State budgetary non-standard educational institution “Republican basic general education music and art boarding school named after. R.D. Kendenbilya »
Report on the topic:
“Preservation of the student population in the choreography department of R.D. Kendenbil ROOMSHA”
(forms of work with parents)
Compiled by: Khovalyg Shoraana Saryg-oolovna
Teacher of the choreography department
Kyzyl - 2014
Report
On the topic: “Preservation of the student population in the choreography department of the ROOMSHI named after. R.D. Kendenbil (forms of work with parents)"
Choreography teacher Khovalyg Sh.S.
The problem of maintaining a contingent in a children's art school has always been relevant. And these days we often hear phrases from teachers that students interrupt classes without finishing their studies, and that it is difficult to interest them. Unfortunately, in the current conditions, children easily drop out of art school, often already in the second or third years of study, and the most offensive thing is that there are cases of termination of studies in graduating classes. This is facilitated by a number of various reasons. Such as poor health, heavy workload in secondary school, priorities, poor data, transitional age etc.
Ways to solve the problem.
Creating the image of the school. The purpose of the school leadership and teaching staff- purposefully form the image of the institution, focusing on its target audience, in our case, the parents of students, the students themselves, and social partners. What does an image consist of? The foundation is basic idea institutions - those principles that must be followed. External image is the perception of the school by society. It is necessary to constantly broadcast the goals and activities of the school for all groups target audience. Internal image is the attitude of students and staff towards the school. An intangible image is the emotional mood of employees, the atmosphere of the school, its established traditions.
The image of a school can be made up of details that seem trivial at first glance: appearance employees, their politeness and friendliness, the design of the corridors, classrooms.
Methods pedagogical prevention. IN modern conditions teachers are obliged to look for optimal pedagogical systems, apply latest achievements pedagogy. Systematically monitor and evaluate learning outcomes and promptly identify gaps through working with students’ parents.
Working with parents. The people closest to a child are, of course, his parents. No one knows the character and temperament of their child better than them, and, therefore, no one except them can help the child in introducing and strengthening connections with a new activity, which - who knows? - over time can develop into a serious hobby or even a profession . Therefore, the teacher should, whenever possible, involve the parent in the educational process. Educational activities it is impossible to conduct successfully without the cooperation of parents. Parents of students are allies and helpers, active participants in the life of the department and school, constant and most grateful listeners.
Forms of work with parents, i.e. how we work with our parents of students in the choreography department of ROOMSHI
- Open lessons. On open lessons We invite parents (the goal is to familiarize parents with new programs in the subject, teaching methods, and teacher requirements).
- Test lessons. We invite interested parents to attend test lessons. After the second half of the year, in front of their parents, we encourage the excellent students of the department and soloists of the ensemble, so that others can look up to them.
- Information and analytical: questionnaire, survey, “ Mailbox”;
One of the forms of information and analytical work is a mailbox. This is a box or notebook in which parents can put notes with their ideas and suggestions and contact the teacher with questions. Questions asked illuminate on parent meetings.
- Leisure: holidays, joint leisure, parental participation in competitions, on trips. Here the opportunities for cooperation and creativity are most fully revealed. From work experience, we know that parents are most willing to make contact and express a desire to cooperate precisely when we're talking about directly about their child.
- Individual thematic consultations. We exchange information that gives a real idea of school affairs and the child’s behavior and problems.
Individual consultations- one of the most important forms interactions with family. In order to overcome parents' anxiety and fear of talking about their child, we conduct individual consultations and interviews with parents. We teachers give parents the opportunity to tell him everything that they would like to introduce him to in an informal setting, and find out important information for your professional work with baby:
– characteristics of the child’s health;
– his hobbies, interests;
– preferences in communication in the family;
– character traits;
– motivation for learning;
– moral values of the family.
- Visiting family. We work individually with parents of problem children, getting to know their living conditions.
- Parent meeting
Group parent meetings – held four to five times a year.
Purpose: discussion of educational tasks educational work, planning educational work, identifying ways of close cooperation, considering current pedagogical problems.
Meetings are held once every quarter, and more often if necessary. At parent meetings, the educational achievements of students are analyzed, their capabilities are characterized, the degree of progress of the class in educational activities. A parent meeting is an opportunity to demonstrate the child’s progress. For parent-teacher meetings we often use video recordings of children’s activities, fragments of classes, competitions, their achievements, photographs of students who were at competitions, on trips, while studying, on walks. That is why the percentage of attendance at meetings is quite high.
Recommendations for holding parent meetings:
1. The parent meeting should educate parents, and not state the mistakes and failures of children.
2. The topic of the meeting should take into account age characteristics children.
3. The meeting should not engage in discussion and condemnation of the personalities of students.
Sample topics for consultations for parents:
1. The child does not want to study in a group. How can I help him?
2. The child’s poor memory. How to develop it?
3. Only child in family. Ways to overcome difficulties in education.
4. Punishing children. What should they be?
5. Anxiety in children. What could it lead to?
6. Shy child. Problems of shyness and ways to overcome it.
Note to teachers and parents
If:
– the child is constantly criticized, he learns to hate;
– the child is ridiculed, he becomes withdrawn;
– the child is praised, he learns to be noble;
– the child is supported, he learns to value himself;
– the child grows up in reproaches, he learns to live with a feeling of guilt;
– the child grows up in tolerance, he learns to understand others;
– the child grows in honesty, he learns to be fair;
– the child grows up in safety, he learns to believe in people;
– the child lives in hostility, he learns to be aggressive;
– the child lives in understanding and friendliness, he learns to find love in this world.
These tips arose on the basis of practical life observations, comprehension teaching practice. The stated provisions can be used in practical work with parents, as well as as topics for meetings and conversations with them.
In conclusion, I would like to emphasize once again that positive results are achieved only with skillful combination different forms cooperation, with the active involvement of all team members and family members of the students in this work. The main thing in the work is to gain trust and authority, to convince parents of the importance and necessity of coordinated actions. Without parental participation, the upbringing process is impossible, or at least incomplete. That's why Special attention should be given to introducing new non-traditional forms cooperation aimed at organizing individual work with a family, differentiated approach to families of different types.
State budgetary non-standard educational institution “Republican basic general education music and art boarding school named after. R.D. Kendenbilya »
Report on the topic:
“Preservation of the student population in the choreography department of R.D. Kendenbil ROOMSHA”
(forms of work with parents)
Compiled by: Khovalyg Shoraana Saryg-oolovna
Teacher of the choreography department
Kyzyl - 2014
Report
On the topic: “Preservation of the student population in the choreography department of the ROOMSHI named after. R.D.Kendenbilya
(forms of work with parents)"
Choreography teacher Khovalyg Sh.S.
The problem of maintaining a contingent in a children's art school has always been relevant. And these days we often hear phrases from teachers that students interrupt classes without finishing their studies, and that it is difficult to interest them. Unfortunately, in the current conditions, children’s art school is easily dropped out, often already in the second or third years of study, and the most offensive thing is that there are cases of termination of studies in the final grades. A number of different reasons contribute to this. Such as poor health, heavy workload in secondary school, priorities, weak data, adolescence, etc.
Ways to solve the problem.
Creating the image of the school. The goal of the school leadership and teaching staff is to purposefully shape the image of the institution, focusing on its target audience, in our case, the parents of students, the students themselves, and social partners. What does an image consist of? The foundation is the basic idea of the institution - the principles that must be followed. External image is the perception of the school by society. It is necessary to constantly broadcast the goals and activities of the school to all groups of the target audience. Internal image is the attitude of students and staff towards the school. An intangible image is the emotional mood of employees, the atmosphere of the school, its established traditions.
The image of a school can be made up of details that seem trivial at first glance: the appearance of employees, their politeness and friendliness, the design of corridors and classrooms.
Methods of pedagogical prevention. In modern conditions, teachers are obliged to look for optimal pedagogical systems and apply the latest achievements of pedagogy. Systematically monitor and evaluate learning outcomes and promptly identify gaps through working with students’ parents.
Working with parents. The people closest to a child are, of course, his parents. No one knows the character and temperament of their child better than them, and, therefore, no one except them can help the child in introducing and strengthening connections with a new activity, which - who knows? - over time can develop into a serious hobby or even a profession . Therefore, the teacher should, whenever possible, involve the parent in the educational process. Educational activities cannot be carried out successfully without the cooperation of parents. Parents of students are allies and helpers, active participants in the life of the department and school, constant and most grateful listeners.
Forms of work with parents, i.e. how we work with our parents of students in the choreography department of ROOMSHI
- Open lessons. We invite parents to open lessons (the goal is to familiarize parents with new programs in the subject, teaching methods, and teacher requirements).
- Test lessons. We invite interested parents to attend test lessons. After the second half of the year, in front of their parents, we encourage the excellent students of the department and soloists of the ensemble, so that others can look up to them.
- Information and analytical : questionnaire, survey, “mailbox”;
One of the forms of information and analytical work is a mailbox. This is a box or notebook in which parents can put notes with their ideas and suggestions and contact the teacher with questions. We cover the questions asked at parent meetings.
- Leisure : holidays, joint leisure, parental participation in competitions, on trips.Here the opportunities for cooperation and creativity are most fully revealed. From work experience, we know that parents are most willing to make contact and express a desire to cooperate precisely when it comes directly to their child.
- Individual thematic consultations . We exchange information that gives a real idea of school affairs and the child’s behavior and problems.
Individual consultations are one of the most important forms of interaction with families. In order to overcome parents' anxiety and fear of talking about their child, we conduct individual consultations and interviews with parents. We teachers give parents the opportunity to tell him everything that they would like to introduce in an informal setting, and find out important information for their professional work with the child:
– characteristics of the child’s health;
– his hobbies, interests;
– family communication preferences;
– character traits;
– learning motivation;
– moral values of the family.
- Family visit . We work individually with parents of problem children, getting to know their living conditions.
- Parent meeting
Group parent meetings – held four to five times a year.
Goal: discussion of the tasks of educational work, planning of educational work, identifying ways of close cooperation, consideration of current pedagogical problems.
Meetings are held once every quarter, and more often if necessary. At parent meetings, the educational achievements of students are analyzed, their capabilities, and the degree of progress of the class in educational activities are characterized. A parent meeting is an opportunity to demonstrate the child’s progress. For parent meetings we often use video recordings of children’s activities, fragments of classes, competitions, their achievements, photographs of students who were at competitions, on trips, while studying, on walks. That is why the percentage of attendance at meetings is quite high.
1. The parent meeting should educate parents, and not state the mistakes and failures of children.
2. The topic of the meeting should take into account the age characteristics of the children.
3. The meeting should not engage in discussion and condemnation of the personalities of students.
Sample topics for consultations for parents:
1. The child does not want to study in a group. How can I help him?
2. The child’s poor memory. How to develop it?
3. The only child in the family. Ways to overcome difficulties in education.
4. Punishing children. What should they be?
5. Anxiety in children. What could it lead to?
6. Shy child. Problems of shyness and ways to overcome it.
Note to teachers and parents
If:
– the child is constantly criticized, he learns to hate;
– the child is ridiculed and becomes withdrawn;
– the child is praised, he learns to be noble;
– the child is supported, he learns to value himself;
– the child grows up in reproaches, he learns to live with a feeling of guilt;
– the child grows up in tolerance, he learns to understand others;
– the child grows in honesty, he learns to be fair;
– the child grows up in safety, he learns to believe in people;
– the child lives in hostility, he learns to be aggressive;
– the child lives in understanding and friendliness, he learns to find love in this world.
These tips arose on the basis of life-long practical observations and understanding of teaching practice. The stated provisions can be used in practical work with parents, as well as as topics for meetings and conversations with them.
In conclusion, I would like to emphasize once again that positive results are achieved only with a skillful combination of different forms of cooperation, with the active involvement of all team members and family members of the students in this work. The main thing in the work is to gain trust and authority, to convince parents of the importance and necessity of coordinated actions. Without parental participation, the upbringing process is impossible, or at least incomplete. Therefore, special attention should be paid to the introduction of new non-traditional forms of cooperation aimed at organizing individual work with families and a differentiated approach to families of different types.
A teacher’s personal example is a ray of sunshine for a young soul,
which cannot be replaced by anything.
K.D. Ushinsky
Everyone knows what a positive impact folk instrumental art, whose origins go back to the distant past, has on people. In the country long years A good system was developing for teaching children to play folk instruments, which could become one of the most important prerequisites for the successful development of folk instrumental performance.
But life makes its own adjustments. Folk art is being promoted less and less in society. Children have no idea what folk instruments look like, much less what they sound like. Yielding to the trends of modern “fashion,” parents are trying to teach their children foreign languages, ballroom dancing, and strengthen their children’s health in sports clubs.
Fewer and fewer children are coming to children's music schools and children's art schools who want to learn to play the button accordion, accordion, domra, balalaika and other folk instruments. In order to preserve the traditions of instrumental performance on folk instruments in our country, teachers are forced to spend a significant part of their personal time conducting propaganda work: going to schools, kindergartens, and sometimes bringing children directly from the street. Many of them carry out this work, and it often gives good results.
Of course, at first glance it seems strange how you can approach someone on the street. strangers, children, communicate with them. But in fact, this is possible if the teacher has the necessary qualities, such as communication skills and sociability. Watching children, their games in the courtyards of houses and schools, you can notice savvy, energetic, possessing leadership qualities, which is important in the further learning process. The degree of interest of children and their parents in studying at the university depends on the ability to find contact with them. musical instrument. At this stage, it is important to demonstrate by personal example or by the example of your students what results the child can achieve in the future. By inviting children and their parents to school, you need to show all your skills as a performer, demonstrate the achievements of your best students, invite to lessons, class concerts. There is no guarantee that all the initially interested children will come to study, but approximately three out of eight will definitely come, and maybe more.
One of effective ways, used by teachers to recruit students, is visual propaganda. Communicating with teachers of different ages, it can be noted that many of them go to preschool institutions and schools with propaganda concerts. The impressions received from the bright professional performance of the teacher attract children and parents.
The set has been completed and the current work has begun. The teacher faces other equally important problems: the safety of the contingent, attendance and homework.
All three problems form a certain logical chain: the student is busy at school, does not have time to rest and, accordingly, does not do homework. Scared bad grades and the anger of the teacher, begins to miss classes and soon (most often in 1-2 years of study) is expelled.
Even in this state of affairs, it is possible to maintain the contingent. It is necessary to establish close contact with parents and give them the opportunity to attend classes. This will help interested parents monitor their children’s independent activities.
A teacher who has developed a teaching system has a stable contingent, since classes are held regularly and most of the work is carried out in the classroom, and at home the children only mechanically reinforce the learned material. A common mistake teachers make is requiring the student to follow several instructions at once. Violation of the principle of consistency makes them impossible, because the student cannot focus his attention on a large amount of information and perceive everything at the same time. The child gets the impression that he can’t do anything, it is difficult for him to study and, accordingly, interest in learning disappears. And interest must be maintained all the time - as early and often as possible, students must be given the opportunity to participate in concerts and competitions. Currently, there are quite a lot of performing competitions for students. of different ages and level of training. Having correctly selected the level of the event, the teacher gives the student the opportunity to self-realize, feel the strength and will to win.
To summarize, it should be noted that a real teacher, to one degree or another, must have such qualities as enthusiasm, be dedicated to his work, love children, keep himself in good performing shape and constantly learn, improve, “keep up with the times.” Such a teacher is able to solve any problems that come his way.
Information resources used.
- Great Russian teacher - Konstantin Dmitrievich Ushinsky / http://works.doklad.ru/view/J5I36ip0fJs.html
Municipal educational institution
Results of educational activities.
Tracking the level of mastery of students educational material educational programs (based on the results of educational activities) were carried out by teachers conducting monitoring and diagnostic activities. System of this monitoring assumes next steps: introductory, current (by quarters), intermediate (by the end of the year) and final (final exams).
Main form of organization academic work in the institution is individual lesson, group lesson, summary classes, viewings of concert performances and exhibition works, concert activity, independent Homework. Monitoring the progress of students, Children's Art School is carried out according to point system. Intermediate marks in points are given for quarters, in the first grades - for half a year.
Interim certification is carried out in the form of academic tests, technical tests, test lessons, creative reports By individual subjects taking into account the age and level of learning of children using differentiated individual approach. During the academic year, work continued to complete the level bank educational achievements students both at the teacher and administration levels. Over the past few years, methods have been used statistical analysis. The development of additional educational programs ends with final certification (exams) conducted in accordance with regulations. 550 students passed the final certification (6 people provided certificates of illness and were certified according to current assessments). Results school year showed that the absolute and qualitative performance of students remains stable. The level of educational achievements is presented in the table.
Comparative analysis of academic performance over the past 3 years
The final certification of graduates for the academic year was carried out in deadlines. If we talk about the quality of training of graduates, it should be noted that 10 people from the instrumental, choreographic, fine, ballroom departments received a certificate of completion of the art school and were admitted to final certification 10 graduates.
The results of the final certification of graduates are presented in the table.
Analysis of the table data allows us to say that the results of educational achievements of graduates remain stable in terms of such an indicator as the level of training - 100%.
Analysis of graduates’ enrollment in professional educational institutions over the past 3 years
Effectiveness of students’ participation in competitive events at international, Russian, regional, regional, city, district and school levels. An indicator of the implementation of educational programs is participation in competitions, festivals, exhibitions various levels, where soloists, ensembles and creative teams became laureates and diploma winners. Participation of students in city, regional competitions and festivals makes it possible to determine the level of students’ mastery of educational programs, broaden their horizons in a subject area, experience a situation of success, cultivate qualities such as the will to win, a sense of teamwork, and a desire for improvement performing skills, self-confidence.
Terms of implementation educational process.
Material and technical conditions for the implementation of the educational process.
|
Name of disciplines in accordance with the curriculum |
Name of specialized classrooms, offices, laboratories, etc. with a list of main equipment |
Form of ownership, use (ownership, operational management, rent, etc.) |
|
|
Choir class, solo singing, choir. |
Cabinet choral singing, piano, synthesizer, music center, methodological and educational literature, radio tape recorder, CDs and cassettes with recordings of classical and modern music, costume room with stage costumes and shoes. |
Operational management |
|
|
Solfeggio, music. literature, music diploma |
Cabinet theoretical disciplines, piano, methodical and educational literature, notebooks and Handout in solfeggio, music center, video recorder, DVD player, TV, set of percussion instruments, set of noise instruments, teaching aids, CDs and cassettes with recordings of world classics and modern composers. |
Operational management Order of the Real Estate Department of the Tomsk City Administration No. 000 dated January 1, 2001. |
|
|
Folk choir, solo singing |
Folk singing room, piano, button accordion 2 pcs., sets of noise instruments, methodological and educational literature, collections of ritual holidays and songs, costume room with stage costumes and shoes. |
Operational management Order of the Real Estate Department of the Tomsk City Administration No. 000 dated January 1, 2001. |
|
|
Classical dance, folk stage dance |
Choreography room No. 1, piano, radio tape recorder 1 piece, cassettes and CDs with recordings of phonograms, educational and methodological literature, machines, mirrors, rehearsal shoes and uniforms, costume room with stage costumes and shoes. |
Operational management Order of the Real Estate Department of the Tomsk City Administration No. 000 dated January 1, 2001. |
|
|
Rhythm and dance, ground gymnastics Ballroom dance (standard, Latin, jazz) |
Choreography room No. 2, piano, radio tape recorder 1 pc., cassettes and compact discs with recordings of phonograms, educational and methodological literature, machines, mirrors, rehearsal shoes and uniforms, costume room with stage costumes and shoes. |
Operational management Order of the Real Estate Department of the Tomsk City Administration No. 000 dated January 1, 2001. |
|
|
Piano, ensemble |
Piano cabinet, 2 pianos, metronome, methodological and educational literature, sheet music. |
Operational management Order of the Real Estate Department of the Tomsk City Administration No. 000 dated January 1, 2001. |
|
|
Piano, musical instrument |
Piano-accordion cabinet, piano, accordion, button accordion, domras 2 pcs., balalaikas 2 pcs., music stands, methodological and educational literature, sheet music. |
Operational management Order of the Real Estate Department of the Tomsk City Administration No. 000 dated January 1, 2001. |
|
|
Musical instrument, subject of choice. |
Accordion-guitar room, 3 guitars, 2 accordions, 1 set of button accordions, 2 accordions, sheet music, methodological and educational literature, music stands. |
Operational management Order of the Real Estate Department of the Tomsk City Administration No. 000 dated January 1, 2001. |
|
|
Fashion show, costume history, design |
Fashion theater office, piano, machines, mirrors, radio, DVD player, TV, methodological and educational literature, costumes, props |
Operational management Order of the Real Estate Department of the Tomsk City Administration No. 000 dated January 1, 2001. |
|
|
Fine arts, painting, composition. Modeling, arts and crafts, design, technology |
Fine art cabinet, 16 transformable tables for visual arts and decorative applied creativity, easels 12 pcs., paints (gouache, watercolor, stained glass, oil), brushes, paper, palette 16 pcs., picture frames, visual aids, clay, modeling tools, materials for arts and crafts (beads, natural materials, vinyl, yarn, etc.), dummies, stuffed birds and animals, educational and methodological literature, framed paintings 15 pcs. |
Operational management Order of the Real Estate Department of the Tomsk City Administration No. 000 dated January 1, 2001. |
Personnel support of the educational process.
The school has a creative team of teachers: 25 teachers and 4 accompanists.
Excellence in Education: 1
86.2% teaching staff the team is certified for qualification categories. Dont Have qualification category young teachers and those returning to work. But the number of teachers wishing to undergo certification to a higher category is not decreasing.
Comparative analysis of the level of qualifications of teaching staff:
|
Total teachers |
Analysis teaching staff by teaching experience
Comparative analysis
administrative and teaching staff:
Management activities
The school is managed in accordance with Civil Code RF. Federal law“On Non-Profit Organizations”, Law of the Russian Federation “On Education”, Standard provision about additional educational institution, the Charter of the institution, and is built on the principles of sole ownership and self-government. The forms of self-government in the Institution are general meeting labor collective, pedagogical council, auxiliary governing bodies. Auxiliary controls: methodological advice, methodological associations of the school.
Basic documents regulating the activities of the school.
4. Collective agreement.
5. Internal labor regulations.
6. Staffing.
7. Job descriptions.
8. School work plan for the academic year.
9. Orders, instructions.
11. Information and reference documents, educational and pedagogical documentation.
13. Local acts regulating educational work.
In order to manage the activities of the institution during the academic year, 5 meetings of pedagogical councils, 5 meetings of methodological councils, 4 artistic councils, 8 meetings with the director, 12 planning meetings, 2 meetings of the governing council were held. In order to determine the development strategy of the Institution, increase the efficiency of the financial and economic activities of the Institution, stimulate the work of its employees, promote the creation of optimal conditions To organize the educational process this academic year, a Governing Council of the school was created. The Governing Council included 16 people: from among the parents - 8 people; from among students - 2 people; from among school employees - 4 people; appointed as a representative of the founder, representatives of the public, During the period from 12/01/2008-06/01/2009. 2 meetings of the Governing Council were held.
One of the most important areas The school's activities include improving the quality management of the educational process, establishing compliance with the level and quality of graduates' training. Managing the quality of education involves systematic monitoring of the quality of teaching, educational achievements of students, and the level of implementation of educational programs. Every year a plan is developed, approved and brought to the attention of all teachers of the Children's Art School. internal school control for a year and is placed on the information stand in the staff room. In addition, an internal school control plan is also drawn up for each quarter and brought to the attention of teachers.
Goals internal school control:
Improving the activities of an educational institution;
Improving the skills of teaching staff;
Improving the quality of education at school.
Main directions control:
Methodological research, study of advanced teaching experience, generalization and description of one’s own teaching experience, creation of methodological products, examination of educational programs, methodological consulting, methodological assistance.
Structure of the methodological service of the Children's Art School
|
Pedagogical Council of the Children's School of Art |
|
Methodological Council of Children's Art School |
|
choreography |
MO piano |
Work of the pedagogical council of the Children's Art School. In the 2nd academic year there were four pedagogical council, which corresponded to the drawn up plan methodological work, but adjustments were made to their topics and timing.
Topics of pedagogical advice:
Analysis of school work for the academic year;
Approval of educational programs;
Application of modern (innovative) pedagogical technologies in development creativity students;
Admission of students to final certification;
Summing up the results of the academic year and final exams.
Work of the methodological council of the Children's Art School.
The Methodological Council of the Children's Art School is headed by the Deputy Director for Educational Management. In the past academic year, the composition of the MS was updated. The methodological council of the school included a methodologist, heads of the Moscow Region, a teacher of music theoretical disciplines
5 meetings of the MS were held, at which the following issues were considered:
Planning of methodological work for the academic year and approval of the main directions of methodological work at school for the academic year.
About creating temporary creative groups on problems;
On nominating candidates for the finals of the “Person of the Year 2009” competition.
Preparation of analysis for the academic year.
Drawing up and discussing a work plan for the 2nd academic year.
Job methodological associations DSHI.
In the 2008–2009 academic year, meetings of the teachers' committee were held regularly, every quarter. In total, 5 meetings were held in each municipality during the academic year. All teachers attended school MO meetings.
Topics of MO school meetings:
q Analysis of the work of the Moscow Region for the past academic year.
This academic year, the arts and crafts teacher took part in VII All-Russian competition professional excellence teachers additional education“I give my heart to children ».
City stage - Diploma of II degree.
Regional stage - Diploma winner of the competition.
Publishing activities.
This school year methodological service Children's Art School has mastered this area of activity. On the basis of the MU IMC is preparing to publish articles by teachers of music theoretical disciplines in the collection:
Nomination "Inspiration"
Dynamics of teachers’ participation in methodological events over three years:
|
Academic years |
Qty peds |
Presentation of experience at the level (open lessons, reports, master classes, etc.) |
Participation in methodological events (exhibitions, competitions) at the level |
Attending methodological events outside the Children's Art School |
||
|
Cities, regions |
Cities, regions |
|||||
An analysis of the participation of teachers in methodological work showed that 58.6% of the teaching staff worked productively during the academic year, compared to the academic year by 18.6%. But the problem of teachers’ participation in methodological work remains, since mostly certified teachers take part, although the school administration encourages (financially) any participation, at any level.
Organizational and mass work
The school widely uses both traditional and modern forms organizational and mass work: competitions, festivals, evenings, thematic parent meetings, exhibitions, concerts, joint events with secondary schools in the following areas:
Artistic and aesthetic;
Moral - patriotic;
Sports and recreation.
In the academic year, teachers and students of schools took part in 63 events. The main ones:
School-wide concerts:
· “Initiation as a musician”
· Report concerts creative teams
· Academic concerts and concerts for parents of the piano department, folk instruments
· Alumni Concert.
Joint activities with secondary school:
· Concert dedicated to the “Day of Knowledge”
· Teacher's Day
· "Oseniny"
· First-graders' ball
· Musical and literary lounge “Autumn Festival”
· "Carols"
· health day
· dedication to readers
Concerts for voters of the 4th district
· Concert dedicated to the Day defender of the fatherland
· Competition “Our Mothers”
· Awarding of student laureates
· Student of the Year
· Parent meeting for future first graders
Concerts on parallels at the end of each quarter
· Last call.
Together with the Administration Sovetsky district For the third year now, the “Believe in Yourself” festival has been held for children with disabilities. This academic year, city competitions and festivals were held at the school:
VII All-Russian competition professional skills of additional education teachers “I give my heart to children” (urban stage);
City competition of young theorists “Living Notes”;
City children's and youth festival of choral and solo singing.
Dynamics of events over three years:
As a result of the analysis of activities over the past three years and sociological survey parents, colleagues, was compiled analytical material, which gives an idea not only of the quantity, but also of the quality of concert performances and events.
The table shows that the assessment of the activities carried out by parents and colleagues this academic year is 37.3% higher compared to the academic year.
Analyzing the organizational work as a whole, it should be noted that the quality of the concert numbers has improved significantly, this is due to the fact that almost all concert numbers were reviewed by the artistic council, but the quality of the events was not always thought out by the organizing teacher. Preparations for a concert always take place spontaneously, the script and selection of poems are poorly thought out. There is almost always no organization for the concert. There are no people responsible for children going on stage, there is no organized duty at the entrance and exit to the assembly hall, so children and parents are always walking around the hall during concert performances.
Thus, the analysis allows us to consider the work of Municipal Educational Establishment of Children's Educational Institution No. 40 in the academic year to be satisfactory. Implementing the work plan for the academic year, the school basically fulfilled what was planned at the beginning of the year and achieved the expected result. But there are problems that need to be solved:
|
Problems to be solved |
Ways to solve problems |
|
Increasing and maintaining the contingent |
Intensifying work with parents. Opening new areas of activity |
|
Improving the quality of education |
Improving the quality of conducting training sessions, usage modern techniques and technology, focus on professional self-determination students, work with parents. |
|
Improving the quality of concert performances |
More clearly planned work of the artistic council, dress rehearsals before concert events. Analysis of the activities carried out |
|
Insufficient activity and initiative of teaching staff in methodological work |
Improve the model of methodological work that contributes to increasing professional competence teacher |
ABSTRACT: The report covers current problem“turnover” of the contingent of music departments educational institutions additional education for children in the field of culture and art Murmansk region in modern conditions.
1. Introduction. Relevance of the problem. Causes.
2. Ways to solve the problem: 1) creating the image of the school
2) methods of pedagogical prevention
3) work with parents.
1. Introduction.
How often do we hear phrases from music teachers today that students interrupt classes without finishing their studies, and that it is difficult to interest them. Unfortunately, in the current conditions, it is easy to drop out of music school, often already in the second or third years of study, and the most offensive thing is that cases of dropping out of studies in the final grades have become more frequent. The dropout rate for students during the school year can be up to 10%. Let's look at the reasons.
Reason one. Weak musical abilities.
It has always been customary to conditionally divide children entering a music school into those who will continue professional education, and for those who wish to receive primary musical education “for themselves.” Nowadays, we can add: for those who just need to spend time somewhere. I don’t dare to say that working with gifted, professionally oriented children is easy, but thanks to a strong and well-founded motivation to acquire knowledge, such children, as a rule, do not give up their studies halfway.
As for the latter, who make up the majority, the situation here is more serious. Among those who want to study “for themselves,” there are students with good abilities. True, since modern conditions of enrollment in children's music schools do not imply selection according to musical abilities(we take everyone), the teacher is increasingly faced with the problem of teaching children without the appropriate data. These children find it difficult to follow the curriculum. They require a different, personality-oriented approach.
The third category perceives music school as something like an after-school program where you can bring your child so that he “doesn’t hang around the streets.” We are not talking about buying a tool, carefully attending and completing tasks. In such families there is low level education and culture, there is no attitude towards work.
Parents often form a false opinion about the secondary importance and optionality of MS. So what do we have? Children with below average abilities begin to study. As a rule, problems begin to be identified quite early; as difficulties increase, students feel that they cannot cope with the educational process, teachers press them, and parents are perplexed. These first failures childhood entail giving up, depression and reluctance to go to music school. By accepting children without expressed musical abilities, we take responsibility for their physical and psychological health, so we must either stop accepting them, or we must adapt the educational process and develop new programs for them.
Reason two. High workload in secondary school. This is truly the most serious reason. According to parents, children (especially students in gymnasiums and lyceums with their highly complex programs) do not have time to do their homework because they need to run “to the music”, where they are also given lessons that also need to be completed. There is a shortage of time. Unfortunately, for this reason they leave music school and children with above average abilities.
Reason three. Priorities.
Ambitious parents strive for their child to attend all sections and creative houses in the area, and study clubs in English are of undisputed priority. As a result, the child cannot cope with the amount of knowledge due to the inhuman workload, and parents still have to reduce the number of clubs, but the choice, alas, most often turns out not to be in favor of a music school.
Why do children leave us? Why is recruitment carried out in insufficient quantities (accordingly, there are no conditions for specialized selection)? In the current economic conditions In the provincial cities of Russia, the prestige of the profession of academic musician is falling catastrophically. What can an individual music school or children's art school do for itself? Firstly, it is necessary to raise the image of your institution, and secondly, to properly organize working together school staff - administration and teachers various items, thirdly, it is necessary competent work with parents – the main customers of our activities.
2. Ways to solve the problem.
Creating the image of the school. Among uninitiated people there is a myth that teachers are additional. education - people who do not have education, professional training, or proper qualifications, in comparison with secondary school teachers. Rumors rule the world. It is on their basis that the idea of additional services is formed. education and about a specific school in particular. The goal of the school leadership is to purposefully shape the image of the institution, focusing on its target audience, in our case - the parents of students, the students themselves, social partners, and the media. What does an image consist of? The foundation is the basic idea of the institution - the principles that must be followed. External image is the perception of the school by society. It is necessary to constantly broadcast the goals and activities of the school to all groups of the target audience. This is creation and regular replenishment school website, informing “external consumers” through booklets, reminders, leaflets, mailings letters of thanks, participation in events that have wide public resonance. Internal image - the attitude of students and staff towards the school. An intangible image is the emotional mood of employees, the atmosphere of the school, its established traditions.
The image of a school can be made up of details that seem trivial at first glance: the appearance of the employees, their politeness and friendliness, the design of the halls, classrooms, restrooms, the order in the wardrobe, the cleanliness and neatness of the staircases.
Methods of pedagogical prevention. In modern conditions, teachers are obliged to look for optimal pedagogical systems, apply the latest achievements of pedagogy, incl. information and communication technologies, follow the path of individualization of learning. Create adapted options curricula for children with insufficient musical abilities. Systematically monitor and evaluate learning outcomes and promptly identify gaps through working with students’ parents.
Working with parents.
The people closest to a child are, of course, his parents. No one knows the character and temperament of their child better than them, which means no one but them can help like that little man in getting to know and strengthening connections with a new activity, which - who knows? - over time, it can develop into a serious hobby or even a profession. Therefore, the teacher should, whenever possible, involve the parent in the educational process. It is very good when close people attend the first classes with the child. Even non-professionals have heard that learning to play any instrument requires regular independent practice. Family members can become indispensable assistants to the teacher and, first of all, to the child.
Ways to organize work with parents.
Work with parents should be carried out not only at the class level of one teacher, but also at the school level. And here the position of the administration and the attitude towards the work of teachers of the theoretical cycle of subjects play a significant role. Teacher special tool, besides educational process, is responsible for parent-teacher meetings for his class, cool watch, tea parties, he can actively involve parents here. But at general parent meetings, the administration can acquaint parents with regulatory documents, the school charter, internal regulations, minimum requirements, prospects for the development of the institution and the prospects for further specialized education, agitate for the prestige of teaching music, give examples of promising students, laureates, diploma recipients of whom the school is proud, organize meetings with the parents of these children, in a word, create unspoken motivation. You can conduct regular surveys to study parental requests and analyze learning results.
If all school employees, intelligently united by a common goal, make joint efforts, we can try to talk about a revival of popularity music education, at least for local level schools, because interest in the field of musical academic art still remains a generally accepted indicator of degree in the world cultural development society.
References:
1) Gorsky V.A. Methodological basis introduction of a competency-based approach into the content of additional education programs. / Regional materials scientific-practical conference(November 8 – 9, 2007). Part 1. – Omsk: State Educational Institution “RIC”, 2007 – 92 p.
2) Khomenko I.A. School image: formation mechanisms and methods of construction. // http://www.den-za-dnem.ru/page.php?article=386
3) Kupriyanov B.V. Diagnosis: occupational autism. About the teacher of additional education. // http://www.isiksp.ru/library/kyprianov_bv/kypr-000004.html
4) Kuznetsova M.V. Some mnemonic techniques in the process of initial training in piano lessons at children's music schools. / Materials of the IV International Scientific and Practical Conference “Charnolu Readings: Sami in Dynamics” modern culture"(November 14-15, 2011). Part 2. – Murmansk: MSGU, 2011 – 151 p.