of learning work is usually assessed by two values: "low" and "sufficient". The use of socio-psychological monitoring methods makes it possible to clarify and concretize the possible values ​​of these parameters (as well as the specific personal qualities of his students that are of interest to the teacher).

By type of educational orientation, the following students can be distinguished:

1. Students for whom the most valuable result of learning is new knowledge (cognitive orientation - it is interesting to just learn).

2. Students for whom the most valuable result of learning is the amount of knowledge in this subject (subject focus - the subject is interesting).

3. Students for whom the most valuable learning outcome is the ability to think (intellectual orientation - it is interesting to solve complex problems).

4. Students for whom the most valuable learning outcome is a significant mark (real social orientation - preparation for exams, social self-affirmation).

5. Students for whom the most valuable result of learning is a formal high mark (formal social orientation - the struggle for primacy in the class, formal self-affirmation, the desire to please, pressure from parents).

6. Students for whom the most valuable result of learning is a formal positive mark (communicative focus - get off with a triple for the opportunity to be in this team, stay with someone who for one reason or another likes; safety focus - to insure against the anger of parents in case of receiving deuce or other "punishment" of the teacher).

7. Students who do not have a certain attitude to learning (infancy, focus on spending time, the habit of constantly being under the control of adults, living in the present day, the absence of certain life activity orientations, the predominance of consumer orientations).

8. Students for whom learning is of no value (zero learning focus). Within the framework of the project technology, class analysis cannot be an end in itself, but is intended to help specify the pedagogical goals and tasks solved by the teacher. Therefore, in the real activity of the teacher, there is no need to use the widest possible classification of his students. It is enough to single out one parameter that is leading for a given teacher and consistent with his goals, according to which students are further distributed. It should be noted that in this case it is desirable to determine the possible more admissible values ​​for the given classification parameter. The main thing is for the teacher to know why he needs the classification and what he will do with it, what changes he intends to make in his activity corresponding to it (the discussion of this moment goes beyond the framework of the actual structural analysis of the teacher's activity).

3. Analysis of the subject

The need to analyze the subject being taught is connected, firstly, with the need to determine the degree of understanding by the teacher of the place and specifics of this subject in the education system as a whole, and secondly, with the fact that each subject has its own special impact on the students studying it (this feature is connected not with the fact that different items are focused on different properties and quality of students, but with the fact that they are focused on them in varying degrees). When analyzing the taught subject, the following should be highlighted:

1. Many possible meanings of studying a given subject.

2. The framework of knowledge, skills and abilities that students must master.

3. The period during which, ideally, students should master the minimum expected knowledge and skills.

4. Basic principles of science, which is the basis of the taught subject.

5. Structure of the subject: basic concepts, logical connections, classes of typical model situations, algorithms for building and analyzing models, conditions necessary for using the selected concepts, connections and models.

6. Mental and psychological traits that contribute to the study of the subject.

7. The main mental and objective operations and learning activities that must be carried out when studying the subject.

8. Possible stages of studying the subject.

9. A set of tasks to be performed by students who have mastered the subject at the given levels.

10. The main forms of educational activity of students in the development of the subject.

11. Forms of control measures.

It can be seen from the above list that the analysis of a subject includes not only an analysis of the structure of its scientific basis, but also a description of the elements of educational activities organized for its study. The strategic goal of the analysis of the taught subject is the formation of students' understanding of it, the identification of possible causes of misunderstanding and the determination of ways to smooth them out, the reduction of formalism in the assimilation of knowledge. The criterion for mastering the subject at the level of reproduction of information, mastery of skills or understanding is the student's performance of the corresponding task. The task is understood here in the broadest sense: it can be formulated explicitly or be veiled (for example, during an interview), given in the form of a question, statement, requirement to perform certain actions or achieve a certain result. Today, there are a number of typical reasons that do not allow students to consciously apply the information received from the teacher. The first reason is a misunderstanding of the essence of the proposed task. In turn, the reason for this misunderstanding is the use of different "languages" by the teacher and the student. The words (concepts, terms) used by the teacher do not find a semantic response from the student, or are interpreted in a different way. Active vocabulary students, on the one hand, the conceptual structure of the subject, on the other hand, and their subsequent correlation can clearly demonstrate the noted “diversity of languages”. The “language barrier” can be lowered by specially organized work to work out with students the meaning of the basic concepts of the subject they are studying (and, if necessary, the necessary propaedeutic everyday concepts).

Another barrier that stands in the way of students to complete the task is the difficulty for them of the procedure for recognizing a specific typical (model) situation of a given subject in the specific situation offered to them. The work on the analysis of the structure of the subject is aimed at overcoming this particular obstacle. Without going into a more detailed discussion of the individual elements of the analysis of the taught subject, it can be noted that, in the general case, it is based on the reflection of the actions and operations that the teacher himself performs in the process of mastering and applying the content of scientific knowledge selected for study and understanding. Ultimately, on the basis of such reflection, the teacher can compile a model of optimal (for different groups) learning activities students and the model of their own pedagogical activity, which can be the basis of the developed individual pedagogical project.

4. Analysis of the teacher's check technique of the teacher

The analysis of the fourth component of pedagogical activity - the pedagogical technique used by the teacher - is a correlation of the results of the analysis of the first three components with the basic principles and leading technological elements of the theoretical, methodological and experimental trends existing in pedagogical science and practice. It is beyond the scope of this work to describe these flows themselves. In addition, within the framework of the project approach to the organization of pedagogical activity, the lack of analysis of the first three of its components makes it meaningless to study any theoretical schemes. We only note that any pedagogical "technology" should contain answers to the following questions:

1. What are the pedagogical problems that this "technology" is aimed at solving?

2. Under what conditions is the use of this "technology" justified?

3. What is the scale of application of this "technology"?

4. What are the stages of implementation and application of "technology"?

The uncritical application of "technology" for the sake of "technology" itself, at best, will help to solve only certain social problems.

Practice becomes the source professional growth teacher only to the extent that it is an object of structured analysis: unreflected practice is useless and eventually leads not to development, but to professional stagnation of the teacher.

Reflection - important mechanism productive thinking, a special organization of the processes of understanding what is happening in a broad systemic context, the process of introspection and active comprehension of the state and actions of the individual and other people involved in solving problems. Therefore, reflection can be carried out both internally - the experience and self-report of one individual - and externally - as a collective mental activity and a joint search for a solution Dictionary of Pedagogical Use / Ed. L.M. Luzina. Pskov: PSPI, 2001. 88c.

Pedagogical reflection in activity is a process of successive actions from difficulty (doubt) to its discussion with oneself and to the search for a way out of it. Reflection is a complex mental ability to constantly analyze and evaluate each step of professional activity. With the help of reflexive abilities, which include a number of basic intellectual skills, one can manage one's own professional activity in conditions of uncertainty. Taken together, these “key skills” constitute a kind of reflective technology, with the help of which the teacher’s professional experience is improved. These skills are presented in the table by O.B. Dautov and S.V. Khristoforov offer a methodology for assessing the teacher's reflexive abilities. O.B. Dautova, S.V. Khristoforov "Self-education of a teacher as a condition for his personal and professional development" Collection of conference materials. Series “Symposium”, issue 29. St. Petersburg: St. Petersburg philosophical society, 2003. P.309-317 (Table 1)

Having performed one or another action or system of actions, that is, having solved a number of pedagogical tasks, the teacher changes the degree of formation of educational activity and the development of the main areas of individuality. At the same time, he perceives the so-called feedback signals that carry information about the results of actions.

Table number 1 - Methodology for assessing the teacher's reflective abilities

The ability to see a problem in a pedagogical situation and formulate it in the form of pedagogical tasks The ability, when setting a pedagogical task, to focus on the student as an actively developing subject of educational and cognitive activity, having his own motives and goals The ability to make each pedagogical step the subject of analysis Ability to specify and structure a problem The ability to expand the horizons of practice and see new problems arising from previous experience Ability to find ways to solve a problem The ability to think tactically, i.e. to specify pedagogical tasks into phased and operational ones, to make the best decision in conditions of uncertainty, to adapt flexibly as the situation changes The ability to “versionally” think, i.e., think with assumptions, hypotheses, versions The ability to work in a system of "parallel goals", to create a "field of opportunity" for pedagogical maneuver The ability to make a worthy decision in a situation of lack of time to get out of difficult pedagogical situations The ability to analyze the pedagogical situation in the dynamics of its development, to see close and long-term results The ability to draw on a variety of theories to comprehend one's own experience The ability to analyze and accumulate in their experience the best examples of pedagogical practice The ability to combine elements of theory and practice in order to obtain a whole new knowledge The ability to objectively and impartially evaluate pedagogical facts and phenomena Ability to conclusively, reasoned, clearly and intelligibly express one's point of view

The most common types of analysis are complete, comprehensive, brief, and aspect.

A full analysis is carried out in order to study and analyze all aspects of the lesson;

Brief - achieving the main goals and objectives;

Complex - in the unity and interconnection of goals, content, forms and methods of organizing a lesson;

Aspect - individual elements of the lesson.

Each of these types of analysis can be of the form:

1. didactic,

2. psychological,

3. methodical,

4. organizational,

5. educational, etc.

Such a variety of approaches is also due to the presence of numerous schemes for analyzing the lesson.

Analysis of educational work

teacher organizer Batyrkhanova S.V.

for the 2013-2014 academic year.

The work of the teacher-organizer during the year was aimed at implementing the school's educational work plan for the 2013-2014 academic year.

The aim of the work was: creating conditions for self-realization and self-development of the personality of students, their successful socialization in society.

Tasks:

Creation of favorable psychological and pedagogical conditions for the development of personality, self-affirmation of each pupil, preservation of originality and disclosure of his potential abilities;

Raising in children a tolerant attitude towards current events and people around them;

Formation and development of class teams; family groups

Development of school student self-government, activation of children's activities;

Formation of a healthy lifestyle;

Preservation and enhancement of school traditions;

Creation of conditions for organizing the work of additional education;

Improving work with educators.

The work was built in the following directions:

Preservation and promotion of health, prevention of DDTT;

Labor and environmental education;

moral education;

Artistic and aesthetic;

Civil-patriotic;

Development of student self-government

Family;

Prevention of extremism, terrorism, neglect and juvenile delinquency.

A lot of work has been done in the direction of "Preservation and promotion of health." These are sports holidays, fun starts, games between classes, cross-country races, relay races, olympiads, promotions, contests, competitions, quizzes. The Day of Health was wonderful. In the week of health, a complex of events took place. IN primary school- fun starts, in grades 5-11 a game - a journey through the stations, in grades 7-8 trainings, class hours were held in each grade.

In April, from 1st to 11th grade, they went together to clean the school yard. Also, the action "Our clean school yard" was held twice a year. In April, a student of our school took an active part in the district competition "Student of the Year", where she entered the top ten winners.

During the year, in the direction of "Moral education", the following actions were held:

- "Give Joy" (congratulations to veterans of pedagogical work on the Day of the Teacher, veterans of the Second World War, home front workers on the "Day of the Elderly Person";

- “Letter to a Veteran”, “Veteran lives nearby”.

The academic year began with a solemn line dedicated to the Day of Knowledge. The lineup was attended by guests from the Narimanov region. In September, a single Classroom hour"I am a citizen of Russia" for grades 1-11 (on citizenship and patriotism).

In October, the autumn holidays "Autumn Drop" 1-5 cells, "Autumn Ball" 6-10 classes were held. The raids "A minute is not a joke" - the organization of work on the prevention of absences and delays.

December was devoted to preparations for the New Year: middle and senior children decorated the facade of the school, classrooms, prepared group evenings and amateur performances for a general New Year's performance. In elementary school, children learned round dances, learned songs, and prepared costumes. In grades 1-4, the performance was called "Winter's Tale". Active participation in the holiday for kids was taken by the Active of the school and parents of grades 1-4. You can note the variety of New Year's costumes, good training songs and dances. whose assam took 1st place - , 2nd place - , 3rd place - ...e fig

In grades 6-7, the competitive program "Adventure at the New Year Tree" was bright, fun and interesting. After the performances, all the guys were waiting for a sweet table, competitively - game program, disco. Carrying out activities to prevent accidents in the winter.

The holiday by February 23 was held in the form of a competition. The girls wanted to prove to our boys that they can serve in the Army. The boys team won. And for the holiday of March 8, the young men prepared an evening together with the Center for Creative Unions. Interesting competitions for girls were prepared, funny skits, where only one boy mainly participated. And the holiday ended with a wonderful dance, which the boys prepared together with the teacher-organizer.

In April, the Clean School Yard operation took place, where the guys put the school yard and school plots in order, planted flowers.

On May 9, a solemn line was held, where the guys honored the memory of those who died in the Second World War. In honor of this holiday, a literary and musical composition (grade 8) was prepared. The campaign "Veteran Lives Nearby" (providing assistance to veterans and the elderly) was held. The guys congratulated their patrons, gave them gifts, flowers.

The last call was prepared by our 9-11 classes. A lot has been said beautiful words thanks to our teachers, parents, children.

Well, our school year ended with World Children's Day. Our children were invited to the DC with. Linear for the concert program, and our guys took part in it.

Analyzing all the work done during the year, I would like to note the positive points:

Active help in the organization on the part of children;

A variety of forms of holding, the subject of events;

Joint participation in work with the Society

Organize the joint work of parents, children in school events. (Grades 1-4)

What failed:

It was not possible to organize independent and joint activities of pupils.

It was not possible to involve many parents (grades 5-11) in helping with the preparation and participation in school activities.

Teacher-organizer: Batyrkhanova S.V.

Analysis of the pedagogical activity of the teacher MBOU "***** main comprehensive school» ****oh N.N.

I, **** Natalya Nikolaevna*.*.19** year of birth, teacher primary school first qualifying category. Secondary education - special, graduated **** pedagogical school in 1986, specialty - pedagogy and methodology primary education, qualification - primary school teacher. 30 years of teaching experience in the specialty. According to the results of the previous certification in 2012, I have the first qualification category, the next certification in March 2017.

I consider the main goals of my pedagogical activity: the holistic harmonious development of the personality of a younger student. I consider it important in my work to create a situation of success. To teach a child to learn means to ensure his success, which disposes the student to activity and aimed at ensuring that he copes with the work. These goals are realized through the solution of the following tasks: fostering interest in the process of cognition, searching for new sources of information, developing cognitive activity through the use of new educational technologies, active forms of learning, developing independence, research skills. The basis of my pedagogical experience is an activity approach, pedagogy of cooperation.

For the implementation of the educational process I use various forms and lesson methods and extracurricular activities.

Introducing into their pedagogical activity modern educational technologies (technology of problem-dialogical learning,design and research activities,critical thinking technology, productive reading technology) noticed that the children showed an increased interest in training sessions they became more active in the classroom.

Problem-based learning technology allows you to create problem situations in the classroom. I teach children not to receive ready-made knowledge, but to “discover” knowledge together with the teacher. I use this technology in the lessons of the Russian language and the world around, where students make comparisons, generalizations, conclusions, compare facts.

Design and research technology is used in classroom and extracurricular activities. At the lessons of the world around, children create projects “My family”, “Feed the birds in winter”, etc. The guys made feeders for their feathered friends with great interest, watched them, fed them, explored which birds live in the vicinity of our village. We also create collective projects with students: “Thank you grandfather for the Victory!”, “Elderly people - wise people"," Our land "," The rights and obligations of the student. Collective project activity creates an atmosphere of friendliness and responsibility, self-expression and the desire to create something. During the development of the project, students read books, refer to reference literature. Pupils became winners of the regional competitions "My surname in history locality"- 2014 PRDO "Ant", "Waterfowl of our ponds" - 2016 of the inter-territorial competition "My specially protected area" in the city of O ***, and in the school competition research work and projects in December 2016

On lessons literary reading I use the technology of productive reading, the use of which helps to improve the skills of conscious correct reading. This technology helps to understand the author's intention, his position in life and the ability to give a correct assessment of events. Using this technology, I developed a lesson in literary reading for the competition "Teacher of the Year - 2017."

The use of these pedagogical technologies helps to increase the motivation of students to study subjects and the ability to acquire knowledge. The effectiveness of the technologies used is confirmed by the stable results of the educational and extracurricular achievements of my students.

Student achievement. Table 1

Quality %
Progress %

The results of monitoring studies conducted by the regional system for assessing the quality of education in the 2014-2015 academic year. table 2

Within the framework of the Federal State Educational Standard, all students are engaged in extracurricular activities various directions. I have developed programs for extracurricular activities for primary school students in the spiritual and moral direction "Our Perm Territory", the general intellectual "Learning to create a project", "The path to literacy", and the sports "Safe Wheel". Classes in these circles contribute to the development of creativity, the manifestation and disclosure of each child's interests and hobbies.

Annex 1. (Review of parents and children about visited circles)

The students of my classes not only actively participate in intellectual and creative competitions, competitions, but also become prize-winners.

table 3

event title 2014-2015 academic year
Quiz on road safety "My friend is a traffic light"		Diploma, gift	district
Creative competition (regional) "Open the door to the fairy tale"
Creative competition (district) "Open the door to the fairy tale"		Diploma, gift	district
Review competition"UID"			district
IV regional competition of research works "Ant"	winner	Diploma, medal
Creative Tournament "Knowledge Marathon"		Diploma, medal	district
Competition "Safe Wheel"		Diploma, medal	district
Competition "Safe Wheel" at the stage "Rules of the road"			district
Competition of feeders and birdhouses		Valuable gift	district
School tour of the Olympiad	winner		school
2015 - 2016 academic year		certificate
Regional competition-festival UID "Safe Wheel" Stage "Figure driving"		Diploma, a valuable gift
District rally of the "UID" detachments		Diploma, gift	district
Intellectual and creative tournament Curiosity OM and TRIZ		Diploma, medal	district
Intellectual and creative tournament "Luboznaika" Mathematics and TRIZ		Diploma, medal	District
Contest of poems "My favorite work about school"			school
Autostop team		Diploma, medals,	district
District competition UID "Safe Wheel" Stage "Figure driving"		Valuable gift	district
2016-2017 academic year
"My Protected Area"	Winner		interterritorial
Competition of presentations "Protect nature"
"Happy occasion-2016"		diploma, cup	district
"Open the door to the fairy tale"	Winner		district
"Open the door to the fairy tale"	Winner
School conference of research papers and projects	Winner		school

I am the class teacher of 2nd and 4th grades. I carry out educational work under the program “I live in Russia”. The purpose of educational work: the creation of conditions for the formation of the personality of a citizen and patriot of Russia with its inherent values, views, the formation of citizenship and patriotism among students, the upbringing of love for the Fatherland, spirituality.

Task class teacher not only to teach, but also to educate. Awaken the soul of the child, develop the creative abilities inherent in nature, teach communication, orientation in various life situations, to cultivate an elementary culture of behavior, a sense of mercy and compassion, to instill healthy lifestyle skills - these are the main tasks that I set for myself for four years.

I spend a lot of interesting events: these are various matinees, competitions, conversations, KVN and much more. I focus on working with parents. My lessons and educational activities are always open to parents.

The students of my classes are active participants in school events: "Tourslet", Mother's Day, New Year, For the honor of the school, etc.

Appendix 2. (Parents' feedback on the events held)

I make a personal contribution to improving the quality of education through the improvement of teaching and upbringing methods, the development of new pedagogical technologies and actively disseminate my pedagogical experience. From 2012-2016 she was the head of the school methodological association of elementary grades and educators of the kindergarten structural unit.

The purpose of the School of International Relations "Continuity": creation of conditions for work in providing a unified educational environment; creation of conditions for stimulating cognitive activity through increasing the motivation of educational activities and activating the personal position of students.

Since September 2016, I have been the head of the district methodological association of primary school teachers.

The theme of the RMO: "Modern educational technologies as an effective means of implementing the requirements of the Federal State Educational Standards of the IEO and a means of development professional competence elementary school teachers.

The purpose of the work of the RMO of primary school teachers is to improve the quality primary education through increasing the level of professional competence of the teacher.

She summarized her experience in the technology of productive reading at the section of primary school teachers at the August conference in 2016 and made a report "Learning situation as a way to implement the activity approach" in 2014. On pedagogical council schools summarized the experience of working on innovative pedagogical technologies, at the methodological council "Formation of meta-subject results". In November 2015, a district seminar was held on the basis of our school