Use of new forms of methodical work. Forms of methodical work with teachers (general recommendations). Memo on the organization of control over the state of methodological work
2.Group forms of work
Methodical associations - one of the most common forms of collective methodical work. Methodological associations are created in kindergarten with at least three educators working in the same age groups ah, teaching one and the same subject or section of the curriculum. Meetings of the methodological association are usually held once a month in accordance with the general plan and taking into account cyclograms, however, their activities are not limited to these meetings, it is of a daily nature, and this is a great advantage of this form of work. Each meeting of the methodological association includes as a theoretical part - reports, messages, review methodical literature, and practical - attendance at classes and discussions, workshops, implementation of plans for self-education of teachers, summing up the final creative and competitive children's works. At the end of the academic year, exhibitions, conferences of teachers, etc. complete the work of methodological associations.
At meetings of methodological associations, individual plans for self-education of teachers are discussed, their reports on the progress of self-education are heard. educational work.
The work of methodological associations can be carried out in the following areas:
Studying the theory of education and training, mastering their scientific methodology;
Familiarization with new programs and teaching aids understanding of their features and requirements; study of new complex program topics using additional scientific material;
Deep Learning methods of education and training in the section of the general program of the kindergarten; preliminary study of the methodology of teaching the most complex sections of the program, followed by the practice of conducting open classes prepared by experienced teachers;
The study of the provisions of didactics and the theory of education, the possibility of their practical application;
The study of developmental and pedagogical psychology, psychological and pedagogical characteristics of children of different age groups;
Information about new books on sections of programs, materials and methodological recommendations in the pedagogical press on the content and methodology of educational - educational work in kindergarten;
Systematic study of the state of knowledge, skills and abilities, the level of upbringing, intellectual development of preschoolers;
Additional and differentiated work on the education and development of the personality of a preschooler.
Scientific and practical conferences and pedagogical readings
These forms of methodical work are a kind of summing up
activities of the preschool educational institution team and individual teachers on topical methodological problems, and their main task is to identify and summarize the best pedagogical experience. To increase the effectiveness of the impact, the report should be accompanied by a demonstration of visual aids that characterize this experience.
Reader and audience conferences
This form of work helps to expand the horizons and increase the spiritual needs of teachers, the growth of their general culture, and also help to identify the public opinion of the team on many topical issues of preschool and life. The subject of discussion at readers' conferences may be the most significant works of fiction and journalistic literature or pedagogical books and articles that are of particular interest.
Round table
When discussing any issues of upbringing and education of preschoolers, the circular placement of participants makes it possible to make them self-governing, put everyone on an equal footing, and ensure interaction. The organizer of the round table considers questions for discussion.
Pedagogical advice
The Pedagogical Council is a permanent collegial body of self-government of pedagogical workers. With its help, the development of preschool educational institutions is managed.
The Pedagogical Council, as the highest governing body for the entire educational process, solves specific tasks preschool. Its activities are determined by the Regulations on the Pedagogical Council of the preschool educational institution.
The topics of the teachers' councils are indicated in the annual plan of the preschool educational institution. If necessary, additions and clarifications are made to it.
The main issue on the agenda is the results of the work of teachers: the level of development of pupils, their state of health, the development of forms of joint work of teachers and parents.
The main goal of the pedagogical council is to unite the efforts of the preschool educational institution staff to improve the level of the educational process, to use the achievements of pedagogical science and best practices in practice.
The modern pedagogical council is polyfunctional (functions - lat., duty, range of activities, appointments).
Functions of the pedagogical council:
Determines directions educational activities DOW;
Selects and approves educational programs for use in preschool educational institutions;
Discusses the content, forms and methods of the educational process, planning the educational activities of the preschool educational institution;
Considers issues of advanced training and retraining of personnel;
Identifies, generalizes, disseminates, implements pedagogical experience;
Listens to the reports of the head on the creation of conditions for the implementation of educational programs.
Meetings of the council of teachers are competent if at least half of its members are present. A decision taken within the competence of the Council of Teachers and not contrary to the law is mandatory.
Pedagogical councils are divided into types:
installation, or analytical planning - is held before the start of the school year at the end of August and is dedicated to analyzing the results of the previous year, adopting a plan and focusing on solving upcoming problems;
the thematic teachers' council with intermediate results is dedicated to one of the annual tasks of the teaching staff;
final, or final - organizational - is held at the end of the academic year, it sums up the results of the year.
Meetings of the pedagogical council are convened, as a rule, once every two months in accordance with the work plan of the preschool educational institution.
Teachers' councils are also distinguished by the forms of organization:
Traditional - this is a teachers' council with a detailed agenda, held with strict observance of the regulations on each issue and with the adoption of decisions on them;
Teachers' Council using separate methods of activating teachers;
An unconventional teachers' council in the form of a business game, a conference, etc. Its preparation requires writing a script, dividing participants into teams and assigning roles.
The traditional structure of the teachers' council may include separate methods of activating teachers: collective viewing of classes and other events; use of video materials; display and analysis of the results of the educational process of the activities of preschoolers.
In the practice of preschool educational institutions, both in the preparation and in the conduct of teachers' councils, the following can be usedmethods and forms of activation of teachers:
imitation of a specific situation;
training in practical skills;
imitation of the working day of the educator;
solving pedagogical crossword puzzles;
brain attack;
design;
work with instructive and directive documents;
analysis of children's statements, their behavior, creativity;
intellectual, business and creatively developing games.
In recent decades, there has been widespread
distribution of non-traditional pedagogical advice. Consider some forms of their organization and conduct:
teachers' council - business game;
teachers' council - conference;
teachers' council - a round table;
teachers' council - discussion;
teachers' council - dispute;
teachers' council - scientific and practical conference.
When preparing a pedagogical council, it is necessary to plan the preliminary work correctly. Preliminary work is carried out, as a rule, in three directions. It:
self-training of the head of the kindergarten, the senior teacher and, especially, the chairman of the teachers' council;
team training;
public preparation (if parents, teachers, public organizations, etc. are invited).
During the preparation of the teachers’ council, the task is given to the teaching staff (specifically) to prepare for the teachers’ council, an exhibition is organized in the pedagogical office “Preparing for the teachers’ council” (literature, catalogs of manuals, technical equipment, mandatory recommendations on the topic, for individual ages, developed by the senior educator, materials from experience work of teachers, etc.).
In whatever form the teachers' council is held, decisions are made without fail.
The materials submitted for consideration are filed to the protocol: certificates, reports, projects, etc., which are drawn up as an application, put into folders, and stored for 5 years.
Seminars and seminars - workshops
Seminars and seminars - workshops are held for a deeper and systematic study of the problems of pedagogy, psychology, methodology.
Teachers acquaint colleagues with the results of their own research work on theoretical and practical issues, carried out under the guidance of specialists - scientists for a long time.
Consist of two parts:
Theoretical material (discussion of the problem, discussion, solution of questions) is supported by practical examples, showing individual techniques and ways of working.
During the seminar, the professional skills of teachers in a certain type of activity are improved, creativity and imagination are developed.
Practical (open classes, events).
Every year, in the annual work of the kindergarten, a seminar and a workshop are necessarily planned, which remain the most effective form of advanced training for educators. At the beginning of the academic year, a detailed seminar plan is drawn up, which may include one or more classes. The seminar can be permanent and temporary (for example, during the academic year, a study of a new program or technology is organized).
The seminar may consist of several sessions, which combine discussions of theoretical issues, practical problems, familiarization with the latest literature and best practices.
Seminar - workshop differs in that it includes practical tasks, observing the work of colleagues, followed by discussion.
For the workshop, educators are offered questions for discussion in advance. During the seminar-workshop, an opportunity is provided for discussing different points of view, discussions, creating problem situations, which eventually allow developing a unified position on the issue under consideration. The results of the seminar are formalized in the form of specific and realistic recommendations, and their implementation was under the control of the leader.
Important question- location of the seminar. It can be a methodical office of a kindergarten, a group room, a museum, an exhibition hall, a square, etc. depending on the tasks that the participants of this event must solve.
If the seminar is designed for several sessions, it is necessary to prepare a memo for its participants. It should indicate the topic, place and order of each lesson, a list of questions, a list of literature, which is useful to read in advance. It is important to consider ways to include all workshop participants in the discussion of the topic. For this, punched cards can be used, opposing points of view are considered, work is underway with regulatory documents, game modeling methods are used, etc. Based on the results of the seminar, an exhibition of teachers' works can be arranged.
Consultations for teachers
Group consultations are held on the main areas of work of the entire team, topical problems of pedagogy and psychology, and requests from educators. The main consultations are planned for a year. Preparation for the consultation involves:
Drawing up a plan for presenting the material;
Thinking through advice and recommendations on each issue;
Selection of methodological literature and described pedagogical experience.
It is possible to use questions to educators for collective discussion; various tasks during the consultation. Various methods of consultation should be used. With a problematic presentation of the material, a task is formed and a way to solve it is shown. When using the search method, educators actively take part in putting forward hypotheses, drawing up an action plan, and finding ways to solve the problem. Most often, when conducting consultations, the explanation method is most often used, which has a number of positive qualities: reliability, economical selection of specific facts, scientific interpretation of the phenomena under consideration, etc.
In order to stimulate the attention of educators and encourage them to follow the logic of the presentation, at the beginning of the consultation it is useful to formulate questions that will help teachers comprehend their experience, express their thoughts, and formulate conclusions.
When exchanging experience between educators, a heuristic conversation can be used, during which certain provisions of the studied methodological literature are revealed in more detail, explanations are given on issues that are more of interest to teachers, errors in judgments, the degree of understanding and assimilation of new information are revealed. However, the effectiveness of this method will be achieved under certain conditions. The subject of the conversation is better to choose a practically significant, topical issue that requires comprehensive consideration. It is necessary that educators have a sufficient stock of theoretical knowledge and professionalism. The one who prepares the consultation should draw up a reasonable plan that allows you to clearly imagine what new knowledge the educators will receive and what conclusions they will come to. When organizing a heuristic conversation, it is advisable to alternate the statements of experienced and novice educators.
The form and content of the discussion is close to the conversation. It also involves the choice of an important topic that requires a comprehensive discussion, the preparation of questions for educators, an introductory and closing speech.
However, unlike a conversation, a discussion requires a struggle of opinions, the posing of controversial issues. In the course of the discussion, many other additional questions must be asked, the number and content of which cannot be foreseen in advance. Therefore, the use of this method requires sufficient competence, pedagogical skills, high culture, and tact from the senior educator. The leader of the discussion needs to have the ability to quickly navigate the situation, capture the train of thought and mood of the participants, and create an atmosphere of trust. In conclusion, the speeches of the participants are briefly analyzed and the fundamental issues are clarified.
business games
Many problems of educational work in kindergarten can be solved by conducting business games with teachers. A business game helps both a beginner and an experienced teacher to master one or another technology of working with preschoolers. This method is valuable because it teaches the practical implementation of ethical professional norms and rules of conduct; it is a creative, free activity, which captivates its participants. Business games are often called simulation management games.
Preparing and conducting a business game is a creative process.
Direct development of business game materials includes the following steps:
Creation of a business game project;
Description of the sequence of actions;
Organization of the game;
Preparation of tasks for participants;
Equipment preparation.
When starting to develop a business game model, it is necessary to clearly formulate its goals: consolidating the acquired knowledge, developing the necessary skills; learning experience; formation of creative thinking; teaching a culture of relationships; improving the skills of making collective decisions, etc. In each game, their roles are allocated and the required number of players is determined. Roles can be professional and interpersonal, the performance of which contributes to the creation of problem situations ("leader", "conformist", "conservative", etc.).
Preparing a business game is not only thinking through goals, constructing a model, but also choosing technical, visual and other means of providing classes. The scenario should take into account where, when, by whom and what means will be used, what symbols, schedules need to be prepared.
It is important to consider how best to arrange the participants in the game, taking into account the requirements of the pedagogical technique of communication, to choose your optimal organization of the allotted space, in which the goal of communication is achieved clearly and freely.
Work with instructive and directive documents
The educator is offered to familiarize himself with this or that document in advance, apply it to his activities and, having singled out one of the directions, think over a work plan to eliminate the shortcomings. Everyone performs this task independently, and different approaches to solving the same problem are discussed at the teachers' council.
Creative microgroups
Creative microgroups arose as a result of the search for new, more effective forms of methodical work; are created voluntarily when it is necessary to master best practices, a new methodology or develop a promising idea; several teachers are united, taking into account psychological compatibility, creative interests. There can be one or two leaders in the group who take care of organizational issues.
Each member of the group independently studies the issue assigned to him, prepares brief information. Then everyone exchanges opinions, argues, offers options, implements their work into practice. Mutual attendance of classes, discussion of the best techniques and methods are organized. If necessary, a joint study of additional literature is carried out. Particular attention is paid to search and research activities. Joint creative development of new things occurs 3-4 times faster than in other ways. As soon as the goal is achieved, the group breaks up. The entire staff of the kindergarten gets acquainted with the results.
Pedagogy Week
During the teaching week, teachers demonstrate their practical skills in front of colleagues, followed by a discussion of what they have watched.
Open demonstration of the teacher's work
An important form of work with teachers is an open demonstration. It can be conducted by the senior educator himself, but if it is conducted by the group educator, they together prepare a summary and all the necessary manuals.
The educational open show is conducted by educators who have a good level of professional training, which is as follows:
The purpose of this event is determined, to teach educators the organization and conduct of children's experimentation;
The form and venue are chosen;
Together with the teacher, conditions, methods and techniques are thought out, a summary is drawn up;
Based on the selected content, preliminary work with children is planned, but the lesson itself is not “rehearsed”.
The senior educator thinks out tasks for those who will watch the open show. After all, they should not be passive observers, they came to learn, so it’s good if the task is thought out, for example, “appreciate the activity and interest of children, what methods the teacher used for this, etc. It is important to consider questions for discussion at the end of the open screening. Its discussion usually involves advising those present. In conclusion, each of them is invited to decide on the conduct similar work with the children in your group.
Given that an open display can create some inconvenience for children and the teacher (due to the presence of strangers during the educational process), video recordings are increasingly being practiced, although it must be remembered that they do not always reflect the full picture of the educational process.
Master Class
An open show can be organized in the form of a master class.
Its main difference from the training show is in the target settings. In a teaching demonstration, the main goal is to teach all teachers a specific method, technique or new form organization of work with children. The main goal, which is set by the senior educator when organizing a master class, is to acquaint with pedagogical experience, the system of work, author's findings, all that helped the educator achieve high results. Usually the master class consists of two parts:
Demonstration of work with children;
Working with teachers to translate teaching experience. Pedagogical excellence implies pedagogical abilities, general culture, competence, wide education, psychological literacy and methodological preparedness. All these components of mastery are manifested during the master classes. It is important not only to skillfully show the work with children, but also to discuss the results obtained with colleagues, to tell them with the help of what methods and techniques they were achieved. In his story, the teacher-master relies on methodological, scientific literature which he studied and used in his work.
Work on a single methodological theme
With the right choice, a single methodological theme can really captivate teachers. There are a number of requirements that must be taken into account when choosing a single topic: relevance for a preschool organization, taking into account the achieved level of activity, interests and requests of teachers, close connection with specific scientific and pedagogical research and recommendations, pedagogical experience of other institutions. Such an approach is also possible, when the team itself conducts experimental work and creates methodological developments. Practice shows the feasibility of defining a topic for the future, broken down by years. A single methodological theme should run like a red thread through all forms of methodological work and be combined with the topics of self-education of educators.
Contests
The active involvement of teachers in creative activities and the increase of their creative potential is facilitated by such a form of methodological work as competitions - an interesting, creative competition, the next step to the top, the key to success.
Competitions are usually scheduled according to annual targets institutions and organized for children and teachers.
The algorithm for preparing and holding the competition involves:
Choice and clear formulation of the topic;
Development of the regulation on the competition (goal, objectives, timing, place and conditions of the competition);
Determination of the composition of the jury, incentive prizes (diplomas, thanks, diplomas, souvenirs, etc.);
Summing up the results of the competition.
The competition promotes self-realization, professional growth of the teacher, gives impetus to further creative development; creates conditions for advanced training of preschool workers.
Methodical exhibitions, bulletins, wall newspapers
Methodological work involves the visual embodiment of its content in specific forms. In this regard, in accordance with the unified methodological theme of the preschool educational institution and the topics of pedagogical readings, methodological exhibitions are organized. Methodological bulletins with information for all preschool teachers about valuable methodological techniques and findings have become widespread.
School of Excellence. Group mentoring
This form of methodical work is practiced in a preschool educational institution if one or more teachers work in their team - masters of the pedagogical profession, whose best practices should be transferred to other teachers. The members of the preschool educational institution team get acquainted with the activities and activities of the mentor, his work plans and other methodological documents, invite him to their classes. Mentoring is a very important direction in the work of experienced teachers, requiring appropriate moral stimulation from the staff of the preschool institution.
3. Individual forms of work with teachers
Self-education of a teacher
Self-education helps to adapt to the changing social and political environment and fit into the context of what is happening.
Self-education is the independent acquisition of knowledge from various sources, taking into account the interests and inclinations of each particular teacher. As a process of mastering knowledge, it is closely related to self-education and is considered integral part: a person develops the ability to independently organize their activities to acquire knowledge.
In order to keep up with the times, the teacher must constantly improve his knowledge, master progressive pedagogical technologies of education and training, and thereby provide an opportunity for his development.
Topics for self-education can be selected taking into account individual experience and professional excellence every educator. The topic is always related to the predicted result (what we want to change) and is aimed at achieving qualitatively new results of work.
In the organization, the sequence of actions and the gradual solution of tasks are important.
Forms of self-education are diverse:
Work in libraries with books, periodicals;
Participation in scientific and practical conferences, seminars;
Maintaining your own file on the problem under study, etc.
The result of the efforts of the teacher is the improvement of work with children, the growth of his professional skills.
Creative reports on self-education, when each teacher has a work plan, the terms and forms of the report are determined (master class, exhibition of manuals, entertainment, etc.).
Individual mentoring
This form is widely used by the head of the preschool educational institution, as well as the most experienced teachers in working with young people, teachers who have difficulty in solving pedagogical problems. A good knowledge of opportunities, strengths and weaknesses plays a big role in such work. Difficulties, personal qualities of the teacher, as well as the ability of managers and mentors to analyze the progress and results of teachers' activities, formulate specific recommendations and advice to teachers. Assistance to specific teachers can take on a daily, sometimes active nature, but a more promising approach is preferable - this is the creation of a long-term "creative teacher cultivation program". The presence of such programs is a sign of a high level of methodological work.
4. Non-traditional forms of methodical work
Design - stimulates the activity of all teachers, a way to test professional knowledge, pedagogical erudition.
In modern society, design is increasingly used in traditional areas and types of human activity. Why is this method good? What is its value? The name itself speaks for itself. Design method (project, make assumptions, plan). Such project activities are necessary to solve a variety of problems.
Briefing
A meeting at which the position on one of the topical issues is briefly stated. It can be conducted by a leader or a specialist who prepares in advance to answer questions on a specific topic and allows educators to be maximally activated.
Two teams are created: one asks questions, the other answers; the organizer asks questions, teachers answer.
Pedagogical fight
Pedagogical combat is used in the same way as an integral part of a consultation, seminar or teachers' council. This takes no more than 10 minutes. The participants are divided into two groups. The leader prepares questions in advance, each of which is addressed to both groups at once. 1 minute is given to think over the question, after which the answers are listened to and evaluated in turn according to a 5-point system, taking into account:
Speed in preparing a response;
Its correctness, brevity and originality;
Ability to justify.
The group of winners is determined by the highest number of points.
Brain attack
In relation to the conditions of a kindergarten, one can consider a short-term one-time association of a group of teachers that arises in order to master a specific methodological idea or technique, or to find a new solution to an educational and methodological problem that has arisen. To implement this method, three conditions are necessary: the maximum concentration of participants' attention on the chosen problem, the shortest possible time for its solution, and the active participation of all teachers. These conditions can be achieved in different ways. "Dive into the problem" can be achieved through the media, in particular television.
Relay race of pedagogical skill
Competitions between several groups of teachers, where one teacher begins to cover the problem, and the next continue and together reveal it. The last participant sums up, draws conclusions.
art piggy bank
In the piggy bank, depending on the pedagogical tasks, reproductions of works can be included visual arts, photographs, drawings of objects, animals, natural phenomena, schemes, signs (any necessary information). Good way attracting the attention of children. The materials of the piggy bank can form the basis of the exhibition.
KVN
A great opportunity to show your creativity, theoretical and practical knowledge, quickly resolve the pedagogical situation, be able to objectively assess the knowledge of their colleagues. Stimulates the activity of participants in the acquisition and demonstration of knowledge, skills and abilities.
Musical lounge - one of the forms aesthetic development, spiritual communication of teachers, children and parents, preservation of the best traditions and customs. Reception of the formation of a favorable microclimate in the team.
Thematic exhibitions. Presentation of visual materials: drawings, products, literature. Contribute to the enrichment of knowledge, are a meaningful form of exchange of experience of teachers.
Solving pedagogical crosswords in
Solving pedagogical crossword puzzles helps to expand the knowledge of educators on a specific topic, develops their horizons, and therefore affects the quality of work with children. Crossword puzzles can be used both in group and individual methodological events.
Review - competition
A way to test professional knowledge, skills, pedagogical erudition. Demonstration and evaluation of creative achievements of teachers. Involves the ability to evaluate results by comparing one's abilities with others.
Literary newspaper
An interesting form of work that unites employees. The goal is to show the creative possibilities of teachers, children and parents. All participants write articles, stories, compose poems, make drawings.
Thematic exhibitions
Presentation of visual materials: drawings, products, literature. Contribute to the enrichment of knowledge, are a meaningful form of exchange of experience of teachers.
In this way, organically combining collective and individual forms of methodical work, it is possible to promote the formation of creative activity and improve the professional skills of each teacher.
Content
Introduction…………………………………………………………………………….3
1.Theoretical aspects of the organization ………………………………………..5
2. Group forms of work with teachers…………………………………..... 7
3.Individual work with teachers……………………………………..21
4. Non-traditional forms of work……………………………………………23
Conclusion…………………………………………………………………......26
References…………………………………………………………......28
Applications
Annex 1. Pedagogical run "Introducing children to
art”……………………………………………………………………….29
Appendix 2. Discussion - Carousel…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Appendix 3Pedagogical ring for the introduction of advanced pedagogical experience…………………………………………………………….37
Introduction
Modern changes in all spheres of society, the objective needs of improving education, upbringing and development of pupils necessitate a sharp increase in the role and importance of methodological work in kindergarten, make scientific analysis and practical improvement of this work an urgent problem.
In August 1994, the Ministry of Education issues a letter On the forms of organization and activities of methodological services in the education system R.F. The letter highlights the main directions in the activities of methodological services, implemented in such areas as information, diagnostic and prognostic, innovative and experimental, areas of educational content, advanced training, certification.
Since 1996, this work has been entrusted to special services, and in relation to preschool educational institutions, the work is performed by a senior educator.
The task of methodological activity is to create such an educational environment in an institution where the creative potential of the teacher and the teaching staff would be fully realized. Most teachers, especially beginners, always need help - from more experienced colleagues, leaders, senior educators.
At present, this need has increased many times over in connection with the transition to a variable education system. Teachers have become in need of special additional training and constant methodological support in order to competently and consciously build a holistic educational process, taking into account the diversity of interests and abilities of children in the practice of teaching and educating.
Today, the real level of methodological work in a preschool institution is becoming one of the most important criteria for evaluating its activities.
The constant connection of the content of methodological work with the course and results of the activities of teachers ensures a continuous process of improving the professional skills of each educator. At the same time, methodological work is of a proactive nature and is responsible for the development of the entire educational process in accordance with the new achievements of science.
Build a system of methodological work as shown by the studies of K.Yu. Belaya, L.V. Pozdnyak, I.A. Parshukova is possible only on the basis of an analysis of the results of the educational process, the level of pedagogical skills and qualifications of teachers, the maturity and cohesion of the teaching staff, specific interests, needs, requests of educators. For the senior educator, the search and choice of the optimal option for planning and organizing methodological work is always relevant. At the same time, the versatile nature of its content and the diversity of forms of personnel training are taken into account.
1. Theoretical aspects of organization
Modern quality requirements preschool education lead to the need to update the methodological work in the preschool educational institution.
Methodological work in kindergarten at the present stage is a holistic system of work to improve the qualifications and pedagogical skills of each teacher, to generalize and develop the creative potential of the entire teaching staff, based on the achievements of science and the best pedagogical experience.
The end result of this activity is the quality, efficiency and effectiveness of the organization of the educational process and the growth in the level of development of preschool children.
Let us consider the different positions of theoreticians and practitioners on the essence of methodological work in the education system.
L.P. Ilyenko and V.P. Simonov believe that "methodical work" is a special set of practical measures based on a scientific basis. The authors draw attention to the fact that only the scientific basis for the organization of methodological work is the right and main way to improve the teacher's skill, his erudition and competence. They point out that the main thing in methodical work is the provision of effective timely assistance to the teacher, educator.
L.I. Fatyushina gives a broader definition of "methodological work" - "this is a system of internal organizational pedagogical and managerial activities of the administration and staff of an educational institution, aimed at ensuring continuous improvement of pedagogical qualifications and professional skills of a teacher in order to improve the quality of the educational process."
L.P. Ilyenko, A.M. Moiseev also believe that methodological work is “a holistic system based on the achievements of science and advanced pedagogical experience, on a specific analysis of the educational process, a system of interconnection of measures, actions and activities aimed at comprehensively improving the qualifications and professional skills of each teacher, at development and enhancement of the creative potential of the teaching staff as a whole ... to improve the educational process, achieve the optimal level of education, upbringing and development of children. Most authors believe that methodological work in an educational institution is a system or activity aimed at improving the educational process, achieving a certain level of education, upbringing and development of children and increasing professional growth institution teachers.
K.Yu. Belaya considers methodological work in a modern preschool educational institution as a holistic system of interrelated measures based on the achievements of science and advanced pedagogical experience aimed at:
improving the professional skills of each teacher;
2) to develop the creative potential of the entire teaching staff; 3) improving the quality and efficiency of the educational process.
As a result, according to most authors, methodological work is an activity that improves and develops the professional competence of teachers in matters of quality and efficiency of the educational process in a preschool educational institution.
Consequently, the essence of methodological work as an activity is to provide systematic practical assistance to teachers in increasing their professional competence in matters of high-quality implementation of the educational process in a preschool educational institution.
All forms of methodological work can be divided into collective (teacher councils, consultations, seminars, workshops, methodological exhibitions, mutual visits, creative microgroups, schools of pedagogical experience, work on common methodological topics, business games, etc.) and individual (self-education, individual consultations , interviews, internships, mentoring, etc.)
2.Group forms of work
Methodical associations - one of the most common forms of collective methodical work. Methodological associations are created in a kindergarten with at least three educators working in the same age groups, teaching the same subject or section of the curriculum. Meetings of the methodological association are usually held once a month in accordance with the general plan and taking into account cyclograms, however, their activities are not limited to these meetings, it is of a daily nature, and this is a great advantage of this form of work. Each meeting of the methodological association includes both a theoretical part - reports, messages, a review of methodological literature, and a practical part - attending classes and discussions, workshops, fulfilling teachers' self-education plans, summing up the final creative and competitive children's works. At the end of the academic year, exhibitions, conferences of teachers, etc. complete the work of methodological associations.
At meetings of methodological associations, individual plans for self-education of teachers are discussed, their reports on the progress of self-educational work.
The work of methodological associations can be carried out in the following areas:
Studying the theory of education and training, mastering their scientific methodology;
Acquaintance with new programs and teaching aids, understanding their features and requirements; study of new complex program topics using additional scientific material;
An in-depth study of the methodology of education and training in the section of the general program of the kindergarten; preliminary study of the methodology of teaching the most complex sections of the program, followed by the practice of conducting open classes prepared by experienced teachers;
The study of the provisions of didactics and the theory of education, the possibility of their practical application;
The study of developmental and pedagogical psychology, psychological and pedagogical characteristics of children of different age groups;
Information about new books on sections of programs, materials and methodological recommendations in the pedagogical press on the content and methodology of educational work in kindergarten;
Systematic study of the state of knowledge, skills and abilities, the level of upbringing, intellectual development of preschoolers;
Additional and differentiated work on the education and development of the personality of a preschooler.
Scientific and practical conferences and pedagogical readings
These forms of methodical work are a kind of summing up
activities of the preschool educational institution team and individual teachers on topical methodological problems, and their main task is to identify and summarize the best pedagogical experience. To increase the effectiveness of the impact, the report should be accompanied by a demonstration of visual aids that characterize this experience.
Reader and audience conferences
This form of work helps to expand the horizons and increase the spiritual needs of teachers, the growth of their general culture, and also help to identify the public opinion of the team on many topical issues of preschool and life. The subject of discussion at readers' conferences may be the most significant works of fiction and journalistic literature or pedagogical books and articles that are of particular interest.
Round table
When discussing any issues of upbringing and education of preschoolers, the circular placement of participants makes it possible to make them self-governing, put everyone on an equal footing, and ensure interaction. The organizer of the round table considers questions for discussion.
Pedagogical advice
The Pedagogical Council is a permanent collegial body of self-government of pedagogical workers. With its help, the development of preschool educational institutions is managed.
The pedagogical council, as the highest governing body for the entire educational process, solves the specific tasks of a preschool institution. Its activities are determined by the Regulations on the Pedagogical Council of the preschool educational institution.
The topics of the teachers' councils are indicated in the annual plan of the preschool educational institution. If necessary, additions and clarifications are made to it.
The main issue on the agenda is the results of the work of teachers: the level of development of pupils, their state of health, the development of forms of joint work of teachers and parents.
The main goal of the pedagogical council is to unite the efforts of the preschool educational institution staff to improve the level of the educational process, to use the achievements of pedagogical science and best practices in practice.
The modern pedagogical council is polyfunctional (functions - lat., duty, range of activities, appointments).
Functions of the pedagogical council:
Determines the directions of educational activities of the preschool educational institution;
Selects and approves educational programs for use in preschool educational institutions;
Discusses the content, forms and methods of the educational process, planning the educational activities of the preschool educational institution;
Considers issues of advanced training and retraining of personnel;
Identifies, generalizes, disseminates, implements pedagogical experience;
Listens to the reports of the head on the creation of conditions for the implementation of educational programs.
Meetings of the council of teachers are competent if at least half of its members are present. A decision taken within the competence of the Council of Teachers and not contrary to the law is mandatory.
Pedagogical councils are divided into types:
installation, or analytical planning - is held before the start of the school year at the end of August and is dedicated to analyzing the results of the previous year, adopting a plan and focusing on solving upcoming problems;
the thematic teachers' council with intermediate results is dedicated to one of the annual tasks of the teaching staff;
final, or final - organizational - is held at the end of the academic year, it sums up the results of the year.
Meetings of the pedagogical council are convened, as a rule, once every two months in accordance with the work plan of the preschool educational institution.
Teachers' councils are also distinguished by the forms of organization:
Traditional - this is a teachers' council with a detailed agenda, held with strict observance of the regulations on each issue and with the adoption of decisions on them;
Teachers' Council using separate methods of activating teachers;
An unconventional teachers' council in the form of a business game, a conference, etc. Its preparation requires writing a script, dividing participants into teams and assigning roles.
The traditional structure of the teachers' council may include separate methods of activating teachers: collective viewing of classes and other events; use of video materials; display and analysis of the results of the educational process of the activities of preschoolers.
In the practice of preschool educational institutions, both in the preparation and in the conduct of teachers' councils, the following can be usedmethods and forms of activation of teachers:
imitation of a specific situation;
training in practical skills;
imitation of the working day of the educator;
solving pedagogical crossword puzzles;
brain attack;
design;
work with instructive and directive documents;
analysis of children's statements, their behavior, creativity;
intellectual, business and creatively developing games.
In recent decades, there has been widespread
distribution of non-traditional pedagogical advice. Consider some forms of their organization and conduct:
teachers' council - business game;
teachers' council - conference;
teachers' council - a round table;
teachers' council - discussion;
teachers' council - dispute;
teachers' council - scientific and practical conference.
When preparing a pedagogical council, it is necessary to plan the preliminary work correctly. Preliminary work is carried out, as a rule, in three directions. It:
self-training of the head of the kindergarten, the senior teacher and, especially, the chairman of the teachers' council;
team training;
public preparation (if parents, teachers, public organizations, etc. are invited).
During the preparation of the teachers’ council, the task is given to the teaching staff (specifically) to prepare for the teachers’ council, an exhibition is organized in the pedagogical office “Preparing for the teachers’ council” (literature, catalogs of manuals, technical equipment, mandatory recommendations on the topic, for individual ages, developed by the senior educator, materials from experience work of teachers, etc.).
In whatever form the teachers' council is held, decisions are made without fail.
The materials submitted for consideration are filed to the protocol: certificates, reports, projects, etc., which are drawn up as an application, put into folders, and stored for 5 years.
Seminars and seminars - workshops
Seminars and seminars - workshops are held for a deeper and systematic study of the problems of pedagogy, psychology, methodology.
Teachers acquaint colleagues with the results of their own research work on theoretical and practical issues, carried out under the guidance of specialists - scientists for a long time.
Consist of two parts:
Theoretical material (discussion of the problem, discussion, solution of questions) is supported by practical examples, showing individual techniques and ways of working.
During the seminar, the professional skills of teachers in a certain type of activity are improved, creativity and imagination are developed.
Practical (open classes, events).
Every year, in the annual work of the kindergarten, a seminar and a workshop are necessarily planned, which remain the most effective form of advanced training for educators. At the beginning of the academic year, a detailed seminar plan is drawn up, which may include one or more classes. The seminar can be permanent and temporary (for example, during the academic year, a study of a new program or technology is organized).
The seminar may consist of several sessions, which combine discussions of theoretical issues, practical problems, familiarization with the latest literature and best practices.
Seminar - workshop differs in that it includes practical tasks, observations of the work of colleagues with subsequent discussion.
For the workshop, educators are offered questions for discussion in advance. During the seminar-workshop, an opportunity is provided for discussing different points of view, discussions, creating problem situations, which eventually allow developing a unified position on the issue under consideration. The results of the seminar are formalized in the form of specific and realistic recommendations, and their implementation was under the control of the leader.
An important issue is the location of the seminar. It can be a methodical office of a kindergarten, a group room, a museum, an exhibition hall, a square, etc. depending on the tasks that the participants of this event must solve.
If the seminar is designed for several sessions, it is necessary to prepare a memo for its participants. It should indicate the topic, place and order of each lesson, a list of questions, a list of literature, which is useful to read in advance. It is important to consider ways to include all workshop participants in the discussion of the topic. For this, punched cards can be used, opposing points of view are considered, work is underway with regulatory documents, game modeling methods are used, etc. Based on the results of the seminar, an exhibition of teachers' works can be arranged.
Consultations for teachers
Group consultations are held on the main areas of work of the entire team, topical problems of pedagogy and psychology, and requests from educators. The main consultations are planned for a year. Preparation for the consultation involves:
Drawing up a plan for presenting the material;
Selection of methodological literature and described pedagogical experience.
It is possible to use questions to educators for collective discussion; various tasks during the consultation. Various methods of consultation should be used. With a problematic presentation of the material, a task is formed and a way to solve it is shown. When using the search method, educators actively take part in putting forward hypotheses, drawing up an action plan, and finding ways to solve the problem. Most often, when conducting consultations, the explanation method is most often used, which has a number of positive qualities: reliability, economical selection of specific facts, scientific interpretation of the phenomena under consideration, etc.
In order to stimulate the attention of educators and encourage them to follow the logic of the presentation, at the beginning of the consultation it is useful to formulate questions that will help teachers comprehend their experience, express their thoughts, and formulate conclusions.
When exchanging experience between educators, a heuristic conversation can be used, during which certain provisions of the studied methodological literature are revealed in more detail, explanations are given on issues that are more of interest to teachers, errors in judgments, the degree of understanding and assimilation of new information are revealed. However, the effectiveness of this method will be achieved under certain conditions. The subject of the conversation is better to choose a practically significant, topical issue that requires comprehensive consideration. It is necessary that educators have a sufficient stock of theoretical knowledge and professionalism. The one who prepares the consultation should draw up a reasonable plan that allows you to clearly imagine what new knowledge the educators will receive and what conclusions they will come to. When organizing a heuristic conversation, it is advisable to alternate the statements of experienced and novice educators.
The form and content of the discussion is close to the conversation. It also involves the choice of an important topic that requires a comprehensive discussion, the preparation of questions for educators, an introductory and closing speech.
However, unlike a conversation, a discussion requires a struggle of opinions, the posing of controversial issues. In the course of the discussion, many other additional questions must be asked, the number and content of which cannot be foreseen in advance. Therefore, the use of this method requires sufficient competence, pedagogical skills, high culture, and tact from the senior educator. The leader of the discussion needs to have the ability to quickly navigate the situation, capture the train of thought and mood of the participants, and create an atmosphere of trust. In conclusion, the speeches of the participants are briefly analyzed and the fundamental issues are clarified.
business games
Many problems of educational work in kindergarten can be solved by conducting business games with teachers. A business game helps both a beginner and an experienced teacher to master one or another technology of working with preschoolers. This method is valuable because it teaches the practical implementation of ethical professional norms and rules of conduct; it is a creative, free activity, which captivates its participants. Business games are often called simulation management games.
Preparing and conducting a business game is a creative process.
Direct development of business game materials includes the following steps:
Creation of a business game project;
Description of the sequence of actions;
Organization of the game;
Preparation of tasks for participants;
Equipment preparation.
When starting to develop a business game model, it is necessary to clearly formulate its goals: consolidating the acquired knowledge, developing the necessary skills; learning experience; formation of creative thinking; teaching a culture of relationships; improving the skills of making collective decisions, etc. In each game, their roles are allocated and the required number of players is determined. Roles can be professional and interpersonal, the performance of which contributes to the creation of problem situations ("leader", "conformist", "conservative", etc.).
Preparing a business game is not only thinking through goals, constructing a model, but also choosing technical, visual and other means of providing classes. The scenario should take into account where, when, by whom and what means will be used, what symbols, schedules need to be prepared.
It is important to consider how best to arrange the participants in the game, taking into account the requirements of the pedagogical technique of communication, to choose your optimal organization of the allotted space, in which the goal of communication is achieved clearly and freely.
Work with instructive and directive documents
The educator is offered to familiarize himself with this or that document in advance, apply it to his activities and, having singled out one of the directions, think over a work plan to eliminate the shortcomings. Everyone performs this task independently, and different approaches to solving the same problem are discussed at the teachers' council.
Creative microgroups
Creative microgroups arose as a result of the search for new, more effective forms of methodical work; are created voluntarily when it is necessary to master best practices, a new methodology or develop a promising idea; several teachers are united, taking into account psychological compatibility, creative interests. There can be one or two leaders in the group who take care of organizational issues.
Each member of the group independently studies the issue assigned to him, prepares brief information. Then everyone exchanges opinions, argues, offers options, implements their work into practice. Mutual attendance of classes, discussion of the best techniques and methods are organized. If necessary, a joint study of additional literature is carried out. Particular attention is paid to search and research activities. Joint creative development of new things occurs 3-4 times faster than in other ways. As soon as the goal is achieved, the group breaks up. The entire staff of the kindergarten gets acquainted with the results.
Pedagogy Week
During the teaching week, teachers demonstrate their practical skills in front of colleagues, followed by a discussion of what they have watched.
Open demonstration of the teacher's work
An important form of work with teachers is an open demonstration. It can be conducted by the senior educator himself, but if it is conducted by the group educator, they together prepare a summary and all the necessary manuals.
The educational open show is conducted by educators who have a good level of professional training, which is as follows:
The purpose of this event is determined, to teach educators the organization and conduct of children's experimentation;
The form and venue are chosen;
Together with the teacher, conditions, methods and techniques are thought out, a summary is drawn up;
Based on the selected content, preliminary work with children is planned, but the lesson itself is not “rehearsed”.
The senior educator thinks out tasks for those who will watch the open show. After all, they should not be passive observers, they came to learn, so it’s good if the task is thought out, for example, “appreciate the activity and interest of children, what methods the teacher used for this, etc. It is important to consider questions for discussion at the end of the open screening. Its discussion usually involves advising those present. In conclusion, each of them is invited to decide on the conduct of similar work with the children of their group.
Given that an open display can create some inconvenience for children and the teacher (due to the presence of strangers during the educational process), video recordings are increasingly being practiced, although it must be remembered that they do not always reflect the full picture of the educational process.
Master Class
An open show can be organized in the form of a master class.
Its main difference from the training show is in the target settings. With a teaching display, the main goal is to teach all teachers a specific method, technique or a new form of organizing work with children. The main goal, which is set by the senior educator when organizing a master class, is to acquaint with pedagogical experience, the system of work, author's findings, all that helped the educator achieve high results. Usually the master class consists of two parts:
Demonstration of work with children;
Working with teachers to translate teaching experience. Pedagogical excellence implies pedagogical abilities, general culture, competence, wide education, psychological literacy and methodological preparedness. All these components of mastery are manifested during the master classes. It is important not only to skillfully show the work with children, but also to discuss the results obtained with colleagues, to tell them with the help of what methods and techniques they were achieved. In his story, the teacher-master relies on methodological, scientific literature, which he studied and used in his work.
Work on a single methodological theme
With the right choice, a single methodological theme can really captivate teachers. There are a number of requirements that must be taken into account when choosing a single topic: relevance for a preschool organization, taking into account the achieved level of activity, interests and requests of teachers, close connection with specific scientific and pedagogical research and recommendations, pedagogical experience of other institutions. Such an approach is also not excluded, when the team itself conducts experimental work and creates methodological developments. Practice shows the feasibility of defining a topic for the future, broken down by years. A single methodological theme should run like a red thread through all forms of methodological work and be combined with the topics of self-education of educators.
Contests
The active involvement of teachers in creative activities and the increase of their creative potential is facilitated by such a form of methodological work as competitions - an interesting, creative competition, the next step to the top, the key to success.
Usually competitions are planned in accordance with the annual objectives of the institution and are organized for children and teachers.
The algorithm for preparing and holding the competition involves:
Choice and clear formulation of the topic;
Development of the regulation on the competition (goal, objectives, timing, place and conditions of the competition);
Determination of the composition of the jury, incentive prizes (diplomas, thanks, diplomas, souvenirs, etc.);
Summing up the results of the competition.
The competition promotes self-realization, professional growth of the teacher, gives impetus to further creative development; creates conditions for advanced training of preschool workers.
Methodical exhibitions, bulletins, wall newspapers
Methodological work involves the visual embodiment of its content in specific forms. In this regard, in accordance with the unified methodological theme of the preschool educational institution and the topics of pedagogical readings, methodological exhibitions are organized. Methodological bulletins with information for all preschool teachers about valuable methodological techniques and findings have become widespread.
School of Excellence. Group mentoring
This form of methodical work is practiced in a preschool educational institution if one or more teachers work in their team - masters of the pedagogical profession, whose best practices should be transferred to other teachers. The members of the preschool educational institution team get acquainted with the activities and activities of the mentor, his work plans and other methodological documents, invite him to their classes. Mentoring is a very important direction in the work of experienced teachers, requiring appropriate moral stimulation from the staff of the preschool institution.
3. Individual forms of work with teachers
Self-education of a teacher
Self-education helps to adapt to the changing social and political environment and fit into the context of what is happening.
Self-education is the independent acquisition of knowledge from various sources, taking into account the interests and inclinations of each particular teacher. As a process of mastering knowledge, it is closely related to self-education and is considered an integral part of it: a person develops the ability to independently organize his activities to acquire knowledge.
In order to keep up with the times, the teacher must constantly improve his knowledge, master progressive pedagogical technologies of education and training, and thereby provide an opportunity for his development.
Topics for self-education can be selected taking into account the individual experience and professional skills of each educator. The topic is always related to the predicted result (what we want to change) and is aimed at achieving qualitatively new results of work.
In the organization, the sequence of actions and the gradual solution of tasks are important.
Forms of self-education are diverse:
Work in libraries with books, periodicals;
Participation in scientific and practical conferences, seminars;
Maintaining your own file on the problem under study, etc.
The result of the efforts of the teacher is the improvement of work with children, the growth of his professional skills.
Creative reports on self-education, when each teacher has a work plan, the terms and forms of the report are determined (master class, exhibition of manuals, entertainment, etc.).
Individual mentoring
This form is widely used by the head of the preschool educational institution, as well as the most experienced teachers in working with young people, teachers who have difficulty in solving pedagogical problems. A good knowledge of opportunities, strengths and weaknesses plays a big role in such work. Difficulties, personal qualities of the teacher, as well as the ability of managers and mentors to analyze the progress and results of teachers' activities, formulate specific recommendations and advice to teachers. Assistance to specific teachers can take on a daily, sometimes active nature, but a more promising approach is preferable - this is the creation of a long-term "creative teacher cultivation program". The presence of such programs is a sign of a high level of methodological work.
4. Non-traditional forms of methodical work
Design - stimulates the activity of all teachers, a way to test professional knowledge, pedagogical erudition.
In modern society, design is increasingly used in traditional areas and types of human activity. Why is this method good? What is its value? The name itself speaks for itself. Design method (project, make assumptions, plan). Such project activities are necessary to solve a variety of problems.
Briefing
A meeting at which the position on one of the topical issues is briefly stated. It can be conducted by a leader or a specialist who prepares in advance to answer questions on a specific topic and allows educators to be maximally activated.
Two teams are created: one asks questions, the other answers; the organizer asks questions, teachers answer.
Pedagogical fight
Pedagogical combat is used in the same way as an integral part of a consultation, seminar or teachers' council. This takes no more than 10 minutes. The participants are divided into two groups. The leader prepares questions in advance, each of which is addressed to both groups at once. 1 minute is given to think over the question, after which the answers are listened to and evaluated in turn according to a 5-point system, taking into account:
Speed in preparing a response;
Its correctness, brevity and originality;
Ability to justify.
The group of winners is determined by the highest number of points.
Brain attack
In relation to the conditions of a kindergarten, one can consider a short-term one-time association of a group of teachers that arises in order to master a specific methodological idea or technique, or to find a new solution to an educational and methodological problem that has arisen. To implement this method, three conditions are necessary: the maximum concentration of participants' attention on the chosen problem, the shortest possible time for its solution, and the active participation of all teachers. These conditions can be achieved in different ways. "Dive into the problem" can be achieved through the media, in particular television.
Relay race of pedagogical skill
Competitions between several groups of teachers, where one teacher begins to cover the problem, and the next continue and together reveal it. The last participant sums up, draws conclusions.
art piggy bank
The piggy bank, depending on the pedagogical tasks, may include reproductions of works of fine art, photographs, drawings of objects, animals, natural phenomena, diagrams, signs (any necessary information). A good way to attract the attention of children. The materials of the piggy bank can form the basis of the exhibition.
KVN
A great opportunity to show your creative abilities, theoretical and practical knowledge in the competition, quickly resolve the pedagogical situation, be able to objectively assess the knowledge of your colleagues. Stimulates the activity of participants in the acquisition and demonstration of knowledge, skills and abilities.
Musical lounge - one of the forms of aesthetic development, spiritual communication of teachers, children and parents, preservation of the best traditions and customs. Reception of the formation of a favorable microclimate in the team.
Thematic exhibitions. Presentation of visual materials: drawings, products, literature. Contribute to the enrichment of knowledge, are a meaningful form of exchange of experience of teachers.
Solving pedagogical crosswords in
Solving pedagogical crossword puzzles helps to expand the knowledge of educators on a specific topic, develops their horizons, and therefore affects the quality of work with children. Crossword puzzles can be used both in group and individual methodological events.
Review - competition
A way to test professional knowledge, skills, pedagogical erudition. Demonstration and evaluation of creative achievements of teachers. Involves the ability to evaluate results by comparing one's abilities with others.
Literary newspaper
An interesting form of work that unites employees. The goal is to show the creative possibilities of teachers, children and parents. All participants write articles, stories, compose poems, make drawings.
Thematic exhibitions
Presentation of visual materials: drawings, products, literature. Contribute to the enrichment of knowledge, are a meaningful form of exchange of experience of teachers.
In this way, organically combining collective and individual forms of methodical work, it is possible to promote the formation of creative activity and improve the professional skills of each teacher.
CONCLUSION
Methodological work in a preschool institution is
a holistic system of activities aimed at ensuring high
the quality of the implementation of the strategic tasks of MBDOU.
The purpose of methodological work in MBDOU is to create optimal
conditions for continuous improvement of the level of general and pedagogical culture of the participants in the educational process. Its focus is due to the social order of the state, social institutions(families, schools), the structure of the management system in a preschool institution.
The desire of the senior educator to a high level of development of personal and professional qualities, contributes to the organization of high-quality
methodical work in MBDOU.
Implementation of interrelated functions (analysis, planning,
organization, control) methodological service of a preschool institution
is aimed at the continuous development of teaching staff, improving their
qualifications; identification, study, generalization and dissemination of advanced pedagogical experience, full-fledged methodological support
educational process, coordination of interaction between MDOU, families,
society for the continuous, comprehensive development of children.
On the effective solution these tasks are influenced by a variety of
the nature of the content of methodological work and the variety of forms and methods
work with teaching staff, family, with society. Priority is given to active methods of work (solving problem situations, business games, etc.), which contribute to the greatest development of educators, parents, increase their motivation and activity in improving the pedagogical culture.
Leading role in helping educators to organize
educational process, ensuring their continuous, professional self-development, summarizing best practices, increasing the competence of parents in the upbringing and education of children belongs to the methodological office of the MBDOU, which is an information center and a creative laboratory for teachers and parents.
Bibliography
1. Belaya K.Yu. Methodical activity in a preschool organization [Text] / K.Yu. White // Library of the journal "Management of preschool educational institutions". - M .: TC Sphere, 2014.- 128s. pp-30-45
2. Belaya K.Yu. Methodical work in a preschool educational institution[Text]/K.Yu. White. - M.: MIPKRO, 2000.
3. Belaya K.Yu. September to September[Text]: Recommendations to heads and senior kindergarten teachers for planning educational work /K.Yu. White- M .: Publishing house ACT LLC, 1998.4.
4. Belaya K.Yu. Pedagogical Council in Preschool Education
institution[Text]: Preparation and conduct. /K.Yu. White- M.: TC Sphere, 2004.
5. Losev P.N. Management of methodological work in a modern preschool educational institution [Text]/ P.N.Losev //Supplement to the journal "Management of preschool educational institutions" .- M .: TC Sphere, 2005.- 160s.
6. Methodical activity in a preschool organization [Text]/ Library of the journal "Management of preschool educational institutions".// - M .: TC Sphere, 2014.- 128s. -
Attachment 1
Pedagogical run
Topic: "Introducing Art to Children"
1. Bray - ring
Which of the representatives of domestic pedagogy dealt with the issues of teaching children visual activity?
Answer options:
a) N.P. Sakulina
b) V.A. Sukhomlinsky
c) N.M. Askarina
d) K.D.Ushinsky
e) A.P. Usova
The purpose of teaching the visual activity of children is ...
Answer options:
a) the formation of knowledge;
b) the formation of skills;
c) the formation of skills;
d) promoting the development of a creative personality;
e) preparation for school;
expressive means in visual activity is …
Answer options:
a) pressure force;
b) color;
c) transmission of spatial relations;
d) activation of volitional efforts;
e) the degree of literacy of the image.
With younger children DOW groups doing classes…
Answer options:
a) by design
b) from nature;
c) on presentation;
d) from memory;
e) All answers are wrong.
What method is not used in working with children middle group DOW?
Answer options:
a) research;
b) reproductive;
c) productive;
d) game;
From what age group do preschool educational institutions begin to involve children in making crafts from natural materials using glue and plasticine?
Answer options:
a) average;
b) second junior
c) senior;
d) first junior;
e) preparatory.
What qualities characterize children's works in the visual period ?
Answer options:
a) expressiveness of images;
b) a high degree of literacy;
c) depth of thought;
d) breadth of communication;
e) enthusiasm, capture by activity.
Observation in visual activity is
Answer options:
a) a way of teaching children visual skills and abilities;
b) the task of learning;
c) visual method;
d) type of activity;
e) the method of teaching visual skills and abilities;
Integrated classes in visual activity are aimed on the…
Answer options:
a) familiarization with new material;
b) repetition;
c) fixing;
G) giving children greater independence in the choice of techniques and materials;
e) diagnostics of manual skills.
What teaching method is used at the second stage of familiarizing children with painting?
Answer options:
a) a story - a sample that demonstrates the emotional and personal attitude of the educator to the picture;
b) method of comparing pictures;
c) the method of mentally creating your own painting by the name given by the artist;
d) reception of classification of pictures.
Questions in order to establish a connection between the content and the means of its artistic expression.
How often do they spend in kindergarten complex classes with kids?
Answer options:
a) once or twice a year;
b) once a month;
c) once a week;
d) are not carried out at all;
d) twice a month.
2 .Station "Guess what?"
I.I. Shishkin "Rye";
A.K.Savrasov "The Rooks Have Arrived";
I.I. Shishkin "Ship Grove";
I.I. Shishkin "Before the storm";
I.E. Grabar "February Blue";
I.I. Levitan "At the pool";
A.M. Vasnetsov "Motherland";
VD Polenov "Overgrown Pond";
I.I. Shishkin "In the wild north".
3. Station "Meditation"
Name the artist's painting, made in cold and warm colors
Cold tones:
K.F. Yuon "Russian winter. Ligachevo";
I.E. Grabar "Winter Landscape";
D.L. Alexandrov "Moscow courtyard";
I.K. Aivazovsky "Brig Mercury";
V.M.Vasnetsov "Snow Maiden"
Warm tones:
N.I. Osenev "Autumn";
I.I. Levitan "Rye";
I.I. Levitan "October";
K.F. Yuon "Spring Sunny Day";
B.M. Kustodiev "Shrovetide";
O. A. Kiprensky "Self-portrait"
M.V. Nesterov "Autumn Landscape"
4. In many cities, next to modern buildings, you can find ancient buildings, fences, fortresses, temples.
Here are illustrations with architectural structures:
Kremlin.
Mosque.
The cathedral.
Bell tower.
Hut.
Which structure does not belong to the ancient Russian structures? (2. Mosque).
The educator is an erudite
(second task)
(The host has an envelope with questions, the players take one question at a time and immediately answer).
In which group by the end of the year should children:
a) know and name the colors: red, yellow, green, blue, black, white, blue, pink. Depict the simplest objects and phenomena of reality.
b) sculpt objects consisting of several parts, using the techniques of pulling, smoothing, indenting, pressing, lubricating. Use the stack in your work.
What paintings by Russian artists can be used in working with preschool children:
Shishkin;
Vasnetsov.
3. Name the illustrators of children's books (suggest four books).
4. Describe the painting:
A) Vasnetsov "Alyonushka" (in the preparatory group);
B) Shishkin "Morning in a pine forest" (in senior group);
5. Draw a pattern with elements:
A) Dymkovo toys;
B) Gorodets toys.
6. Name the methods of fine arts - activities. Name the methods of fine arts - activities.
Drawing is closely related to technical development child, with cognitive activity, speech, play, emotional development, with the initial formation of aesthetic feelings and views. In visual activity, the level of a child's creativity will depend on the richness of impressions that he receives in the process of getting to know visual works, interacting with social life, nature, holidays, entertainment, etc.
The ultimate goal of adults is for the child to find the path to self-knowledge through the love of drawing, to enjoy the creative state of self-discovery.
The teacher is an artist.
(3 task)
Draw flowers:
a) which grow in the palace of the Snow Queen;
b) which grow in the Sunny city.
2. “Draw a picture” (teams are invited to verbally draw a picture on a blank sheet of drawing paper: one starts, the other continues, the last one tells what happened).
3. Draw a sketch of the "Kindergarten of the Future" with your eyes closed and protect your project.
Educator, show your resourcefulness.
(4 task)
Suggested situations:
Beginning of a drawing class. The children are sitting at the tables and you remember that you forgot to take the brushes in the next group. You would have to go, but the manager or senior teacher is on the doorstep. Your actions?
2. Early in the morning at 9.00 in winter you have your first art class. Suddenly the lights are turned off, the group is dark. Your actions?
The educator is an artist homework)
(5 task)
Show with text:
What happened a few minutes before what is shown in the painting "Hunters at rest."
In the painting "Major's Matchmaking".
Annex 2
Discussion - Carousel
Stroke:
The senior educator divides the group of teachers into two subgroups equal in number. Chairs are placed in two rows in a circle.
Teachers of one subgroup take places in the inner circle, the other - in the outer; those. sit facing each other, forming pairs.
Teachers sitting in the inner circle are given a pre-prepared list of topics for discussion. They choose one of them and discuss it with their partner for 3-5 minutes.
After that, the list is offered to the teachers of the outer circle, who shift to one person, resulting in a change of partners.
Now it is the turn of the teachers of the outer circle to propose a topic to their interlocutors from the inner circle. After the discussion, the listeners of the outer circle again receive the list, and the listeners of the inner circle again move one person, and so on.
The head teacher sets the total number of discussions.
What topics did I choose?
What topics did you cover?
Who surprised me the most?
What topic was chosen most often?
Annex 3
Pedagogical ring
on the introduction of advanced pedagogical experience
Portrait of an innovator
Responsibilities: protection of their experience in the development of innovation. When speaking, the innovator has the right to:
Choose the form of your speech and illustrations for it, defend your point of view;
Conflict with a critic and a conservative.
Portrait of an associate of an innovator
This participant was imbued with the idea of the innovator, helping him to prepare and arrange the presentation.
His goal - pay attention to the possibility of practical use of innovation. In the discussion, he uses personal experience or experience that he knows.
Companion's rights : protect the innovator, prepare a presentation and design with him, perform together with the innovator.
Portrait of a conservative
The conservative pleases with the "good old traditions", the usual methods, arguing that in this situation they are more effective. He finds the weaknesses of the old method. The conservative shows caution, adherence to the old, intolerance to the new.
Responsibilities: to question everything, to enter into an argument with the innovator and his associate.
Portrait of a critic
The critic acts on the principle :
Question everything. Identify weaknesses in best practices. In his speech, he demonstrates a scientific and informed foresight of the positive and negative consequences of introducing the experience of an innovator.
Structural appearances:
Revealing positive sides innovations;
Identification of shortcomings;
constructive suggestions.
Portrait of a propagandist
The propagandist proposes a program for the wide promotion of best practices by various methods and means.
Responsibilities: holding a debate with a critic, a conservative and a conformist, creating a pleasant (favorable) psychological climate in the group when preparing a speech by an innovator.
Portrait of a conformist
The conformist acts on the principle of a weather vane. A conformist is a player without a firm position of his own. He easily changes his point of view depending on the situation: either he supports or denies the innovation. With each performance, he emphasizes the strong side of the critic, innovator, conservative.
The duties of a conformist are: to express their agreement with the point of view of each member of the group, to argue their agreement, to arouse in the group members a desire to oppose.
Each presentation is limited to one minute.
Moves:
Innovator - Conservative - Companion - Critic - Conformist - Companion
Criteria for evaluating the proposed experience:
- innovation will be fully utilized;
- will be used with correction;
- the ring prompted a new idea;
- innovation is of practical interest;
- is of educational interest;
- is not of interest due to the lack of novelty;
- not of interest for other reasons.
State budget educational institution
vocational education the city of Sevastopol
“Sevastopol Pedagogical College named after P.K. Menkov"
(GBOU PO "SPK named after P.K. Menkov")
METHODOLOGICAL PINK
FORMS OF ORGANIZING METHODOLOGICAL WORK IN DOW
Supervisor
Shvets Natalya Sergeevna
"___" _____________2018
Student group DO-14-1z
Nikolaychik Ekaterina
Pavlovna
Sevastopol 2018
Forms of organizing methodological work with the teaching staff
The formis defined as the internal structure, structure, connection and method of interaction of parts and elements of phenomena; it is always in unity with the content, depends on it, but it also has a relative independence and can therefore influence the content - its ability to progressive development or provide it.
The variety of forms of methodical work is determined by the complexity of its goals, the diversity of the specific conditions in which preschool educational institutions are located.
Within the framework of various forms, various methods and techniques for working with personnel, which were described above, are used. Combining the forms and methods of working with personnel into a single system, the manager must take into account their optimal combination with each other. I would like to remind you that the structure of the system for each preschool institution will be different, unique. This uniqueness is explained by the organizational-pedagogical and moral-psychological conditions in the team that are specific for this institution.
All forms can be represented as two interconnected groups:
pedagogical advice,
Seminars,
workshops,
- participation of teachers in methodological associations of the district, MDOU;
Organization of theoretical and scientific - practical conferences;
Consultations,
Creative microgroups,
open views,
Work on common methodological topics,
business games,
- master classes,
brain attacksetc.
The purpose of individual forms of methodical work is to assist a particular educator in solving those problems that only cause difficulty for him or that are the subject of his interests.
self-education,
individual consultations,
interviews,
conversations,
- mutual visits,
- internship,
- work on a personal creative theme,
- mentoring, etc.
Most effective forms of methodical work at the present stage of school development are:
theoretical seminar,
workshop,
scientific and practical conference,
methodical decade,
science days,
methodology festival,
method bridge,
methodical mosaic,
discussion,
methodical ring,
business game,
pedagogical KVN,
brainstorm,
training,
video training,
pedagogical readings,
lecture hall,
professional exhibition,
project protection,
thematic pedagogical council,
public lesson
Forms of organizing and holding meetings of the MO may be as follows:
Lecture
Theoretical seminar
Workshop
Conference
Excursion
Creative discussion
creative dialogue
Living room
Hour of collective creativity
Methodical festival (according to the results of methodical work for the year)
business game
Methodical KVN
Fair of Methodological Ideas
Methodical training
Round table meeting
Group forms of methodical work
Pedagogical Council
Pedagogical Council – is one of the forms of methodical work in the preschool educational institution,permanent collegiateself-government body of pedagogical workers. With its help, the development of preschool educational institutions is managed.
Teachers' Council as the highest bodymanagement of the entire educational process solves the specific tasks of a preschool institution. Its activities are determined by the Regulations onpedagogical council of preschool educational institution. It is created in all preschool institutions where there are more than threeteachers. It includes allpedagogicalworkers and associates. Alsopedagogical council- central link inorganizationsall methodological work, "schoolpedagogical excellence".
According to the methodology, we divideteachers' councils for:
traditional
modern
alternative (non-traditional)
Traditional pedagogical councilsdistinguished by the predominant use of verbal(verbal) methods, the traditional nature of the content. in form andorganizationstraditionalteachers' councils are divided into:
teachers' council(classical) based on the report with discussion(performances);
report with co-reports;
meeting with the invitation of a speaker - a specialist.
Activation Forms teachers
simulation of a specific situation. This method helps to choose the right option from the many proposed. Four types of concrete situations are known. Selecting them taking into account the gradual complication, you can achieve the greatest interest and activity of educators. In situations - illustrations are described simple cases from practice, and the solution is immediately given. Situations - exercises encouragetake some action(draw up a plan of the abstract, fill in the table, etc.)In assessment situations, the problem has already been solved, but fromteachersit is required to give its analysis and substantiate your answer, evaluate it. Situations - problems consider a specific case from practice as an existing problem that needs to be solved;
Discussion of two opposing points of view. The leader offers two points of view on the same problem for discussion.teachersmust express their attitude towards them and justify it;
Training in practical skills. This method is very effective, but it must be thought out in advance, to decide which of theteachers can recommend him. It is better to offer a learning element from work experience;
Imitation of the working day of the educator.For teachersthe characteristics of the age group of children are given, the goal and tasks that need to be solved are formed, and the task is set: for certain time simulate your working day. In conclusion, the leaderorganizesdiscussion of all proposed models;
unraveling pedagogicalcrosswords helps to clarify the knowledge of educators on a specific topic, develops their horizons, and therefore affects the quality of work with children;
Analysis of children's statements, their behavior, creativity. The leader prepares tape recordings, collections of children's drawings or crafts, etc. Educators introduce the material, analyze it, evaluate the skills, development, upbringing of children, form several specific proposals to helpteacherworking with them;
Intellectual, business and creative games that allowteachersin a relaxed manner to exchange views with their colleagues. Game modeling increases interest, causes high activity,improvesskills in resolving realpedagogical problems.
On the teachers' councileducators are offered various questions, during the discussion of which a dialogue-discussion may arise, which has become a true sign of our time. However, not everyone knows the art of collective discussion of issues in the form of a dialogue or a dispute.
non-traditional pedagogical councils
teachers' council- a business game - a learning form in which participants are assigned certain roles. The business game teaches to analyze and solve complex problems of human relationships, in the study of which not only the correct solution is essential, but also the behavior of the participants themselves, the structure of relations, tone, facial expressions, intonation.
One of the forms of business game -"brain attack". It can be used to summarize the work of the team, on any issue or for a certain period.Organizersyou need to think over the script to the smallest detail, determine the roles, tasks, calculate the regulations. Participants analyze the questions posed, develop goals and objectives, draw up programs that will form the basis of the solutionteachers' council.
Business games are a type of activity in conditions of artificially created situations, aimed at solving a learning problem.
teachers' council– the round table requires serious preparedness and interest of each participant. To conduct it, managers need to select important, interesting issues for discussion, think overorganization. For example, some topics can be given in advance to a group of educators and offer them relevant literature. Then they will be able to get acquainted with different theories, approaches, opinions and think about their point of view.
Situational teachers' councilconsists in considering one or more situations that can be played by prepared participants. You can discuss the situation according to the plot recorded on the video camera.
Creating a working moodteachers' councilThe thoughtful placement of its participants also contributes. For example, depending on the purposecouncil of teacherstheir jobs can be arranged as follows:
frontal arrangement(chairman against those present)necessary whenmeetingis informative;
"round table" useful in equal collective discussion of pressing issues;
"triangle" allows you to highlight the leading role of the leader and include everyone in the discussion of the problem;
work in "small groups" , i.e. 3-4 people at separate tables(solution pedagogical situations) ;
for discussion, it is possible to provide for the frontal arrangement of groups - participants defending their positions.
Whatever form it takesteachers' councildecisions must be made. They are recorded in the protocols. Their number depends on the agenda, therefore, if it has five items, then there should be at least five decisions. But on one of the issues, you can make several decisions. Together, they will help solve the problem that has arisen.
The wording of decisions should be specific, indicating the responsible persons and the deadline for implementation. In other words, such that they can be checked.
teachers' councilin preschool should not be a formal event with a traditional agenda and a traditional decision.teachers' councilshould be a source of innovation, it should take place in a comfortable environment of cooperation and co-creation. However, it requires painstaking and very serious preparation. It is very important to find the right and most effective technology for preparing and conductingteachers' council. It is necessary to consider specific tasks forteachers and creative groups, draw up a questionnaire for the survey in advance, exclude situations whenteachercan sit back and shut up. Task atorganization of the teachers' council - organize this event in such a wayto keep it interestingteacherto the meetingteacherlearned something new, and not only in the form of theoretical knowledge, but also in the form of practicaltips and tricks.
"Evenings of questions and answers"
Each problem, to which the group of questions asked by teachers belongs, is revealed as fully as possible. Teachers must clearly represent the theoretical foundations of the problem, ways to solve it, forms of organization, methods and techniques of work, and more.
Consulting
Of the various forms of methodological work in kindergarten, such a form as counseling teachers has become especially firmly established in practice. Individual and group consultations; consultations on the main areas of work of the entire team, on topical problems of pedagogy, at the request of educators.At the same time, modern practice of working with teachers often requires the choice of non-standard forms of consultations.
Any consultation requires training and professional competence from the head educator. The competence so necessary for a senior educator to work with teachers is not only the knowledge that he constantly updates and replenishes, but also the experience and skills that he can use if necessary. Useful advice or timely consultation corrects the work of the teacher.
The main consultations are planned in the annual work plan of the institution, but separate ones are held as needed. Using different methods during consultations, the senior educator not only sets the task of transferring knowledge to teachers, but also seeks to form a creative attitude towards their activities.
Yes, atproblematic presentation of the material a problem is formed and a way to solve it is shown.
Atusing the partial search method educators take an active part in putting forward hypotheses, drawing up action plans, independently solving the problem. The method of explanation is most often used in consultations. This method has a number of positive qualities: reliability, economical selection of specific facts, scientific interpretation of the phenomena under consideration, etc.
To stimulate the attention of educators and encourage them to follow the logic of the presentation, it is useful to formulate questions at the beginning of the consultation. Questions addressed to teachers during the consultation process help them comprehend their experience from the point of view of scientific findings, express their thoughts, guesses, and formulate a conclusion. Depending on the level of qualifications of teachers, the senior educator determines to what extent knowledge can be drawn from their experience or limited to their own explanation.
When exchanging experience between educators, identifying knowledge, analyzing specific situations, it can be usedheuristic conversation method . During the conversation, certain provisions of the read methodological literature are revealed in more detail, explanations are given on those issues that are of greater interest to teachers, the fallacy of their opinions and shortcomings of professional experience are revealed, the degree of understanding and assimilation of knowledge is revealed, and orientation towards further self-education is carried out.
However, the effectiveness of the heuristic conversation will be achieved under certain conditions. The subject of the conversation is better to choose a practically significant, topical issue that requires comprehensive consideration. It is necessary that educators have a sufficient stock of theoretical knowledge and professional experience. The one who prepares the consultation should draw up a reasonable plan of the conversation, allowing him to clearly imagine what new knowledge the educators will receive and what conclusions they will come to. When organizing a heuristic conversation, it is advisable to alternate the statements of experienced and novice educators. Heuristic conversation, conducted with the aim of transferring new knowledge, requires serious preparation and thinking through the entire course of the lesson.
The consultation usesdiscussion method.
The form and content of the discussion is close toconversation method . It also involves the choice of an important topic that requires a comprehensive discussion, the preparation of questions for educators, an introductory and closing speech. However, unlike a conversation, a discussion requires a struggle of opinions, posing controversial issues. In the course of the discussion, many other additional questions must be asked, the number and content of which cannot be foreseen in advance. Therefore, the use of discussion as a method requires high professional competence, pedagogical skills, great culture, and tact from the senior educator. The leader of the discussion needs to have the ability to quickly navigate the situation, capture the train of thought and mood of the participants, and create an atmosphere of trust. Participants in the discussion should have knowledge of theory and a desire to improve their activities. In the closing remarks, the speeches of the participants are briefly analyzed and clarity is brought to the solution of fundamental issues.
It is possible to single out such a form of methodological work asconsultation-dialogue . This consultation is carried out by two teachers who have different points perspective on the issue under discussion. Considering the topics, they can state their arguments for each thesis, and the listeners can choose the point of view that corresponds to their pedagogical views.
Consultation is a paradox , or consultation with planned errors, aims to draw the attention of teachers to the most difficult aspects of the problem being presented, to increase their activity. The senior educator names the number of mistakes (at least ten) that he will make during the consultation process. Listeners are invited to distribute the material on a sheet of paper into two columns: on the left - reliable, on the right - erroneous, which is then analyzed.
training
The goal is to develop certain professional skills and abilities.
Training (eng.) - a special, training mode, training, can be an independent form of methodical work or used as a methodical technique during a seminar.
During the training, pedagogical situations, handouts, technical teaching aids are widely used. It is advisable to conduct training in training groups of 6 to 12 people.
The main principles in the work of the training group: trusting and frank communication, responsibility in discussions and when discussing the results of the training.
Seminars and workshops
Seminars as a separate form of methodological work play an important role in raising the scientific and theoretical level of educators in improving their professional competence. You can prepare and conduct seminars in different ways depending on the content of the topic and the purpose of the lesson.
Prior to the seminar, teachers are offered special tasks, the fulfillment of which will allow everyone to actively participate in the seminar. In this regard, it often turns out that preparation for a seminar involves reading additional literature, studying primary sources, and taking notes. Teachers learn to critically evaluate what they read, to choose the information they need. They must understand the essence of the material being studied in order to assimilate and use it in their practical activities. Therefore, during the seminars, such forms of organization are used as open classes or events, the use of video materials and multimedia presentations, analysis of the results of children's activities and products of children's creativity, etc.
At workshops, consisting of a theoretical (seminar) and practical (workshop) parts, educators summarize and systematize best practices, show in action the necessary techniques and methods of work, which are then analyzed and discussed. This form also involves the development of certain methods of work without the participation of children. The choice of the topic of the seminar is not accidental and is explained by the increased requirements for the quality of preschool education, the technological effectiveness of the educational process, the urgent need for mandatory foresight of results and development prospects. The implementation of modern goals of the pedagogical process determines the use of innovative technologies in the activities of the educator, which are guaranteed to lead to the achievement of the expected result.
Seminar-briefing is different in that it allows the maximum activation of the participants both in the process of preparing for the seminar and at the lesson itself: the group is divided into subgroups in accordance with the number of questions proposed for discussion. The number of participants in subgroups can be arbitrary. Since the entire subgroup answers the question, and repetitions are not allowed, then, naturally, the participant finds himself in such a situation that it is necessary to answer thoroughly and to the point. After each member of the subgroup has spoken, the discussion begins; at the same time, additions, clarifications, questions to each other are possible.
Seminars and workshops remain the most effective form of methodological work in kindergarten. The theme of the seminar is determined in the annual plan of the preschool institution, and at the beginning of the school year the leader draws up a detailed plan for its work. A detailed plan with a clear indication of the time of work, thoughtfulness of tasks will attract the attention of more people who want to take part in its work. At the very first lesson, you can suggest supplementing this plan with specific questions that educators would like to receive an answer to.
The head of the seminar can be a head teacher or a senior educator, invited experts. Educators, specialists, medical workers can be involved in conducting individual classes. The main task of workshops is to improve the skills of teachers, so they are usually led by educators who have experience in this issue. For example, at a workshop on ikebana, teachers, under the guidance of a specialist, learn the art of arranging a bouquet. These skills are subsequently applied both in decorating a group room and in working with children. And at the seminar on making Christmas tree decorations, teachers not only master the techniques of working with paper and other materials, but also develop a system for organizing a variety of exciting activities with children in a group room for a period new year holidays, where the main thing is a Christmas tree, decorated with crafts of children, parents, teachers. Teachers come up with surprise moments, select literary material to create a fabulous atmosphere in the group these days.
For the seminar “Peculiarities of organizing and conducting observations in nature in the summer”, educators are offered questions in advance to discuss the problem. For example: How often do you observe natural objects during classes (excursions), walks, in everyday life? What do you think is the main thing in the method of organizing and conducting observation? What difficulties do you encounter? What techniques do you use to develop children's interest in nature and educate observation? What observations in nature arose at the initiative of children? How do you support, awaken, develop children's inquisitiveness, curiosity? What effect does their interaction with nature have on children's behavior? Do you use elements in your work with children? environmental education? During the course of the workshop, the opportunity is provided for discussing different points of view, developing discussions, creating problem situations that ultimately allow developing common positions in solving the problem. It is important that the outcomes of the seminars are formalized in the form of concrete and realistic recommendations, and their implementation is monitored.
Increasingly, the question of the need to teach parents, especially young mothers, methods of personality-oriented communication with a preschool child is being raised. Therefore, organizing a workshop for parents is an important form of work. Various specialists can be involved in such a seminar, who will tell you which toy is preferable to buy for your baby; they will teach you how to organize the game. You can arrange an evening of games for children and adults, in which the leader of the seminar will be an attentive adviser and observer. He will tell parents about his observations and notes at the next lesson and give specific recommendations on methods of individual communication with the child.
It seems that such work will be useful for parents, children, and preschool institutions, whose authority in the eyes of parents will only increase. The seminar as a form of methodological work differs from the seminar practiced in higher educational institutions.
The first distinguishing feature is its duration. It may include one or more classes. Sometimes a permanent seminar is planned for a long period, for example, several months or even an academic year. The second important feature is the place of its holding. This may be a methodical classroom of a kindergarten, a group room or other places (museum, exhibition hall, square, etc.), depending on the goals and objectives that the seminar leader must solve. The third sign is the nature of the didactic tasks that are solved in the seminar classes. This is both a learning activity to systematize and improve knowledge, and work on the formation of skills. In addition, during the seminar, the tasks of disseminating pedagogical experience are solved.
The fourth feature is the source of information. This is a word (reports and co-reports of the participants), and actions (performing various practical tasks at the seminar), and a visual demonstration on the topic of the seminar, and pedagogical analysis.
Therefore, the seminar is not limited to a certain time frame and is not associated with a permanent venue.
Properly organized preparation for it and preliminary information play an important role in the effectiveness of the seminar. The topics of the seminar should be relevant for a particular preschool institution and take into account new scientific information.
If the seminar is long, then it is good to prepare a memo for the participants of the seminar, in which they indicate the topic, place and procedure for holding, a list of questions that need to be thought about, a mandatory list of literature that is useful to get acquainted with in advance. It is important to consider the methods and forms of including all seminar participants in an active discussion of the topic. For this, situational tasks, work with punched cards, discussion of two opposite points of view, work with regulatory documents, methods of game modeling, etc. are used. The leader of the seminar must clearly think over the tasks for each topic of the lesson and evaluate their implementation. At the end of the seminar, you can arrange an exhibition of the work of teachers.
Relay race of pedagogical skill.
A competition between several groups of educators, where one educator starts to cover the problem, and the next ones continue and reveal it together. The last participant sums up, draws conclusions.
Artistic piggy bank.
The piggy bank, depending on the pedagogical tasks, may include reproductions of works of fine art, photographs, drawings of objects, animals, natural phenomena, diagrams, signs (any necessary information). A good way to attract the attention of children. The materials of the piggy bank can form the basis of the exhibition.
outdoor display
Each educator has his own pedagogical experience, pedagogical skills. They single out the work of an educator who achieves the best results, his experience is called advanced, he is studied, he is “equaled”.
“Advanced pedagogical experience is a means of purposeful improvement of the educational process that satisfies the actual needs of the practice of teaching and upbringing!” (Ya.S. Turbovskaya).
Advanced pedagogical experience helps the educator to explore new approaches to working with children, to distinguish them from mass practice. At the same time, it awakens initiative, creativity, and contributes to the improvement of professional skills. Best practices originate in mass practice and are, to some extent, its outcome.
For any teacher who studies best practices, not only the result is important, but also the methods and techniques by which this result is achieved. This allows you to measure your capabilities and decide on the implementation of experience in your work.
Best practice is the fastest, most efficient form of resolving contradictions that have matured in practice, quickly responding to public demands, to the changing situation of education. Born in the thick of life, advanced experience is very instrumental and, subject to a number of conditions, successfully takes root in new conditions, it is the most convincing, attractive for practice, because it is presented in a living, concrete form.
Due to such a special role of best practices, open demonstrations are held annually as part of methodological work in kindergartens, at which the best experience in one of the areas of preschool pedagogy is presented.
An open demonstration makes it possible to establish direct contact with the teacher during the lesson, to get answers to questions of interest. The show helps to penetrate into a kind of creative laboratory of the educator, to become a witness to the process of pedagogical creativity. The manager who organizes an open show can set several goals:
- promotion of experience;
- training teachers in methods and techniques of working with children, etc.
Forms of organizing an open display may be different. For example, before the start of the viewing, the leader can tell about the system of work of the educator himself, suggest questions that should be given special attention. Sometimes it is advisable to distribute questions, one teacher - to calculate the activity of children, another - a combination of different methods and techniques used by the teacher, the rational use of benefits, to assess whether the children are comfortable.
Such preparation for an open lesson will help the leader to organize an interesting discussion of what he saw, to develop a common opinion among the team. It must be remembered that in the discussion the first word is given to the teacher, demonstrating his work with children. Based on the results of an open review, a decision is made: for example, to introduce this experience into their work, submit notes to the methodological office or continue to generalize the experience of the educator in order to present it to district pedagogical readings.
Thus, when planning methodological work, it is necessary to use all types of generalization of pedagogical experience. In addition, there are various forms of dissemination of experience: open demonstrations, pair work, author's seminars and workshops, conferences, pedagogical readings, weeks of pedagogical excellence, open days, master classes, etc.
Practice shows that the study, generalization and implementation of pedagogical experience is the most important function of methodological work, penetrating the content and all its forms and methods. The value of pedagogical experience can hardly be overestimated, it teaches, educates, develops teachers. Being essentially closely connected with the progressive ideas of pedagogy and psychology, based on the achievements and laws of science, this experience serves as the most reliable conductor of advanced ideas and technologies in the practice of preschool educational institutions.
In the methodological office of a preschool educational institution, it is necessary to have addresses of pedagogical experience.
"Round table"
This is one of the forms of communication between teachers. When discussing any issues of upbringing and education of preschoolers, circular pedagogical forms of placement of participants make it possible to make the team self-governing, put all participants in an equal position, and ensure interaction and openness. The role of the organizer of the "round table" is to think through and prepare questions for discussion aimed at achieving a specific goal.
"Round table" - is held in order to develop a common opinion, the position of the participants on the problem under discussion. Usually 1-3 questions of the problem under discussion are thought out.
When holding a "Round Table" it is important to pay attention to the design of the room. For example, it is advisable to place tables around the perimeter of the room. The host of the "Round Table" determines his place so that he can see all the participants. Invited experts, administration, etc. can also be here. In the course of work, each issue of the problem is discussed separately. The floor is given to teachers who have experience working on the problem. The facilitator summarizes the results of the discussion of each issue. At the end, he offers a variant of the general position, taking into account the comments, additions, and amendments.
business games
At present, business games have found wide application in methodological work, in the course system of advanced training, in those forms of work with personnel where the goal cannot be achieved in simpler, more familiar ways. It has been repeatedly noted that the use of business games has a positive value. It is positive that the business game is a powerful tool for shaping the personality of a professional, it helps to activate the participants to achieve the goal.
But more and more often the business game is used in methodical work as an external spectacular form. In other words: the one who conducts it does not rely on psychological and pedagogical or scientific and methodological foundations, and the game "does not go." Consequently, the very idea of using a business game is discredited. So what is a business game?
A business game is a method of imitation (imitation, image, reflection) of making managerial decisions in various situations, by playing according to the rules set or developed by the participants in the game. Quite often business games are called imitation management games. The very term "game" various languages corresponds to the concepts of a joke, laughter, lightness and indicates the connection of this process with positive emotions. It seems that this explains the emergence of business games in the system of methodological work.
The business game increases interest, causes high activity, improves the ability to solve real pedagogical problems. In general, games, with their multilateral analysis of specific situations, allow you to connect theory with practical experience. The essence of business games is that they have the features of both teaching and labor. At the same time, training and work acquire a joint, collective character and contribute to the formation of professional creative thinking.
Most often, business games are used for educational purposes - training games. Among them stand out:
Simulation business games are a type of games related to such abstract concepts and topics that cannot be beaten in other ways, for example, teachers are required to beat the concept of "development" with the help of micro-studies. "game", "education" and "training".
Positional business games are a type of games in which interaction between game participants is built as a clarification of positions using well-known, traditional and non-traditional methods, technologies, programs through a clash of views and pedagogical attitudes, a struggle of opinions.
Role-playing business games are a type of games in which the characteristics of the roles and positions of the participants in the interaction regarding a particular issue or problem are determined.
Situational business games are a type of games in which the roles and positions of the participants in the interaction are determined, but the leading component is the situation, i.e., intense action in a relatively short time. Situational games are associated with playing out situations - illustrations, exercise situations, evaluation situations and problematic pedagogical situations.
Story business games are a type of games in which the roles and positions of interaction participants in a certain story are determined.
Organizational and activity business games are the most difficult type of business games associated with the development of theoretical concepts of practical recommendations within the framework of the problem, the collective writing of recommendations, methodological developments.
Functional business games are a type of business games that are associated with the work of initiative creative groups in preschool educational institutions that have been operating for a long time.
Practitioners ask the question: "How often can you plan and conduct a business game with the whole team?" Definitely answering it would be wrong. Here it is necessary to take into account the fact how the business game fits into an integral system of methodological activities for a given academic year. And then it can be used 1-2 times a year. If you have never held business games, then it is better to try using one of the game modeling methods to activate teachers during a methodological event. It’s good if you yourself take part in the business game and feel it “from the inside”. And only then proceed to the preparation and conduct of a business game in your team.
To prepare and conduct a business game is a creative process. Therefore, the design of a business game bears the imprint of the author's personality. Often, taking the model of an already developed business game, you can change its individual elements or completely replace the content without changing the model. However, observations allow us to conclude that those games often “do not go” in which the game model of the participants’ activity is poorly developed.
There are theoretically substantiated methods for designing and conducting business games. Knowing them is necessary to avoid mistakes that can nullify work. If a business game is used for the purpose of training, then it must be remembered that it cannot precede seminars and special courses, practical exercises. It should be done at the end of the training.
Direct development of business game materials includes the following steps:
- creation of a business game project;
- description of the sequence of actions;
- description of the organization of the game;
- preparation of tasks for participants;
- preparation of equipment.
business game
The goal is to develop certain professional skills, pedagogical technologies.
The game as a form of learning is characterized by great flexibility. In the course of it, you can solve problems of varying complexity. It activates the creative initiative of teachers, provides high level assimilation of theoretical knowledge and development of professional skills.
The form of conducting is collective or group work.
Methodology for organizing and conducting:
The process of organizing and conducting the game can be divided into 4 stages.
1. Game design:
clearly formulate the general goal of the game and private goals for the participants;
develop general rules games.
2. Organizational preparation of a specific game with the implementation of a specific didactic goal:
the leader explains to the participants the meaning of the game, introduces the general program and rules, distributes roles and sets specific tasks for their performers that must be solved by them;
experts are appointed who observe the course of the game, analyze the simulated situations, and give an assessment;
the time, conditions and duration of the game are determined.
3. Game progress.
4. Summing up, its detailed analysis:
general assessment of the game, detailed analysis, implementation of goals and objectives, good and weak sides, their reasons;
players' self-assessment of the performance of assigned tasks, the degree of personal satisfaction;
characterization of professional knowledge and skills revealed during the game;
analysis and evaluation of the game by experts.
Approximate order of the business game:
The leader informs the audience of the purpose, content, procedure for conducting a business game. Recommends to carefully study the literature, introduces the issues to be discussed.
The participants of the game are divided into subgroups of 3 - 5 people. In each subgroup, a leader is elected, whose responsibilities include organizing the work of the subgroup. An expert group of 3-5 people is selected from among the participants in the game.
The leader distributes questions between the game subgroups, gives the floor to representatives of the game groups on each issue, organizes discussions on the problem under discussion. For a speech, each participant in the game is given up to 5 minutes, during which it is necessary to briefly, but reasonably, highlight the main thing, substantiate the idea, argue, "defend" it.
Based on the presentations of the participants and their opinion, the expert group can prepare draft recommendations ( practical advice) on the problem under consideration, to discuss and determine the common positions of the members of the pedagogical team in practical activities.
The expert commission also reports its decisions on evaluating the content of speeches, the activity of participants, the effectiveness of subgroups in a business game. The criterion for such an assessment can be the number and content of the put forward ideas (suggestions), the degree of independence of judgments, their practical significance.
In conclusion, the leader summarizes the results of the game.
Laboratory "Information Technologies"
work of creative groups on problems;
usage information technologies in the educational process;
formation of the civic position of younger schoolchildren.
Fair of Pedagogical Ideas
activates the methodical work of teachers, since every teacher wants his idea to be recognized as the best. Thus, the spirit of competition is manifested. Teachers, mostly young, learn to lead a discussion, defend their point of view, listen critically to themselves and their colleagues.
Development of a methodological portfolio
allows the teacher to systematize his methodological work for the year, choose the most successful methodological techniques and summarize them in the form of methodological developments.
Pedagogical KVN
A great opportunity to show your creative abilities, theoretical and practical knowledge in the competition, quickly resolve the pedagogical situation, be able to objectively assess the knowledge of your colleagues. Stimulates the activity of participants in the acquisition of knowledge, skills and abilities.
This form of methodical work contributes to the activation of existing theoretical knowledge, practical skills, and the creation of a favorable psychological climate in a group of teachers. From the composition of the listeners, two teams are formed, the jury, the rest are fans. Teams first get acquainted with the theme of KVN, receive homework. In addition, they prepare mutual playful greetings on the topic of this KVN. The leader offers entertaining tasks that require non-standard solutions (including the "Captains Competition"), directly related to the topic being studied.
Game progress:
1. Greeting teams, which takes into account:
correspondence of the speech to a given topic;
relevance;
presentation form.
Performance time - 10 minutes.
2. Warm-up (teams prepare three questions each for knowledge of the psychology of the student's personality and interpersonal relationships). Time to think about the question - 1 minute.
3. Homework: checking the preparation of a business game on a given topic.
4. Competition of captains.
5. Competition of wise men. Two members per team are selected. They are asked to choose the best way to solve this issue.
6. Competition of fans: solving pedagogical problems from the practice of the school.
7. Competition "What would it mean?" (situations from the life of the school). Resourcefulness, accuracy of expression of thoughts, humor are taken into account.
methodical bridge
The methodical bridge is a kind of discussion. Teachers from different schools of the district, city, heads of the Moscow Region, parents are involved in this form of methodical work.
The purpose of the methodological bridge is the exchange of advanced pedagogical experience, the dissemination of innovative technologies of education and upbringing.
Brainstorm
This is one of the methodological techniques that contributes to the development of practical skills, creativity, and the development of the correct point of view on certain issues. pedagogical theory and practices. This technique is convenient to use when discussing the methodology for passing a certain topic, for making decisions on a specific problem.
It is a rational way of collectively producing new ideas to solve practical problems that cannot be solved in traditional ways. In fact, brainstorming is a collective thought process: solving a problem through logical analysis, putting forward a hypothesis, substantiating and proving it. The teachers are divided into two groups. The first group - "generators of ideas", the second - "analysts". The former must, within a short time, offer as many options as possible for solving the problem under discussion. At the same time, the proposals are not discussed and necessarily all are recorded in the protocol. "Analysts" carefully considers each idea, choosing the most reasonable. Any criticism of ideas is strictly prohibited. The selected proposals are grouped and announced to the team. Then the participants change their roles.
The leader should think through the questions well so that the answers are short and concise. Preference is given to answers-fantasies, answers-insights. It is forbidden to criticize ideas, evaluate them. The duration of the brainstorming session is 15-30 minutes. This is followed by a discussion of the ideas expressed.
Methodical festival
This form of methodical work, used by methodologists of the city, district, school leaders, involves a large audience, aims to exchange work experience, introduce new pedagogical ideas and methodological findings.
At the festival there is an acquaintance with the best pedagogical experience, with non-standard lessons that go beyond traditions and generally accepted stereotypes.
During the festival there is a panorama of methodical findings and ideas.
Participants of the festival submit an application for a lesson, methodological ideas, techniques in advance.
Solving pedagogical problems
The goal is to get acquainted with the features of the pedagogical process, its logic, the nature of the activities of the teacher and students, the system of their relationship. The fulfillment of such tasks will help to learn how to single out the essential, the main thing from the variety of phenomena.
The mastery of the teacher is manifested in the way he analyzes, explores the pedagogical situation, how he formulates the goal and objectives based on a multilateral analysis. own activities.
Pedagogical tasks should be taken from school practice. They should acquaint the best teachers with individual methodological methods of work, and warn against the most common mistakes.
When starting to solve a problem, it is necessary to carefully understand its condition, evaluate the position of each actor, and imagine the possible consequences of each proposed step.
The proposed tasks should reflect effective forms and methods of organizing and conducting educational work.
Work on a single methodological theme
With the right choice of a single methodological theme for the entire preschool institution, this form makes all other forms of work to improve the skills of educators integral. If a single theme is really capable of captivating, capturing all teachers, then it also acts as a factor in uniting a team of like-minded people. There are a number of requirements to consider when choosing a single theme. This topic should be relevant and really important for a preschool institution, taking into account the level of activity it has achieved, the interests and needs of teachers. There should be a close connection of a single topic with specific scientific and pedagogical research and recommendations, with pedagogical experience accumulated by the practice of other institutions. These requirements exclude the invention of what has already been created and allow you to implement and develop everything advanced in your team. The foregoing does not exclude such an approach, when the team itself conducts experimental work and creates the necessary methodological developments. Practice shows the expediency of defining a topic for the future, with a breakdown of a major topic by year.
A single methodological theme should run like a red thread through all forms of methodological work and be combined with the topics of self-education of educators.
Literary or pedagogical newspaper
Some preschool educational institutions use an interesting form of work that unites employees. Purpose: to show the development of the creative abilities of adults, as well as children and parents. Educators write articles, stories, compose poems, are evaluated personal qualities, professional qualities necessary in working with children - writing, possession of speech skills - imagery of statements, etc.
Creative microgroups
An important form of methodological work with preschool teachers. It involves the implementation of such an approach to the implementation of methodological work in an educational institution, which allows you to involve teachers in experimental and research activities.
They arose as a result of the search for new effective forms of methodological work. Such groups are created on a purely voluntary basis when it is necessary to learn some new best practices, a new methodology or develop an idea. The group unites several teachers on the basis of mutual sympathy, personal friendship or psychological compatibility. There may be one or two leaders in the group, who, as it were, lead, take on organizational issues.
The work of the creative team is based on the following algorithm:
Identification of problems and justification of the relevance of their solution to identify the practice of the educational institution, diagnostic and analytical stage;
Development of a detailed program of experimental work or research activities, prognostic stage;
Organizational stage, creation of conditions for the implementation of the program;
Implementation of the program, practical stage, adjustment of the methods and technologies used, control "sections";
Registration and description of the results of experimental or research work, generalizing stage;
Dissemination of pedagogical experience, introduction of innovations in the activities of an educational institution.
The logical conclusion and result of the work of the creative group are the creative reports of teachers who talk about the results of the program of experimental, research and scientific and methodological work, share their experience, talk about the problems that arise in the practice of an educational institution, and offer to introduce innovations.
Each member of the group first independently studies the experience, development, then everyone exchanges opinions, argues, and offers their own options. It is important that all this is realized in the practice of everyone's work. Group members visit each other's classes, discuss them, highlight the best methods and techniques. If any gap is found in the understanding of the knowledge or skills of the teacher, then there is a joint study of additional literature. Joint creative development of the new goes 3-4 times faster. As soon as the goal is achieved, the group breaks up.
In a creative micro-group, informal communication, the main attention here is paid to search, research activities, the results of which are subsequently acquainted with the entire staff of the institution.
Collective viewing of the educational process
The task of collective viewing is to show the most effective conditions, forms or methods and techniques of working with children and their parents. Particular importance is attached to the implementation of methodological principles that determine the optimal impact of upbringing and learning factors (the formation of motivation in children, a change in activities, the dynamism of perception, the development of higher mental functions, productive processing of information, the repetition of educational material, ensuring the transfer of methods of activity, a game form of conducting, etc. .). At the same time, the collective show concerns not only conducting classes with children, but also organizing free types of children's activities and regime moments.
Collective screenings are organized once every 3 months, in the first and second half of the day, so that all teachers can attend. At the same time, each of them receives a questionnaire sheet for observation with a set of phrases-statements and phrases-questions in a constructive form. (These phrases do not make it possible to use the discussion situation to aggravate the conflict and clarify relationships. For example, a senior educator may recommend teachers to use the following formulations : “I liked the fact that…”, “It’s good that you”, “It would be nice if you…”, “It would probably be more effective if…”, “Where else do you use ..?”) In the process of conducting a collective review, teachers make notes in these questionnaires.
After the viewing, a discussion is organized: first, the teacher talks about the goals and objectives that he used during the demonstration of the educational process, then the audience is asked questions, and he answers them. At the same time, he is encouraged to explain the reasons for choosing one or another behavior in the course of organizing a collective viewing, to give reflection on his own activities and the activities of children. The senior educator continues this line, thanks the teacher for the work done, analyzes its advantages (not disadvantages), highlights those forms and methods that, in his opinion, could be used in the work of the entire teaching staff.
creative living room
The form of organization of interaction between teachers in accordance with their interests and preferences. An atmosphere of free, unconstrained communication is created.
Watching is a competition.
A way to test professional knowledge, skills, pedagogical erudition. Demonstration and evaluation of creative achievements of teachers. It involves the ability to evaluate results by comparing one's abilities with others.
Bank of ideas.
A type of brainstorming isBank of Ideas.Educators are introduced to the problem statement and offered to give their solution in writing. The term for opening the "bank" is set (at the next teachers' council, final meeting). The "Bank" is opened in the presence of the team, ideas are read out and discussed, the most rational ones are accepted as decisions of the teachers' council.
Council.
It should not be forgotten that the competence of the pedagogical council includes discussion of the problems of the development of individual children. At a meeting, they often talk about the group as a whole, forgetting about individual characteristics certain children. In practice, there are situations when it is necessary to draw the attention of the administration, psychologist, speech therapist, parents to the problems of upbringing and development of a particular child (for example, gifted child, a child lagging behind in his development, etc.). To this end, it is possible to hold a small pedagogical council in the formcouncil.This form of work will contribute to the development of strategies and tactics for working with a particular child based on in-depth study and collective analysis of his development. Keeping in mind that the pedagogical council is a tribune of excellence, it is periodically possible to hold it in the formauction, presentation. At such a meeting, it is appropriate to present new educational programs, technologies, methodological and didactic manuals, game materials, etc.
Music Salon .
One of the forms of aesthetic communication between teachers, children and parents, the preservation of the best folk traditions and customs. Reception of the formation of a favorable microclimate in the team.
Thematic exhibitions.
Presentation of visual materials: drawings, products, literature. Contribute to the enrichment of knowledge, are a meaningful form of exchange of experience of teachers.
Single methodical day
It is held for all pedagogical workers and serves, to a certain extent, as an intermediate summing up of the results of methodological work. Topics of unified methodological days are brought to the attention of educators in advance. On the eve of a single methodological day, if necessary, a special thematic pedagogical bulletin is issued, exhibitions of methodological developments, creative works of educators and children, and new psychological and pedagogical literature are arranged.
The content of the work of a single methodological day includes: conducting open classes, their detailed analysis and discussion, reviewing new methodological literature, summing up the results of the methodical day in the form of a round table meeting or a press conference with speeches by individual educators on the results of work on methodological topics, speeches by the head, senior educator with a general assessment and analysis of a single methodological day.
Methodical association of educators.
The content of the work of methodological associations is diverse. They consider issues of improving the level of educational work and the quality of children's knowledge, organizing the exchange of experience, introducing advanced pedagogical experience and achievements of pedagogical science, discussing innovative areas in working with preschool children, and plan ways to improve the quality of the main areas of development of children. Methodological associations discuss experimental versions of working educational programs, consider the results of work on them. Members of methodological associations develop and test teaching and control computer programs, evaluate their effectiveness and efficiency. The content of the work of associations includes the design of monitoring, discussion of the results.
The work of the methodological association is carried out according to a special plan, which provides general characteristics pedagogical activity educators in this area, the quality of pupils. The plan forms the goals and objectives for the new academic year, determines the main organizational and pedagogical activities (formation of the group, examination didactic material, approval of the forms and timing of monitoring, etc.), the topics and time of scientific and methodological reports are determined, open events.
Individual forms of methodical work
Supervision of the educational process with children, the largest place is given in the work plan of the senior educator. His presence in the group should not be an event, but a normal working atmosphere of a preschool institution. An indicator of the consistency of this side of the leader's activity is the invitation of educators to attend a particular lesson, a particular regime moment. Each observation should end with a conversation with the teacher, which is held at the end of the teacher's working day.
self-education
The system of continuous professional development of each preschool teacher involves different forms: training in courses, self-education, participation in the methodological work of the city, district, kindergarten. The systematic improvement of the psychological and pedagogical skills of the educator and the senior educator is carried out at refresher courses every five years. In the intercourse period of active pedagogical activity, there is ongoing process knowledge restructuring, i.e. there is a progressive development of the subject itself. That is why self-education between courses is necessary. It performs the following functions: expands and deepens the knowledge gained in the previous course preparation; contributes to the understanding of best practices at a higher theoretical level, improves professional skills.
In kindergarten, the head teacher must create conditions for self-education of teachers.
Self-education is the independent acquisition of knowledge from various sources, taking into account the interests and inclinations of each particular teacher. As a process of mastering knowledge, it is closely related to self-education and is considered its integral part. In the process of self-education, a person develops the ability to independently organize their activities to acquire new knowledge.
Why does a teacher need to constantly work on himself, replenish and expand his knowledge? Pedagogy, like all sciences, does not stand still, but is constantly developing and improving. The volume of scientific knowledge is increasing every year. Scientists say that the knowledge that humanity has is doubling every ten years. This obliges each specialist, regardless of the education received, to engage in self-education.
Korney Chukovsky wrote: “Only that knowledge is durable and valuable, which you have obtained yourself, prompted by your own passion. All knowledge must be a discovery that you have made yourself.”
The head of a preschool educational institution organizes the work in such a way that the self-education of each teacher becomes his need. Self-education is the first step to the improvement of professional skills. The necessary conditions for this are created in the methodological office: the library fund is constantly updated and replenished with reference and methodological literature, and the experience of teachers.
Methodological journals are not just studied and systematized by year, but are used to compile thematic catalogs, help the teacher who has chosen the topic of self-education to get acquainted with different views of scientists and practitioners on the problem. A library catalog is a list of books available in a library and located on a particular system.
A special card is created for each book, in which the author's surname, his initials, the title of the book, the year and place of publication are recorded. On the reverse side, you can make a brief annotation or list the main issues disclosed in the book. Thematic file cabinets include books, journal articles, individual chapters of books. The senior educator compiles catalogs, recommendations to help those involved in self-education, studies the impact of self-education on changes in the educational process. However, it is very important that the organization of self-education is not reduced to the formal maintenance of additional reporting documentation (plans, extracts, abstracts).
This is a voluntary desire of the teacher. In the methodical office, only the topic on which the teacher is working, and the form and deadline of the report are fixed. In this case, the form of the report can be as follows: a speech at the pedagogical council or conducting methodological work with colleagues (consultation, seminar, etc.). This may be a show of work with children, in which the educator uses the acquired knowledge in the course of self-education.
Summing up what has been said, we emphasize that the forms of self-education are diverse:
- work in libraries with periodicals, monographs, catalogs;
- participation in the work of scientific and practical seminars, conferences, trainings;
- obtaining advice from specialists, practical centers, departments of psychology and pedagogy of higher educational institutions;
- work with the bank of diagnostic and correctional development programs in regional methodological centers, etc.
The result of these and other types of work of the teacher is the process of reflection of the experience gained and, on its basis, the construction of a new experience.
Conversation
Conversation - aboutone of the most frequently used individual forms of methodical work in work with teachers. The purpose of the conversation is to clarify the positions, views of the teacher on the process of raising and educating children, identifying the level of self-esteem of the teacher, developing pedagogical reflection, expressing wishes, recommendations aimed at improving the observed aspects of pedagogical activity.
Mentoring
With the introduction of the Federal State Educational Standard into the education system, the requirements for the personal and professional qualities of a teacher are increasing. Right in front of him modern teacher, the bearer of modern social changes, the primary task is to educate a competent, creative personality capable of productive life in new social conditions. It is good if young specialists appear next to experienced innovative teachers who want to devote themselves entirely to pedagogy. It is important to support young teachers, since successful pedagogical activity depends not only on his professional training and personal qualities, but also on which team he gets into, what working conditions they will create, what kind of methodological assistance they will provide.
Mentorship is the creation of an appropriate system of accompanying a young specialist, which contributes to the process of his formation, his adaptation to professional activity. It's about about mentoring as one of the forms of methodical work with young teachers. It is the mentor who is responsible for the implementation of information, organizational, teaching and other functions, provides conditions for adaptation and continuous professional education of a novice teacher.
However, the issue of providing teaching staff not only for new preschool institutions, but also for existing ones is only becoming more acute. Graduates of pedagogical universities are less likely to work in their specialty. And therefore, their appearance in the team is a joy for both the leader and the teachers. Often, specialists who have a pedagogical education, but not a special one, without work experience, come to kindergartens.
Young teachers who come to educational institutions face problems of adaptation in a new team, the problem of “ignorance” of regulatory documents: which documents are mandatory, and which are advisory, etc. Experiencing difficulties in organizing educational activities, writing various kinds plans, abstracts, reflection of children's and their own activities, there are difficulties in the competent application of knowledge in practical activities.
A feature of the work of young novice teachers is that from the first day of work they have the same duties and bear the same responsibility as educators with many years of work experience, and parents, administration and work colleagues expect the same impeccable professionalism from them.
Many young educators are afraid of their own failure in interaction with pupils and their parents; they are afraid of criticism from the administration and experienced colleagues, they are constantly worried that something will not be done in time, forgotten, missed. Such an educator is not capable of either creativity or, moreover, innovation. To prevent this from happening, young educators need to be purposefully helped, to create the necessary organizational, scientific, methodological and motivational conditions for their professional growth and easier adaptation in the team.
The relevance of the problem of methodological support for young teachers, the provision of direct assistance in organizing educational activities in our preschool educational institution in accordance with modern requirements, is currently of paramount importance.
There are two categories of young teachers in preschool education:
Young specialists are graduates of universities and colleges.
Beginning teachers are specialists with pedagogical education, but without work experience, with experience of less than 3 years. This group also includes teachers who have returned from parental leave, as well as those who have a pedagogical education, but school education.
A special role in the organization of methodological work in preschool educational institutions is played by targeted activities to support young teachers. Working with them is largely different from organizing work with teachers who have been successfully working in kindergarten for a long time.
aimmentorship is to assist a young specialist in mastering the profession and mastering the full scope of labor duties as soon as possible by familiarizing himself with the methods and techniques of work existing in the institution, transferring personal experience, principles of corporate culture and professional ethics by mentors.
Main goals:
Adaptation of young specialists to the working conditions;
Creation of conditions for the formation of a qualified and competent employee;
Providing moral and psychological support to young professionals in overcoming professional difficulties that arise in the performance of work duties.
Expected Resultfrom mentoring:
Easy adaptation of a young teacher in a preschool environment;
Increasing the level of knowledge of novice educators in matters of development, education and training of preschool children, interaction between parents and teachers of preschool educational institutions;
Creation individual style in work;
Development of creative abilities in independent pedagogical activity;
Formation of professional skills, accumulation of experience, search for the best methods and techniques of working with children;
The need for continuous self-education;
Mastering modern pedagogical techniques and technologies, communicative culture;
Reducing the percentage of staff turnover and motivation to establish long-term employment relationships with the employer.
The professional adaptation of a novice educator in the process of his entry into the educational environment will be successful if:
The professional adaptation of the educator is carried out in continuous connection with the process of his personal and professional development, and is determined by the methodological work of the institution;
In the organization of pedagogical work, there is a maximum account personality traits and the level of professional training, active support for the personal and professional growth of the educator;
- the material and technical support of the educational process meets modern requirements and helps the teacher to implement innovative approaches.
According to the tradition existing in the institution, educators in groups are selected on the basis of competent professional support, which makes it possible to create tandems of experienced and novice educators. Various forms of work with a young specialist contribute to the development of his cognitive interest in the profession, the development of methods of working with children and their parents, and have a positive impact on the growth of his professional significance.
Those forms and methods are selected that will ultimately contribute to the further professional development of a young specialist.
On-the-job training;
- participation in the work of methodological associations (preschool educational institution, district, city);
- self-education, including independent study of the educational program;
- training in advanced training courses;
- open classes of colleagues;
- solution and analysis of pedagogical situations;
- training in drawing up detailed plans - class notes, etc.
Over the years of work in a preschool institution, a certain system has developed for the formation of mentoring traditions, with the support of which the young teacher gradually begins to introduce the existing theoretical knowledge and skills into the practice of working with children and their parents. He masters the art of communication, can find an approach to any parent, and through him to learn more about the child, and in general establish trusting relationships with children, and in the future win the love of children and the respect of their parents.
At the heart of this system of work, there are three stages:
1st stage- adaptive.
Definition of duties and powers of a young specialist; identifying shortcomings in his skills and abilities; development of an adaptation program.
2nd stage- main (design).
Development and implementation of the adaptation program; adjustment of the professional skills of a young teacher; building his own self-improvement program.
3rd stage- control and evaluation.
Checking the level of professional competence of a young teacher; determining the degree of his readiness to perform his functional duties.
Each trainee is assigned a mentor.
Candidates for mentors are considered and approved by order of the head, indicating the period of mentorship and are regulated by the following local documents:
Regulations on mentoring;
Plan of work with a young specialist;
An individual plan for the passage of the educational route of a young educator.
A mentor can be an experienced teacher with high professional and moral qualities, knowledge in the field of teaching and upbringing methods. The psychological compatibility of the mentor and trainee is also very important.
The whole system of methodical work with young specialists is divided into three stages: diagnostic, implementation, analytical.
At the first stage, there is a study of the personality of a young teacher, acquaintance with his personal and professional qualities, which include: pedagogical education, theoretical training (knowledge of the basics of general and developmental psychology, pedagogy, methods of education and training of preschoolers), experience in practical work with children, the expected result of pedagogical activity, the identification of positive and negative character traits. Diagnostics is carried out in the form of questionnaires, testing, interviews and monitoring the organization of the educational process in the group.
Author's methods are used:
to determine the pedagogical resistance to stress and the effectiveness of the work of the trainee teacher;
to determine the compatibility of teachers for personnel selection in the group;
to identify personality typology.
The results of the diagnostics are recorded in the individual plan for the passage of the educational route of the young educator. Thus, the diagnostic stage allows us to determine the strategy and tactics of activity in relation to the work of a young specialist. For each young specialist, the mentor develops an individual plan, which displays the content of the activity, the timing and form of reporting in accordance with the annual tasks.
The second stage is the implementation, which includes assistance in professional development and correction of difficulties, which also affect knowledge, skills and personal components.
Based on the results of the diagnostic stage, we select and apply a variety of forms and methods of working with young specialists, contributing to the improvement of their professional competence.
- study of normative and legal documents of the Ministry of Education and Science of the Russian Federation, local acts of educational institutions;- preparation of calendar-thematic planning;
- diagnostics of skills and abilities of a young specialist.
Development of an individual plan for professional development
- pedagogical self-education;
- participation in events different levels;
- lessons of a young teacher.
during a year
Emotional stress resistance of a young educator. The function of communication in the classroom
- workshop on solving and analyzing pedagogical situations;
- analysis of different styles of pedagogical communication
during a year
How to conduct an effective lesson. Mastery Secrets
- demonstration of the experience of the mentor and other colleagues;
- preparation of plans - abstracts of classes;
- conducting and analyzing classes by a young teacher
during a year
The image of the teacher.
- consideration of issues of pedagogical ethics, rhetoric, culture, etc.
Certification. Qualification Requirements
- study of normative documents on certification of pedagogical workers;
- compiling a portfolio of achievements of a young teacher
Self-education of the educator
- choice of a methodical theme;
- planning work on a thematic topic for the year
Diagnostics of pupils
- study of the methodology for monitoring, diagnostics, examination
pedagogical situation.
- mentor's advice and recommendations
during a year
A collection of interesting activities.
- development of classes by the youngest specialist
during a year
Generalization of pedagogical experience
- experience description technology
Methodical exhibition of achievements of a young educator.
- systematization of developments of professional activity
Organization of the work of the "School of a young educator"
It stands out as an independent link or as a kind of structure of the kindergarten of excellence. Beginning educators unite under the guidance of one experienced educator or senior educator. The work is carried out according to a special plan, including a discussion of such issues as the technique and methodology for setting the objectives of the lesson, the features of planning the work of the educator, taking into account the level of upbringing of the team, and much more. Classes at the "School of a Young Educator" provide for the implementation of practical tasks related to the development of options for technological maps of events with children and parents of pupils, using information and communication technologies. Communication of young educators under the guidance of experienced teachers contributes to the development of professional stability, creative self-realization of the personality of a novice teacher.
The study of the experience of educators shows that one of the reasons for the lack of manifestation of pedagogical creativity and initiative is a sharp transition from active theoretical activity future educators during the period of study to purely practical activities in the first years of work at MADOU.
During this period, it is important not only to preserve the theoretical special and psychological and pedagogical training of the teacher, but to develop and deepen it through direct application in practice. The "School of a young educator" is able to solve this important problem.
Internship
An internship is a specially organized mutualactivities to transfer knowledge, experience to the trainee in order to improve skills in a particular profile.
Internships were carried out on the basis of the order of the RUO,educational program "Professional Developmentskills of preschool groups of rural general educationalinstitutions”, Regulations on internships and plans for jointactivities of educational institutions. leaderinternships in each educational institution was assignedsenior educator, whose duties included:
organization of theoretical and practical events;
control over the performance of mentors.
A novelty in the organization of internships isdrawing up an individual educational route by a teacher- mentor and head of the internship based onprofessional needs and requests of each trainee.
In the content of an individual educational routewere included:
observation and analysis of classes;
study of the organization of the educational process;
study of plans, programs for the organization of educationaleducational process;
participation of teachers in meetings of pedagogical councils,methodological measures;
organization of workshops - seminars;
study of methodological literature on the topics of internships, etc.
Internships were held in the following areas:
physical culture and health;
intellectual-cognitive;
social and personal;
artistic and aesthetic.
Throughout the internship period, mentors andtrainees actively collaborated using direct and remotecontacts. This communication grew into business and friendly relations, which continue to this day.
The internship required from the mentors in-depth knowledge, skills in transferring their professional experience and skills,additional responsibility. The workload has increasedmentors. Mentors of preschool educational institutions of the city showed professional competence, pedagogicalskill, a great culture of communication, tact, createdatmosphere of trust. In turn, the trainees showed patience,diligence, with pleasure adopted the knowledge and experience of mentors, which they now use in their work. Internship as a formadvanced training provides a personal approach andmeeting the needs of teachers in improving knowledge,theory, practice of organization and management of educationaleducational process.
At the end of the internship, each trainee providedthe following documents:
- journal of internships;
- analysis of attendance at classes and other open events;
- five own developments on the topic of the internship;
- creative work presented at methodological eventskindergarten, where the teachers of the village were trained.
Based on the results of the work, the leaders and mentors of the internshipcompiled analytical reports. All documents provided by the trainees were analyzed and evaluated.
To monitor the results of the work, the mentors traveled totrainees and analyzed their teaching activities, as well asinvolved in the display of the results of the work in the form of openactivities for the children of this institution. The performance of the work was also monitored with the help of incoming and control diagnostics, where they revealed the level of knowledge and professional skills before and after the internship.
This form of individual methodological work, such asinternship, helped to cause a high activity of teachers -trainees, improve skills in solving pedagogical problems, connect theory with practical experience. big role inperformance was played by a flexible visiting schedulevarious methodological activities during the internship.
Thus, as a result of the internship in 2008, 2009, the pedagogical experience of 22 village teachers was studied and generalized. Internship as one of the forms of methodical work to improvequalifications contributed to the improvementprofessional skills, the development of creative initiative in teachers, has proven its effectiveness. The practice of providing suchassistance to teachers proved to be viable. Internship asa new form of professional developmentteachers meets modern requirements and has a positive effect on the quality of education in preschool groups at schools.
Questions:
1. Efficiency of new active forms of methodical work in UDO.
2.Technology and characteristics of some active forms in work with teachers in a preschool institution.
3. The concept of interactivity and interactive methods.
4. Features of the interactive game, its algorithm.
Literature:
1. Vasilenko, N.O. Forms of organization of methodological work in the institution of preschool education / N.O. Vasilenko, L.N. Koteneva.- Mozyr: "White Wind", 2011.- 91 p.
2. Kashlev, S.S. Interactive teaching methods: textbook.-method. allowance / S.S. Kashlev. - Minsk: TetraSystems, 2011. - 224 p.
3. Kotko, A.N. Management of a preschool institution / A.N. Kotko. - Minsk: State Educational Institution "Academy of Postgraduate Education", 2009.
4. Kotko, A.N. Fundamentals of professional skills of the deputy head of a preschool institution for the main activity / A.N. Krotko, Guz, A.A.-Minsk: State Educational Institution "Academy of Postgraduate Education", 2003.-380 p.
5. Pozdnyak, L.V. Management of preschool education: textbook for students. ped. universities / L.V. Pozdnyak, N.N. Lyashchenko. - M.: Publishing Center "Academy", 2001. - 432 p.
The effectiveness of new active forms of methodological work in UDO
In modern conditions, the essence of the forms of work in the system of continuous education of pedagogical workers is changing: in contrast to the traditional informational one, they acquire a teaching character, which ensures:
1) the formation of a culture of self-development of teachers,
2) creates the prerequisites for their awareness and definition of their civic position.
This should be facilitated by a change in management techniques, active teaching methods that activate pedagogical activity, stimulate professional readiness to participate in the management of a preschool education institution.
In the last decade, intensively developed and implemented in pedagogical process the so-called active methods of training and education ("methods active learning”, “technologies of active learning”). These methods are based on the established facts that, other things being equal, up to 90% of what he does remains in the memory of a person; up to 50% of what he sees; only 10% of what he hears.
The activation of the cognitive activity of teachers is possible through the use of the following active teaching methods:
Modeling classes and individual events;
· analysis of specific situations, involving the adoption of optimal decisions based on knowledge of the psychological and pedagogical patterns of the educational process;
a business game that imitates the activity of a teacher in a situation close to the real one;
· discussion, providing an opportunity for free discussion of the problem, exchange of opinions;
· a round table based on the principle of collective discussion of problems;
«brainstorming» - a method that involves the group finding new alternative solutions to a problem situation, etc.
This group of methods also includes: problem-based learning methods, game technologies, immersion methods, interactive methods (Study on your own using the "Integrated Course of Lectures on Pedagogy" edited by Sivashinsky Part 1, P. 157-158.).
Forms of methodical work:
Theoretical seminars (reports, messages);
Seminars-workshops (reports, reports with a practical demonstration in the classroom, classroom hours, extra-curricular, out-of-school activities);
Disputes, discussions (round table, dialogue-argument, debates, forum, symposium, “aquarium technique”, “open discussion”), etc.;
- "business games", role-playing games; imitation lessons; panorama lessons;
Lectures of didactic scientists, psychologists, sociologists, defectologists, speech therapists and doctors;
Discussion of modern latest methods, technologies, achievements of psychological and pedagogical science;
Discussion of individual open, mutually attended classes, events or their cycle;
Discussion of "sections of knowledge", questions for testing and questioning of pupils;
Various exhibitions, reports on self-education: reports, abstracts, lesson development, production of didactic and visual aids; exhibitions of the best works of pupils, products of their creativity;
Discussion of effective pedagogical experience and recommendations for its dissemination and implementation;
Contests "The best kindergarten teacher ...", « Educator of the year";
Readings, scientific and practical conferences;
Pedagogical councils, etc.
2.Technology and characteristics of some active forms in work with teachers in a preschool institution
Basically, active forms of organization of methodological work in a preschool institution are divided into group and customized molds.
Let's consider and describe some of them.
Open display. A lesson followed by a discussion of what has been viewed, a form of training for teachers and dissemination of best practices.
Experience panorama can act as an independent form of work and as a technique. This is a purposeful display of advanced pedagogical experience, during which the main areas of the teacher’s work are most fully represented, the ideas of experience are isolated and shown using a verbal and illustrative method, i.e., in support of the main provisions of his experience, the teacher cites fragments of individual classes or the entire lesson.
In addition, a video recording, multimedia presentation, slide film, visual aids, etc. can be used during the panorama.
The panorama ends with a conversation, a discussion during which the proposed experience is discussed. It is possible to conduct an experiment showing different ways of solving the proposed problem by several teachers. The panorama of experience is not regulated in time.
Seminar - group lesson according to a specific plan under the guidance of experienced specialist teachers. They are held in order to increase the theoretical level of educators on a specific issue of educational work with children. The topics of the seminars are connected with the tasks of the annual plan, with the goals of the program for the development of a preschool education institution. For example, when deciding on the use in practice of the work of a preschool institution modern technologies upbringing and education of children, it is useful to hold a seminar first, which will allow you to get deeper acquainted with its essence, scientific and methodological support. In this case, the seminar can work in the mode of a creative group.
The seminar plan, as a rule, consists of several lessons. Their number and frequency depend on the specific topic. The head of the seminar can be the head, deputy head for main activities, specialists of the preschool education institution, school, an experienced educator or educator who attended a seminar on the topic as part of a course preparation or studying in an institution higher education. It is possible to invite teachers of the higher education system, researchers, etc. to participate in the seminar.
Types of seminars:
1. Interdisciplinary seminar
A topic is brought to the lesson, which must be considered in different aspects: political, economic, scientific and technical, legal, moral, etc. Tasks are distributed among the students for preparing reports on the topic. Specialists of relevant professions and qualifications may be invited to the lesson. Such a seminar allows you to broaden the horizons of students, promotes an integrated approach to assessing the problem.
2.Problem seminar
For example, before the teachers' council is held, the teaching staff is invited to discuss a problem related to the scientific side of the stated topic. Before the lesson, teachers are given the task to select the material, formulate questions and explain this problem. At the seminar in the discussion (group) held its primary discussion. The opinion of the groups is submitted for collective consideration. This makes it possible to identify the scientific and theoretical level of knowledge of teachers and form an interest in the issue considered at the pedagogical council.
Thematic seminar
The seminar is organized and conducted with the aim of focusing the attention of teaching teachers on the theme of the teachers' council or on its most important and essential aspects. Before the beginning of the seminar, the participants are given the task - to highlight the essential aspects of the topic, to trace their connection with the practice and experience of activities on the scale of the district, city, team. The thematic seminar deepens the knowledge of students, orients them to an active search for ways and means of solving the problem under consideration.
4. Orientation seminar
The subject of discussion at such a seminar are new aspects of well-known topics, ways to solve problems already posed and studied, published official materials, directives.
5. System Seminar
It is held for a deeper acquaintance with various problems to which the theme of the pedagogical council is directly or indirectly related, for example: “Ways to introduce health-forming technologies into the practice of a preschool education institution”, “The system of cultural values and spiritual development of a person”, etc.
Systemic seminars push the boundaries of teachers' knowledge, do not allow them to become isolated in a narrow circle of the topic of the teachers' council, help to discover the cause-and-effect relationships of phenomena, and arouse interest in studying different aspects of the pedagogical process.
6. Workshop.
It is carried out for a deeper and systematic study of the problems of pedagogy, psychology, methodology; theoretical material is supported by examples from practice, showing individual techniques and methods of work. During the seminar, the professional skills of teachers in a certain type of activity are improved, creativity and imagination are developed.
The workshop is distinguished by the fact that it includes practical tasks, observations of the work of colleagues, followed by a discussion. Comments, questions, their activity.
During the workshop, there is an opportunity to discuss different points of view, debate, create problem situations, which eventually allow to develop a common position on the issue under consideration. It is important that the outcomes of the seminar are formalized in the form of specific and realistic recommendations, and their implementation is under the control of the leader.
An important form of work is workshops for parents with the involvement of various specialists. Venue of the seminar: methodical room of a kindergarten, group room, museum, exhibition hall, etc. A seminar can be considered effective if it helps to quickly make changes in the educational process in a timely manner.
business game in work with teachers in a preschool education institution, it can act as an independent form of methodological work and as a technique. This is a practical lesson that simulates various aspects of professional activity and provides conditions for the integrated use of knowledge available to students.
The following elements form the basis of the educational business game:
The presence of roles
the presence of situations in which the implementation of roles occurs;
Simulation of conditions close to real;
Mandatory joint activities of the participants in the game;
control of playing time;
a system for evaluating the course and results of the game; “the rules governing the course of the game;
elements of competition.
Conducting a business game requires careful development:
Definition of the topic and educational goal of the game;
determination of areas and places of professional activity subject to simulation modeling;
Determining the stages of the game and the problem situations included in them;
determining the composition of the players, the goals and functions of their participation;
setting the rules of the game;
· writing the prospectus and scenario of the game;
· drawing up instructions for the game;
preparation of game documentation.
At least 5-7 days before the business game, the participants are given a package of tasks, the content of which includes a description of the initial situation of the game, organizational instructions; the time of the game depends on its content and specific tasks (it can be designed for 2 hours or even for several days).
Round table meetings
For educators, periodical meetings at a round table with various specialists- scientists, artists, representatives of public organizations, educational and cultural institutions, public institutions, state bodies, etc.
Before each such meeting, the head of the lesson invites teachers to put forward a topic of interest to them and formulate questions for discussion. Selected, classified questions are given to the guests of the round table to prepare for presentations and answers. At the same time, several specialists who are engaged in the study of this problem can be invited to the round table. In order for the round table meeting to be active and interested, it is necessary to set up participants for an exchange of opinions and maintain an atmosphere of free discussion. When discussing any issues of upbringing and education of preschoolers "circular" placement participants allows you to make them self-governing, to put everyone in an equal position, to ensure interaction. The organizer of the round table considers questions for discussion.
Discussion. Consideration, research, discussion of a controversial issue; everyone should express their own opinion, learn to defend it, prove their point of view.
Discussion is carried out if there is a set of problem situations, for example, objective (the presence of different points of view in science) and subjective (acute divergence of points of view of teachers).
In order for the discussion to take place, it is desirable that these situations coincide, with which the listeners are familiarized in advance. The organizer of the discussion determines the core of speakers - defenders of various points of view; other performances may be unscheduled.
The task of the leader of the lesson is not to impose his opinion during the discussion, pushing different points of view against each other. He also monitors the specific answer of the speaker, which should rationally combine both practical experience and a theoretical explanation of the issue under discussion.
The discussion can be held: based on lecture materials; by publications in the press; on problems of the pedagogical council.
Discussions consolidate knowledge, increase the volume of new information, help develop the skills to argue, prove, defend and defend one's opinion and listen to the opinions of others.
Game "Ring"- a kind of discussion, can be used not only as a technique, but also as an independent form of methodical work.
The participants present are divided into two groups representing different positions in the upcoming discussion. From among them, a leader and a support group are selected, which prepares evidence of their position for discussion.
Opponents (group leaders) reject, destroy or recognize the correctness of the interlocutor. From the rest of the participants, an expert group is created, which has developed criteria, on the basis of which they evaluate the result of the discussion.
Master Class- a form of methodical study. A master class can be organized as an independent form of study, as well as included as part of a lesson. The master class is used to train teachers (showing methods and techniques of working with children, advanced pedagogical experience, etc.) on the basis of an educational institution or one teacher who has a high level of professional skill, deeply knows the subject of the demonstration, is fluent in the organization of the educational process, methodology education and upbringing of children.
methodical bridge- a kind of discussion, a form of methodical work. It differs in the composition of participants (it is carried out between teachers of two institutions of preschool education, districts, etc.). The role of the leader is performed by a methodologist or an expert group consisting of scientists, methodologists, etc.
Methodical gatherings- a form of methodical work, most often used in an institution of preschool education; contributes to the creation of a favorable psychological microclimate in team, improve communication skills.
The leader, choosing a topic, proceeds from common problem decided by the institution. The participants of the “gatherings” are not informed in advance about the topic. The skill of the leader is to call the audience to a conversation on the topic, to find out their starting point, to prepare them for the subsequent discussion of this issue at the teachers' council. The conversation usually takes place over a cup of tea.
Brainstorm- a method of teaching in which the questions of the leader of the lesson are built so that they are given short answers. Preference is given to answers-fantasies and insights. Listeners are prohibited from criticizing and evaluating the ideas expressed, but combinations and development of the proposals made are encouraged. All statements are recorded. "Storm" lasts from 15 to 30 minutes. This is followed by a discussion of the ideas expressed.
Another brainstorming structure is also possible if the audience is significant in number. To solve the problem put forward, several working groups of 3-5 people and an expert group are formed, whose responsibilities include developing criteria, evaluating and selecting the best ideas. Then a warm-up training is carried out, the task of which is to help the listeners get rid of stiffness and shyness.
The generation of ideas begins on a signal in all working groups, to which an expert is attached, fixing the ideas put forward. Then the working groups have a rest, and the experts select ideas based on the selected criteria. The “brainstorming” ends with a discussion and evaluation of the best ideas, their justification and public defense. This form is for 1 hour.
Pedagogical KVN- practical exercises, the purpose of which is:
Improvement and systematization of knowledge, as well as consolidation of certain professional skills and abilities;
Contributing to the creation of a positive emotional climate in a group of teachers;
Development of an active position, the spirit of competition. Thus, KVN contributes to the activation of theoretical knowledge, practical skills, and the creation of an emotionally positive climate in a group of teachers. This is an excellent opportunity to show your creative abilities, theoretical and practical knowledge in the competition, quickly resolve the pedagogical situation, and be able to objectively assess the knowledge of your colleagues. Stimulates the activity of participants in the acquisition and demonstration of knowledge, skills and abilities.
Action algorithm
From a group of teachers, 2 teams are formed, a jury; the rest are fans. Teams get acquainted with the topic of the meeting in 5-7 days, receive homework, relevant literature is offered. In addition, they prepare mutual humorous greetings on the topic of this KVN.
The leader must provide possible answers to questions, have a good command of the problem. He also prepares entertaining tasks requiring non-standard solutions (including the “Captains Competition”) that are directly related to the topic being studied.
In this form, it is very good to conduct final classes upon completion of methodological activities. In this case, the purpose of holding a club of experts will be to identify the knowledge and skills of teachers (therefore, there may be more teams, for example, 5-6). In addition to good command of the problem, team members must possess the following qualities: a sense of humor, pedagogical resourcefulness, quick response, mobility (Appendix 4).
Methodical festival- a form of methodological work, the purpose of which is to show and exchange advanced pedagogical experience, the introduction of new pedagogical ideas and methodological findings. It can be used both at the final stage of work on the problem, and at the initial one, it involves a large number of participants and listeners.
During the festival, a circular panorama of methodological findings works, an auction of ideas, a round table are held, stand consultation points and other forms of work work. Participants submit applications for classes, a methodical idea for participation in a methodical festival in advance.
Consultation- a form of methodical work, which is characterized by a monologue form of presenting information new to educators. Nevertheless, it is necessary to provide elements of feedback, that is, to ensure the active involvement of educators in the reproduction, consolidation of the material. This is possible when using active methods of work. It is successful to conduct consultations in the form of role-playing games, when the deputy head of the main activity does not tell how to conduct, for example, a retelling lesson artwork, but shows it by allowing educators to imagine themselves as children of a younger or older age, followed by an analysis of the actions of the participants. It is possible before the start of the consultation to offer to guess the crossword puzzle, which is difficult to do without knowing certain concepts, and try again after the consultation, allowing educators to see the effect of the knowledge gained. Having told educators about the methodology for evaluating children's drawings, it is realistic to provide an opportunity to conduct consultations her according to specially selected samples, etc.
It should be remembered that over time, other educators may also need a previous consultation. Therefore, its content or a detailed plan indicating the literature used must be presented in writing, which can be used in subsequent work.
Planning consultations for teachers of a preschool education institution for the academic year
| Activity content | Audience category | Timing | Responsible |
| 1. "The first steps of a child in kindergarten" (practical recommendations for keeping records in early age groups) | Early Childhood Educators | September | Deputy head |
| 2. Planning and organization of educational work in the institution of preschool education under the program "Praleska" | Young professionals | October | Deputy manager |
| 3. Metatypical events and pharmaceutics among the pre-school national natsyyanalnaisamas with homemasc_holidays and traditional Belarusian people | November | caregiver | |
| 4. The technology of the process of the Belarusian-speaking and Russian-speaking development of preschoolers and teaching literacy in the Russian-speaking and Belarusian-speaking modes of N. S. Starzhinskaya | January | Deputy manager | |
| 5. Technology of algorithmization of the process of pre-mathematical development of preschoolers I. V. Zhitko | Educators of the groups "Dreamers", "Why" | February | Deputy manager |
| 6. Technology of the process of educating an ethical attitude to nature A. A. Petrikevich | Educators of all age groups | March | Deputy manager |
| 7. Pedagogical diagnostics of child development in the system of preschool education | Educators of the Dreamers group | April | Deputy manager |
| 8. Portfolio as a means of assessing the professional development of a teacher | Educators of all age groups | May | caregiver |
When organizing group forms of methodological work, one should not strive to increase the number of participants: 3-4 people is a normal group for a seminar, workshop, consultation, and for organizing a collective viewing. It is much more important that each form of work brings specific benefits, and that the acquired knowledge and skills are reflected in pedagogical activity and contribute to increasing the effectiveness of educational work with children.
With such an organization of methodological work, the main thing happens - the teacher compares his opinion, judgment, his assessment of what is happening in the team with another, sometimes opposite. During the discussion, he learns empathy, reflection, the ability to defend his point of view.
Creative microgroups. They arose as a result of the search for new, more effective forms of methodological work. They are created voluntarily when it is necessary to master best practices, a new methodology or develop a promising idea. Several teachers are united, taking into account psychological compatibility, creative interests. There can be one or two leaders in the group who take responsibility for organizational issues.
Each member of the group independently studies the issue assigned to him, prepares brief information. Then everyone exchanges opinions, argues, offers options, implements their work into practice. Mutual attendance of classes, discussion of the best techniques and methods are organized. If necessary, a joint study of additional literature is carried out. The main attention is paid to search, research activities, the whole team gets acquainted with its results.
Work on a single methodological theme. With the right choice, a single methodological theme can really captivate teachers. There are a number of requirements that must be taken into account when choosing a single topic: relevance for a preschool institution, taking into account the achieved level of activity, interests and requests of teachers, close connection with specific scientific and pedagogical research and recommendations, with the pedagogical experience of other institutions. These requirements rule out the "invention" of the bicycle, allow the introduction of truly advanced experience. Such an approach is not ruled out, when the team itself conducts experimental work and creates the necessary methodological developments. Practice shows the feasibility of defining a topic for the future, broken down by years. A single methodological theme should run like a red thread through all forms of methodological work and be combined with the topics of self-education of educators.
Literary newspaper. An interesting form of work that unites employees. Purpose: to show the creative possibilities of teachers, as well as children and parents. All participants write articles, stories, compose poems, make drawings.
Briefing. A meeting at which the position on one of the topical issues is briefly stated. It can be conducted by a leader or a specialist who prepares in advance to answer questions on a specific topic. Allows you to maximize the activation of educators. Two teams: one asks questions, the other answers; the organizer asks questions, teachers answer.
Relay race of pedagogical skill. A competition between several groups of educators, where one educator starts to cover the problem, and the next ones continue and reveal it together. The last participant sums up, draws conclusions.
Artistic piggy bank. The piggy bank, depending on the pedagogical tasks, may include reproductions of works of fine art, photographs, drawings of objects, animals, natural phenomena, diagrams, signs (any necessary information). A good way to attract the attention of children. The materials of the piggy bank can form the basis of the exhibition.
creative living room. The form of organization of interaction between teachers in accordance with their interests and preferences. An atmosphere of free, relaxed communication is created.
Review competition. A way to test professional knowledge, skills, pedagogical erudition. Demonstration and evaluation of creative achievements of teachers. Involves the ability to evaluate results by comparing one's abilities with others.
Music Salon. One of the forms of aesthetic development, spiritual communication of teachers, children and parents, preservation of the best folk traditions and customs. Reception of the formation of a favorable microclimate in the team.
Thematic exhibitions. Presentation of visual materials: drawings, products, literature. Contribute to the enrichment of knowledge, are a meaningful form of exchange of experience of teachers.
An important point in the methodological work is the choice of the form of the event. Forms of methodological work are determined taking into account the activity approach in adult education, as well as the wishes of teachers expressed during the final survey. In the pedagogical literature, the organizational forms of methodological work are classified according to the method of organization (collective, group, individual), as well as the degree of activity of the participants (passive, active, interactive). Passive forms works are focused to a large extent on reproductive thought activity and provide support for the zone of actual development of teachers. Active Forms stimulate the search, creative research activity of teachers and are focused on the zone of proximal development of teachers. interactive forms involve the creation (growing) of a new educational product in the process of interaction between the subjects involved in the educational process.
Most Effective forms of methodical work at the present stage, in our opinion, are: a workshop, a scientific and practical conference, a methodological decade, a methodological festival, a master class, a methodological bridge, a discussion, a methodical ring, a business game, training, video training, pedagogical readings, a professional exhibition, project defense, an open lesson, educational, organizational and activity, business, role-playing and other games that contribute to the formation of an intellectual culture and a culture of self-development.
Forms of organization of methodological work
|
Work with teaching staff to implement the tasks of the school |
Organizational and methodological support of the UVP |
Working with young professionals |
Excellence in teaching |
Work on self-education |
Pedagogical monitoring |
|
teachers' councils |
method council |
Young Teacher School |
The work of creative laboratories |
Work on an individual topic for self-education |
Visiting and reviewing teachers' lessons |
|
Psychological and pedagogical consultations |
Meetings methodical association |
School of young class teacher |
Work of target creative groups |
Consulting and individual interviews |
Studying the teacher's work system on the topic |
|
Thematic seminars |
Instructive and methodological meetings |
Mentoring |
Creative Teacher Reports |
Creating corners "To help with self-education" * Materials from work experience * Publications from periodicals |
Control slices |
|
Workshops |
Meetings with the director |
Mutual attendance of lessons |
Open Lessons |
Diagnostics of teaching staff |
|
|
Seminars-trainings |
Meetings with Deputy directors |
Individual consultations |
panorama lessons |
Interviews with teachers and students |
|
|
Pedagogical studio |
Exhibitions and presentations of novelties in pedagogical literature |
Questionnaire |
Week of Teaching Excellence |
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Pedagogical readings and pedagogical conferences |
Drafting integrated programs(on succession, health protection, etc.) |
Competition "The best young teacher" |
Day of open lessons |
Generalization of the teacher's work system |
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Lecture hall |
Lessons-reports of young specialists |
Open extracurricular educational activities |
Summarizing the experience of the teacher on a particular topic |
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Debate or discussion on a topic |
Compilation of observation programs |
Creating a corner "To help a young specialist" |
Scientific and practical conference |
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business games |
Organization of methodological corners, exhibitions, classrooms |
Pedagogical Exhibition |
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Pedagogical excursion |
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Workshops on the development of methods for studying and summarizing pedagogical experience |
Active forms of organizing methodological work
1. Theoretical seminar
Target: increasing the theoretical level of professional training of teachers.
familiarization with new pedagogical ideas and technologies, with new approaches to the organization of the educational process;
identification of problems in the work of the teaching staff (conducting theoretical seminars).
2. Methodical operatives
Target: stimulating interest in the problems of theoretical and practical pedagogy and psychology and willingness to innovate.
Tasks: timely familiarization of teachers with the latest achievements of science, advanced pedagogical experience and determination of ways to implement them.
3. Thematic teachers' councils
Target: development of collegial decisions on the problems of organization and content of the educational process at school.
Tasks: determination of the educational policy of the school; uniting the efforts of the teaching staff in the field of advanced training.
4. Methodical days
Target
familiarization of the teaching staff with the technology of work of school teachers;
creation of a "piggy bank" of intra-school methodological findings.
5. Creative report of methodical associations
Target: systematization of the process of accumulation and generalization of best practices within the school.
As a result of the report, each methodological association presents methodological and didactic materials developed by teachers, introduces its achievements.
Festivals of pedagogical ideas: a kaleidoscope of lessons
Target: acquaintance with pedagogical discoveries, the work of individual teachers.
to acquaint a wide range of teachers with interesting pedagogical findings;
to pave the way for pedagogical invention and rationalization, to stimulate the development of the initiative and creativity of teachers.
Discussion
Target: involvement of listeners in an active discussion of the problem; identification of contradictions between worldly ideas and science; mastering the skills of applying theoretical knowledge to analyze reality.
Methodical ring
Target: improving the professional knowledge of teachers, identifying general erudition.
Methodical gatherings
Target: formation of the correct point of view on a certain pedagogical problem; creation of a favorable psychological climate in this group of students.
Methodical dialogue
Target: discussion of a specific problem, development of a plan of modern action.
business game
Target: development of certain professional skills, pedagogical technologies.
training
Target: development of certain professional skills and abilities.
Pedagogical KVN
Target: activation of existing theoretical knowledge, practical skills
methodical bridge
Target: exchange of advanced pedagogical experience, dissemination of innovative technologies of education and upbringing.
Brainstorm
Target: development of practical skills, creativity, development of the correct point of view on certain issues of pedagogical theory and practice.
Mentoring
Direct training of a young teacher by a mentor (experienced teacher).
Target: transfer of knowledge, experience, skills.
Tasks:
ensuring the continuous process of becoming a young teacher;
ensuring the level of work of a young teacher;
formation of self-improvement motivations in a young teacher.
Methodical decade
Target: stimulating the teaching staff to improve professional and pedagogical skills.
Intellectual marathon
Target: acquaintance with the pedagogical creativity of individual teachers, improving the professional knowledge of teachers, identifying general erudition.
Subject weeks
Target: stimulating the teaching staff to improve professional and pedagogical skills.
"Science Day"
Days of humanitarian knowledge
Psychological and pedagogical seminars
Advanced training workshop
Scientific and practical conferences of teachers and students
Individual work on a personal creative theme
Experimental work
The work of the School Academy of Sciences (SHAN)
Publishing
The work of creative groups
Sample seminar topics
Management of the process of professional development of teachers.
Modern technologies in the educational process.
Active forms of development of professionalism of teaching staff.
Ideological work in educational institutions: essence of content, functions.
Evaluation of the quality of education and HSC in subjects.
The system of methodical work with teaching staff as the basis of their professional development.
Lesson analysis as a means of developing the teacher's professional activity.
Motivation as a factor in improving pedagogical skills.
Modern approaches to improving the professional level of teaching staff.
The role of the teaching and methodical cabinet in the professional development of teaching staff in the intercourse period.
The role and importance of information and methodological support for the activities of educational institutions.
The problem of introspection of the lesson.
Scientific discussion as a means of learning.
Program of individual work with lagging students.
Lesson - as a form of increasing methodological skills.
The creative approach of the teacher to the choice of means, forms, techniques and methods of teaching schoolchildren;
Differentiated and individual approach to learning;
Improving the efficiency of monitoring the state of educational activity of schoolchildren.
Formation of interest in the subject and development of curiosity of students in the learning process.
Organization of a system of work to prevent and overcome gaps in students' knowledge.
New pedagogical technologies and their use in the educational process.
A variety of control and accounting of knowledge, skills and abilities of students.
Motivation of learning through the formation of cognitive interests in children.
Realization of the humanistic orientation of education through a personality-oriented pedagogical process.
The role of a qualitative assessment of knowledge in the formation of a child's personality.
Implementation of the concept of student-centered learning in the educational process.
Personal orientation of the assessment of the results of students' activities.
Creation in the classroom of optimal conditions for personal development.
Psychological and pedagogical activity in creating a situation of success.
Implementation of freedom of choice in educational activities.
The art of pedagogical communication in the classroom.
Lesson and extracurricular work in the organization of the intellectual development of the child.
Features of the teacher's work with non-standard children.
The development of a child's abilities is an urgent need of the time.
Activation and intensification of students' activities in the classroom, differentiation is the solution to many problems of learning.
Criteria for the effectiveness of the organization and planning of methodological work:
1. Regulatory security of activities.
2. The level of functioning or development of the system of methodological work (unity of goals, objectives, content, forms, methods, organization and final results).
3. Optimality of the structural and functional model of the methodological service.
4. Clarity and specificity of planning.
5. Relevance of the subject.
6. Focused and systematic in carrying out methodological work.
7. Involvement in the methodological work of all members of the teaching staff.
8. The study and use by members of the teaching staff of the experience of their colleagues.
9. Technologization of the educational process.
10. Openness for professional interaction with other structures of the education system.
11. Creation of a creative, business atmosphere in the team by the leaders.
12. Diagnostic basis for determining the structure, content and forms of methodological work.
13. Choosing the optimal structure of methodological work for your school.
14. Accounting for advanced pedagogical experience.
15. Cohesion of the teaching staff.
16. Development of creative activity of teaching staff, improvement of their general culture.
17. Consistent transition from collective forms of work to self-education.
18. Involving teachers in research activities.
MO work planning
The planning and prognostic activity of the administration is the basis for managing methodological work in the school. Like any activity, it must have its own goals, means and results. The methodological association (MO) is the central link in the methodological work at the school and is created if there are at least three specialists of the same profile. Teachers of small-class schools take part in the work of interschool (cluster) MOs.
The general management of the Ministry of Defense is carried out by the deputy. Director for WHR. A teacher elected by colleagues from among the most experienced teachers can directly manage the IR.
To control the work of the MO, the head of the school must clearly understand the tasks facing the MO and the content of its activities, which includes organizational educational, methodological and educational work.
At the end of each academic year (April-May), the leaders of the IO prepare a report on the work done for the year, which sets out the tasks facing the association, methods and ways to achieve them, the results obtained, the problems that have arisen and determines the main tasks and short program activities for the next year.
After defining the main tasks and activities for the MO, the leaders of the MO draw up a Work Plan for the academic year. The plan is a structurally defined sequence of activities leading to the achievement of an already defined set of goals. It should show who should do what, when and how, and include all necessary decisions. To implement the plan, it is necessary to develop a standard reporting system and analyze it both based on the results of the activities of the entire ME and of an individual teacher. Collection, processing and analysis of information on the actual results of the activities of the Ministry of Defense, comparison of the results with planned indicators, identification of deviations and analysis of the causes of these deviations, development of measures necessary to achieve the goal, are impossible without high-quality planning. The plan becomes a prerequisite for drawing up detailed calendar schedules, schedules, etc.
The central place in planning is occupied by the tasks of scheduling, i.e. linking activities with each other in time and with the capabilities of other IOs. In the simplest case, the calendar plan parameters are the start and end dates of each event, their duration, and the necessary resources (human, scientific, methodological, material and technical). There are various ways to display the schedule. The most common calendar plans are in the form of line charts and work lists (tables, plans - grids). Experience shows that the calendar plan in the form of a table is the most acceptable for the chairmen of the Defense Ministry.
The MO work plan consists of the following sections:
the topic the MO is working on;
the goal and objectives of the MO for the new academic year;
general events;
educational work of the MO;
methodical work;
improvement of educational and methodological support.
The theme, purpose and main tasks of the activity are formed by the methodological association, based on school-wide tasks, taking into account the specifics of the work.
Organizational forms:
methodical associations;
individual professional and pedagogical self-education
The work of methodological associations
The center of educational, methodological and innovative activities of educational institutions is the Moscow region.
The leadership of the MO is carried out by teachers who have the highest or first category.
The work of the leaders of the MO is based on an analysis of the work of the MO for the past year, tasks for the new academic year.
The meeting of the MO is held according to the plan approved by the Methodological Council, but at least 4 times a year.
The work of leaders of methodological associations should be encouraged on a monthly basis and based on the results of work at the end of the year.
In accordance with the tasks facing the methodological association, the work of the MO includes:
holding meetings of the Ministry of Defense;
implementation of regulatory documents, implementation of decisions and recommendations of the Ministry of Defense
carrying out activities to improve the professional level and improve the pedagogical skills of teachers;
study, generalization and dissemination of the experience of the best teachers of the school;
organization and examination of innovative activities of teachers;
strengthening the educational, methodological and material base;
acquaintance with the advanced experience of teachers of other educational institutions and its implementation in the activities of teachers of the Moscow Region;
organization of diagnostic studies aimed at improving the efficiency of educational activities of teachers;
preparation and certification of teachers;
preparation of calendar and thematic plans, development of elective programs and elective courses;
preparation and holding of subject days, weeks, decades;
conducting all types of training sessions, exams, tests;
diagnostics of the quality of education of students;
preparation and holding of conferences, seminars, round tables, etc.;
preparation and conduct of extracurricular activities among students in accordance with the profile of methodological associations;
management of scientific research work students and teachers;
conducting and preparing students for intellectual marathons, olympiads, etc.;
attending educational, optional and circle classes in the subjects of the MO;
social protection of the teacher.
After the days of the creative report, the development of scientific and methodological materials is submitted to the methodological council.
Exemplary scheme of analysis
MO work plan
Targets and goals:
Compliance with general school goals.
Compliance with analytical conclusions based on the results of work in the previous year.
The relevance and depth of the issues under consideration.
Practical orientation.
diagnostic validity.
Concreteness.
Logic and consistency (goals-tasks-events.)
Forms of MO work:
Matching form and content.
Variety of forms of work.
Work in sectional and intersectional periods.
Implementation of the work plan and its adjustment:
Definition of forms of control over execution.
Availability of minutes of meetings, reports, didactic materials.
Generalization of work experience.
Approximate scheme for the analysis of the occupation of the MO
1. Relevance of the topic:
connection with the problems of the educational process based on the results of the annual analysis of the work of the school for the last academic year;
connection with the tasks facing the school in the current academic year.
2. The place of this lesson in the system of work of the Ministry of Defense.
relevance, specificity, practical orientation;
reflecting the ideas of reforming the school, the new content of education and work on new programs;
compliance with the requirements of regulatory documents;
scientific validity (using the latest research and psychological science);
Forms of the lesson
conformity of form and content;
the presence of active forms of work, etc.
5. The degree of activity of each teacher in the work of this MO. The level of training of members of the MO.
6. The quality of methodological materials developed in the MO(reports, guidelines, developments, etc.), their specificity and effectiveness.
7. Relationship of the MO class with self-education and course retraining of teachers.
8. The quality of the preparation of the MO lesson.
9. The level of training of the head of the MO.
10. Material base of the lesson
the presence of an educational and methodical office;
materials from work experience;
the presence of TCO;
organization of an exhibition, etc.
11. The degree of implementation of the planned work.
12. The effectiveness of the occupation of MO.
Analysis of the effectiveness of methodological work at school.
Scheme of analysis of methodical work.
Purpose of analysis: to determine the level of productivity of methodological work at school and its role in the process of including the teaching staff in the development mode.
Evaluation of the diagnostic nature of methodological work at school.
The efficiency and effectiveness of the work of subject departments (or methodological commissions) to improve the professional (theoretical, methodological, general cultural) level of teachers.
The effectiveness of the subject departments (methodological commissions) in organizing and conducting open lessons, subject weeks, scientific and methodological conferences, subject olympiads, pedagogical readings ...
Efficiency of activity of subject departments on generalization and development of advanced pedagogical experience.
The state and effectiveness of self-educational work of teachers ...
The work of subject departments to improve the lesson and improve the quality of teaching of subject teachers.
Efficiency and effectiveness of the work of schools of excellence, creative groups of teachers, university of excellence.
Memo on the organization of control over the state of methodological work
Objects of control:
planning and content of the work of the Ministry of Defense;
work of creative groups;
mentoring;
attestation;
self-education;
study (course preparation);
advanced teaching experience.
Observation program
Reflection in the plans of the Ministry of Defense of the tasks of the school. Implementation and effectiveness of plans.
Identification of difficulties. The growth of methodological skill.
The state of teaching, the level of pedagogical skills.
Knowledge and implementation new technology on the lesson.
Class attendance. Efficiency. Implementation of new ideas into practice.
Brief description of the purpose of the lesson. Lesson outline.
Where will the question be heard?
At a meeting with the director.
At the pedagogical council.
At a meeting of the attestation commission.
conclusions
the professional level of teachers has increased;
the main directions of control and topics of attending lessons were chosen correctly, which improved the quality of teaching, the structure of lessons and the selection of the necessary forms and methods used in the lesson to enhance the activity of students, increase the effectiveness of the lesson;
the issues of organizing differentiated independent work in the classroom, motivating learning activities, and developing self-control skills remain unresolved;
many teachers showed good organizational skills during subject weeks;
students showed a good level of subject ZUN, the ability to apply knowledge in various situations, mutual assistance, extraordinary solutions to difficult issues;
interesting various non-traditional forms of conducting subject weeks aroused great interest of students
conclusions
With the help of a system of questions, creating problem situations, different levels of problem-heuristic problem solving, the teacher achieved activity and independence of thinking.
A successful combination of frontal work in the classroom with group and individual forms classes contributed to the organization of students in the classroom.
Achieving concentration and stability of attention of students, the teacher provided conditions for the productive work of thinking and imagination.
The quality of knowledge assimilation depends on consistency, connection with previous and subsequent lessons, connection with the experience and knowledge of students.
The quick inclusion of students in the business rhythm, the organization of the attention of all students allowed the teacher to successfully cope with the tasks set.
The teacher uses methods and techniques that lead students to independently acquire knowledge and "discover the truth."
The teacher does not suppress, gives the opportunity to express themselves.
The teacher in the process of analysis reveals the problems of a social and moral-aesthetic nature, educates students in an active civic position.
The teacher stimulates the creative initiative of students and upholding their point of view.
The teacher in the lesson has time to do a lot, thanks to the ability rational use time, well-defined work.
The lesson is full of material that requires reflection and mental activity.
The teacher includes entertaining facts in the educational material, uses the knowledge, skills and abilities of the students.
The teacher, when selecting educational material, takes into account the cognitive interests and needs of students.
The teacher organizes a joint discussion of questions and problems.
In the process of collective, group and individual work, the teacher contributes to the formation of students' faith in their abilities.
The teacher loves his subject and knows how to show it to children.
Throughout the lesson, the teacher manages to maintain the stability of students' attention, concentration.
The teacher sets tasks of an interdisciplinary nature. Interdisciplinary connections contribute to deeper assimilation.
The teacher knows how to focus the attention of students on the most important thing.
A high level of pedagogical skill: works with inspiration, he is characterized by: composure, energy, goodwill, easiness, professional vigilance, the ability to influence volitionally, competent, accessible speech, enthusiasm, an optimistic approach to everything that happens in the lesson, pedagogical resourcefulness, the ability to create an atmosphere of joyful sincere communication of children with the teacher and with each other, business contact.
The system comments on the activities of students, gives a detailed assessment.
Diverse types of assignments keep the whole class busy depending on ability
The teacher is fluent in the material of the lesson, clothes it in an accessible, but scientific form, the speech is expressive, rich.
conclusions
The content logic of the lesson is not traced.
The pace of the lesson is slow.
The teacher is "tied" to the abstract, does not improvise.
The atmosphere is not conducive to active learning.
The lesson is dominated by explanatory and reproductive methods based on the perception and reproduction of information.
The lesson takes place in a broadcast mode that does not require effort on the part of the teacher and students
Student activity is monotonous
Students are passive, avoid initiative actions in cognitive activity
There is no dialogue with the teacher: students give monosyllabic answers or refuse to answer.
The teacher is not set up for educational cooperation with students.
The teacher's monologues are not distinguished by figurativeness, richness of examples.
The questions are reproductive in nature.
The teacher does not set educational goals for himself and for the students.
The teacher does not focus on the culture of relationships.
The teacher has not formed clear criteria for assessing ZUN.
Student responses are not commented.
Control is formal, not substantive.
The studied material was not mastered by most of the students.
The lesson has a weak educational effect on students.
