Class teacher in a primary school course. Working methods of a primary school class teacher: traditions and innovations

Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution

higher professional education

"Tyumen State University"

Institute of Pedagogy and Psychology

Department of General and Social Pedagogy

Abstract on the topic

“Modern activities of the primary school class teacher”

I've done the work

Kulikov Alexander Yurievich

course, gr. 25POMO132

Checked

Candidate of Pedagogical Sciences

Chekhonin Alexander Dmitrievich

Tyumen, 2014

Introduction

Chapter 1. Class teacher and his functions

Chapter 2. Standards and concept of work of the primary school class teacher

2.1 Standards for the work of the class teacher

2.2 The concept of primary general education

Conclusion

Bibliography

Introduction

Remembering our childhood, each of us often reproduces events associated with life during our school years. A good memory remains of that teacher with whom joyful moments of communication were associated, who helped in solving personal problems, in choosing a life path, and was an interesting person. Most often this is the class teacher. He really is the closest to the child in the teaching staff of the school, since the class teacher is the connecting link between the student, teachers and parents, society, and often between the children themselves.

The activities of a modern class teacher are the most important link in the educational system of an educational institution, the main mechanism for implementing an individual approach to students. It is determined by the modern task that the world community, the state, and parents set before the educational institution - the maximum development of each child, preserving his uniqueness, revealing his talents and creating conditions for normal spiritual, mental, physical perfection.

The relevance of this work lies in the fact that, in connection with the improvement of education, a modern class teacher must not only work with children, but also comply with the Federal State Educational Standard (FSES) for primary schools. In this regard, teachers have a mountain of paperwork and no time to work with children. A plan of educational work, a work program for each subject, filling out a class magazine and much more.

Purpose of the work: to show the complexity of the activities of a primary school class teacher.

describe the main functions of the class teacher

reveal the main provisions of the Federal State Educational Standard

bring the concept of primary education.

Chapter 1. Class teacher and his functions

The class teacher is a teacher who acts as the organizer of children's life at school. The class teacher has a higher or secondary specialized pedagogical education. The activities of class teachers are managed by the Deputy Director for Educational Work. The class teacher reports on the results of his work to the teaching council, director, and deputy. the school director in the prescribed manner.

The goal of the class teacher’s work is to create favorable conditions for the development of personality, the manifestation of initiative, independence, responsibility, sincerity, mutual assistance, self-affirmation of each student, and the disclosure of his potential.

The main tasks and content of the work of the class teacher:

promotes the creation of favorable conditions for the individual development and moral formation of the child’s personality, makes the necessary adjustments to the education system;

creates a favorable microenvironment and moral and psychological climate for each child in the class;

helps the child solve problems that arise in communication with friends, teachers, parents;

promotes the acquisition of additional education by students (pupils) through a system of circles, clubs, sections, associations organized in educational institutions at the place of residence;

promptly notifies the school administration of each accident, takes measures to provide first aid;

conducts instruction on labor safety during training sessions, educational events, and during vacations with mandatory registration in the instruction logbook;

respects the rights and freedoms of students;

Together with student self-government bodies, he actively promotes a healthy lifestyle.

The class teacher has the right:

receive regular information about the physical and mental health of children;

monitor the attendance of students in his class;

monitor the educational progress of each student, noting successes and failures to provide timely assistance;

coordinate the work of subject teachers who have an educational influence on their students at pedagogical councils;

develop and create, together with social educators and doctors, programs for individual work with children and adolescents, girls, boys, and parents of students;

invite parents (persons replacing them) to the educational institution;

participate in the work of the teachers' council, administrative council, scientific and methodological council and other public bodies of the school;

conduct experimental and methodological work on various problems of educational activities;

create your own educational systems and programs, creatively apply new methods, forms and techniques of education;

The class teacher does not have the right:

humiliate the personal dignity of the pupil, insult him by action or word, inventing nicknames, labeling him, etc.

use assessment to punish a student;

abuse the child’s trust, break the word given to the pupil;

use family (parents or relatives) to punish a child;

discuss your colleagues behind the eyes, present them in an unfavorable light, undermining the authority of the teacher and the entire teaching staff.

The class teacher must be able to:

communicate with children, encouraging children's activity, responsibility, setting an example of efficiency and responsibility;

formulate your educational goals;

plan educational work;

organize an educational event: conversation, debate, excursion, hike, class hour;

hold a parent meeting;

use psychological diagnostic tests, questionnaires and use them in work.

Functions of the class teacher.

Daily:

Dealing with latecomers and finding out the reasons for student absence.

Organization of meals for students.

Organization of duty in classrooms.

Individual work with students.

Weekly:

Checking student diaries.

Carrying out activities in the classroom (as planned).

Work with parents (depending on the situation).

Working with subject teachers.

Every month:

Attend lessons in your classroom.

Consultations with a social teacher, psychologist.

Excursions, visits to theaters, etc.

Meeting with parent activists.

Organizing the participation of the class team in school affairs.

Organizing the participation of the class team in extracurricular activities (district competitions, subject Olympiads, excursions, etc.).

Once every quarter:

Design of a class magazine based on the results of the quarter.

Analysis of the implementation of the work plan for the quarter, correction of the educational work plan for the new quarter.

Conducting a parent meeting.

Once a year:

Holding an open event.

Registration of personal files of students.

Analysis and preparation of a class work plan.

Making a student's portfolio.

A real class teacher masters the technology of his activities, thanks to which he is able to see in each of his pupils a unique, unique personality; with the help of which he deeply studies each student on the basis of pedagogical diagnostics, harmonizes relationships with him, and contributes to the formation of a children's team. The class teacher is called upon to be a link between the student, teachers and parents, society, and often between the children themselves.

The class teacher predicts, analyzes, organizes, collaborates, and controls the daily life and activities of students in his class. A modern class teacher in his activities uses not only well-known forms of educational work, but also includes new forms of work with the student body in his practice. The forms of work are determined based on the pedagogical situation. The number of forms is endless: conversations, discussions, games, competitions, hikes and excursions, competitions, socially useful and creative work, artistic and aesthetic activities, role-playing training, etc.

The class teacher designs the educational system of the class together with the children, taking into account their interests, abilities, wishes, interacts with parents, and takes into account the ethnocultural conditions of the environment.

But at the same time, professional qualities are also important: education, general outlook, erudition.

The teacher humanizes the relationships between children in the team, promotes the formation of moral meanings and spiritual guidelines, organizes socially valuable relationships and experiences of students in the classroom community, creative, personally and socially significant activities, and a system of self-government. The class teacher creates a situation of security, emotional comfort, favorable psychological and pedagogical conditions for the development of the child’s personality, and contributes to the formation of students’ self-education skills. In the course of his activities, a modern class teacher primarily interacts with subject teachers, involves teachers in working with parents, and includes students in his class in the system of extracurricular work in subjects. These include various subject clubs, electives, publication of subject newspapers, and joint organization and participation in subject weeks, theme evenings and other events. In his work, the class teacher constantly takes care of the health of his students, using information received from medical workers of the educational institution.

The class teacher promotes the inclusion of schoolchildren in various creative interest groups (clubs, sections, clubs), operating both in general education institutions and in institutions of additional education.

Collaborating with the librarian, the class teacher expands the reading range of students, contributes to the formation of a reading culture, attitude towards moral ideals, ethical standards of behavior, awareness of their own individuality through the development of classical and modern literature.

The class teacher must also work closely with the social teacher, who is called upon to be a mediator between the child’s personality and all social institutions in resolving students’ personal crises.

One of the most important social institutions of education is the family. The work of the class teacher with parents is aimed at cooperation with the family in the interests of the child. The class teacher attracts parents to participate in the educational process in an educational institution, which helps create a favorable climate in the family, psychological and emotional comfort of the child at school and at home. At the same time, the most important task remains updating the content of educational activities that contribute to the emotional development of the student, his speech, and intellect.

A special place in the activities of the class teacher is occupied by the classroom hour - a form of organizing the process of direct communication between the teacher and students, during which important moral, moral and ethical problems can be raised and resolved.

Already from the first year of school, the class teacher develops self-government skills in children. From the 2nd grade, a shift asset led by a shift commander coordinates work on academic subjects and creative groups in preparing class events. The active class is elected by secret ballot once every quarter. By the 4th grade, children prepare homeroom hours quite independently, organize holidays, meetings with interesting people, and publish a newspaper twice a quarter. Self-government in a children's team includes the following areas:

education

health

culture

ecology

information

public order

Thus, the class teacher is a professional teacher who performs the functions of the organizer of children's life at school. To successfully resolve issues of training, education and development of a child’s personality, active interaction of all participants in the educational process is necessary.

Chapter 2. Standards and concept of work of the primary school class teacher

2.1 Standards for the work of the class teacher

The basic standards for the work of a class teacher are prescribed in the Federal State Educational Standard (FSES) for primary education. At the heart of the Federal State Educational Standard, the class teacher provides direction:

equal opportunities to receive high-quality primary general education;

spiritual and moral development and education of students at the stage of primary general education, the formation of their civil identity as the basis for the development of civil society;

continuity of the main educational programs of preschool, primary general, basic general, secondary (full) general, primary vocational, secondary vocational and higher professional education;

preservation and development of the cultural diversity and linguistic heritage of the multinational people of the Russian Federation, the right to study their native language, the opportunity to receive primary general education in their native language, mastering the spiritual values and culture of the multinational people of Russia;

the unity of the educational space of the Russian Federation in the context of the diversity of educational systems and types of educational institutions;

democratization of education and all educational activities, including through the development of forms of state and public management, expanding opportunities for teachers to exercise the right to choose teaching and upbringing methods, methods for assessing the knowledge of students, pupils, the use of various forms of educational activities of students, developing the culture of the educational environment of the educational institutions;

formation of criteria for assessing the results of students mastering the basic educational program of primary general education, the activities of teaching staff, educational institutions, and the functioning of the education system as a whole;

conditions for the effective implementation and mastery by students of the basic educational program of primary general education, including ensuring conditions for the individual development of all students, especially those who are most in need of special educational conditions - gifted children and children with disabilities.

To obtain results, a system-activity approach is used, which involves:

education and development of personal qualities that meet the requirements of the information society, innovative economy, the tasks of building a democratic civil society based on tolerance, dialogue of cultures and respect for the multinational, multicultural and multi-confessional composition of Russian society;

transition to a strategy of social design and construction in the education system based on the development of content and educational technologies that determine the ways and means of achieving results in the personal and cognitive development of students;

orientation to the results of education as a system-forming component of the Standard, where the development of the student’s personality based on the mastery of universal educational actions, knowledge and mastery of the world is the goal and main result of education;

recognition of the decisive role of the content of education, methods of organizing educational activities and interaction of participants in the educational process in achieving the goals of personal, social and cognitive development of students;

taking into account the individual age, psychological and physiological characteristics of students, the role and significance of activities and forms of communication to determine the goals of education and upbringing and ways to achieve them;

ensuring continuity of preschool, primary general, basic and secondary (complete) general education;

a variety of organizational forms and taking into account the individual characteristics of each student (including gifted children and children with disabilities), ensuring the growth of creative potential, cognitive motives, enrichment of forms of interaction with peers and adults in cognitive activity;

guarantee of achieving the planned results of mastering the basic educational program of primary general education, which creates the basis for students’ independent successful acquisition of new knowledge, skills, competencies, types and methods of activity.

The result of the primary education standard is focused on the development of the personal characteristics of the graduate. The portrait of a primary school graduate looks like this: this is a student who loves his people, his land and his Motherland; respects and accepts the values of family and society; he is inquisitive, actively and interestedly exploring the world; possesses the basics of learning skills and is capable of organizing his own activities; a student who is ready to act independently and be responsible for his actions to his family and society.

The result of the work of the class teacher of primary education is the mastery by students of the basic educational program of primary general education. The program activities are divided into 3 types of results:

personal, including the readiness and ability of students for self-development, the formation of motivation for learning and knowledge, the value and semantic attitudes of students, reflecting their individual personal positions, social competencies, personal qualities; formation of the foundations of civic identity.

meta-subject, including universal learning activities mastered by students (cognitive, regulatory and communicative), ensuring mastery of key competencies that form the basis of the ability to learn, and interdisciplinary concepts.

subject-specific, including the experience acquired by students in the course of studying an academic subject in activities specific to a given subject area in obtaining new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlie the modern scientific picture of the world.

Thus, the class teacher must base his work on the basis of the Federal State Educational Standard, since it indicates the focus of the work, ways and means of achieving results. The result of the work of the class teacher is the comprehensive development of students, the achievement by students of a portrait of a primary school graduate.

2.2 The concept of primary general education

Today, the primary school is in fact engaged in the selection and elimination of children, it is not able to train and educate everyone. Those whom it weeds out as C-grade students and hooligans already in the 5th grade join the group of potential marginalized people, fans, drug addicts, criminals, passive, offended and humiliated citizens. This happens because one primary school teacher cannot teach and educate 25-30 very different, individual, original, unique, nimble, distracted children. This comes from the setting of the class-lesson system: “you can’t teach everyone, which means you need to select those who study on their own.” In fact, this is the path to social segregation, the path to a social dead end.

The teacher is the foundation. It is impossible to consider a class teacher outside of school, outside of the classroom system, outside of his rights and responsibilities, outside of the material, moral and normative incentives that determine the work of a teacher. This means that if we want to change the quality of education, we must change all components of the system:

Class-lesson system. It can be summarized that the primary school must be restructured in such a way as to teach and develop everyone - today it can, at best, carry out selection.

Regulatory acts. A very important point is the teacher's salary. It should not exceed 18 hours a week - this is a scientifically proven and practice-confirmed requirement. You cannot overload a teacher like today with thirty to fifty hours - the teacher does not work on an assembly line, he needs to emotionally recover, because he gives his emotions to the children. A teacher should have free time to rest, prepare for classes and develop his/her own continuous development. The second point is the number of students per teacher - the most optimal for a teacher to work effectively in an elementary school is 5-7 people in a group. Large classes can only exist starting from high school.

Material incentives and teacher performance evaluation. The salary of a beginning teacher should already be at the level of the average in the economy. And then there should be incentives. Two criteria for the success of a teacher: firstly, the level of achievement of all students, and secondly, the criterion of success should be the attitude of students and parents towards the teacher of all children. It is necessary to change the criteria for evaluating the work of teachers and schools in general - to evaluate them not only by academic performance, attendance and USE results, but by the desire to learn of school students, from first-graders to graduating classes. The desire to learn can be easily assessed through online surveys. The selection of teachers will not be carried out by an official, but by life itself, the children and parents themselves.

Moral incentives - the status of a teacher. It needs to be raised not only by salary, but also by government attitude: the first places on TV are jokers and politicians, and if there are teachers, then they are “teachers” or “professors.” We need an information policy to improve status, but now it is going downhill.

Teacher's Toolkit. These are textbooks, methods, and an assessment system. We need very good textbooks, written systematically (there are few systematic textbooks for children on the Russian language - chaos, all sections are mixed and scattered across classes). There are many good methods, but they do not fit into the classroom system.

Today there is another problem: a teacher, built into the classroom system, when grading a student for a dictation or a test in mathematics, does not meaningfully give any signals to the student and his parents about what needs to be done, what to work on. With the current grading system (it doesn’t matter whether the number of points is 5 or 100), seeing a “d”, a student and a parent experience only negative emotions, but do not understand what the child should work on. The teacher himself, tied to the quantitative assessment of the student’s work (one mistake - “5”; two or three errors - “4”; four to six errors - “3”, etc.), is not used to working on the content. It turns out in such a system the following: the teacher, giving a quantitative rating (“5”, “4”, “3” or “2”), is actually sorting students into strata: excellent students, ..., poor students - this is what the system requires of him. The student who received a “D” and his parents, experiencing negative emotions and not understanding what needs to be done, find themselves in the fool. The student learned the rule for “5”, wrote a dictation for “2”, received marks in his diary - but neither he himself nor his parents understand what needs to be done. The following solution to the problems is proposed:

The existing student assessment system must change. What this might look like: the teacher, together with the parents and the student, outline a plan - each teacher issues skill cards in all subjects to the student and parent from the very first grade. These cards (for example, in mathematics, communication or reading) spell out all the skills that the student must master (writing, reading, counting, communication, and so on). The teacher has the necessary exercises and techniques for training individual skills and developing skills in all areas. While teaching children, the teacher tracks each student’s individual skills map: what path has been taken, what level of skill formation the student is at, what needs to be done to advance. Instead of grading, the teacher places a flag on the segment of the path that has been completed and “conquered” by the student (the number of flags for all children is the same in terms of the number of skills). With such tracking, parents and students can be active, because they now see the meaningful side of the problem, and not an empty mark. homeroom teacher school

Final works. Dictations and tests are not canceled, but they now become only meaningful. For example, a test to test the skill of cheating will no longer be graded with points (“5”, “3”, “4” or “2”) - the student will be given recommendations for practicing the skill (if the skill has not yet been practiced) or more complex tasks for independent development at will (if the skill is mastered at the 1st grade level). It’s the same in mathematics: the teacher’s goal is to track the development of a skill during tests and tests, and not to give a meaningless mark.

Individual subject trajectory for the development of skills and abilities. As a result of all this, within a month we will receive an individual trajectory of development of skills and abilities for each specific child in each subject, and it will be clearly visible on the map of skills and abilities. On each subject map, specific achievements in the formation of skills will be noted and it will be clear what needs to be worked on. It will be clear that some children will have better skills, while others will develop them less well, but neither the teacher, nor the parent, nor the student will now lose sight of the content of their studies.

Connect active parents to the educational process in a new way. The teacher works not only with students, but also with parents, explaining to everyone what and how to do, providing them with methodological and educational literature - in fact, parents are being pedagogically trained.

The student (from the first grade) gets used to working on content, on specific skills, learns to set educational tasks for himself and solve them, thereby solving one of the main tasks of elementary school: each child develops the ability to study independently, children learn to set educational content for themselves tasks. The same approach will allow you to track: which student needs to pay more attention, which less, what content needs to be invested in working with each specific student. In addition, this approach develops strategic thinking and skills in strategic and tactical problem solving in children. And most importantly, this approach will allow all children to learn basic learning skills by the end of primary school.

Changing the teacher reporting system in elementary schools.

But such an approach will automatically require the school system in elementary schools to change the system for evaluating teacher work and remuneration. Today, payment depends on the number of students, and reporting comes down to counting the number of “excellent” students, “good students”, “C students”. In the new system, there will be no need to write meaningless reports on assessments; the teacher will be able to present (in electronic or paper form) how and to what extent his students are progressing in developing skills. This approach will stimulate teachers to search for the most effective methods.

Thus, the concept of primary education has both positive aspects and disadvantages. A class teacher with a heavy workload must evaluate students objectively, but also design tests in such a way as to test basic learning skills. Also, the class teacher must monitor the development of skills and work with gifted people.

Conclusion

The class teacher of an elementary school is a teacher assigned to a class, who has a huge number of functions and rights that make it possible to competently teach the Federal State Educational Standard. The main thing in its activities is the interaction of all structures for the benefit of the development of the student: starting with parents and ending with the school director. Extracurricular activities of the teacher largely allow us to see the potential of students. It is his activities that determine how well his students will correspond to the portrait of a primary school graduate.

The Federal State Educational Standard (FSES) shows what the focus of the class teacher’s work is, what methods help achieve this result, and what the teacher should ultimately receive at the end of primary education. The Federal State Educational Standard also shows what types of results a teacher (class teacher) should achieve.

The concept of modern primary education shows that primary schools have problems that need to be solved. The problem of assessment and the workload of class teachers is still relevant today. The concept also suggests how you can achieve satisfactory results without harming anyone.

Bibliography

Artyukhova I.S. Handbook for the class teacher, grades 1-4. - M., Eksmo, 2012.

Dyukina O.V. Diary of a primary school class teacher - M., Vako, 2011.

Kosenko A.M. New concept for primary school. 2011. #"justify">Methods of educational work / ed. V. A. Slastenina. - M., 2012.

Nechaev M.P. Managing the educational process in the classroom. - M., 5 for knowledge, 2012

Federal state educational standard for primary general education, 2011.

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Modern activities of the primary school class teacher

Chapter 1. Class teacher and his functions

The main tasks and content of the work of the class teacher:

promotes the creation of favorable conditions for the individual development and moral formation of the child’s personality, makes the necessary adjustments to the education system;

creates a favorable microenvironment and moral and psychological climate for each child in the class;

helps the child solve problems that arise in communication with friends, teachers, parents;

promotes the acquisition of additional education by students (pupils) through a system of circles, clubs, sections, associations organized in educational institutions at the place of residence;

promptly notifies the school administration of each accident, takes measures to provide first aid;

conducts instruction on labor safety during training sessions, educational events, and during vacations with mandatory registration in the instruction logbook;

respects the rights and freedoms of students;

Together with student self-government bodies, he actively promotes a healthy lifestyle.

The class teacher has the right:

receive regular information about the physical and mental health of children;

monitor the attendance of students in his class;

monitor the educational progress of each student, noting successes and failures to provide timely assistance;

coordinate the work of subject teachers who have an educational influence on their students at pedagogical councils;

develop and create, together with social educators and doctors, programs for individual work with children and adolescents, girls, boys, and parents of students;

invite parents (persons replacing them) to the educational institution;

participate in the work of the teachers' council, administrative council, scientific and methodological council and other public bodies of the school;

conduct experimental and methodological work on various problems of educational activities;

create your own educational systems and programs, creatively apply new methods, forms and techniques of education;

The class teacher does not have the right:

humiliate the personal dignity of the pupil, insult him by action or word, inventing nicknames, labeling him, etc.

use assessment to punish a student;

abuse the child’s trust, break the word given to the pupil;

use family (parents or relatives) to punish a child;

discuss your colleagues behind the eyes, present them in an unfavorable light, undermining the authority of the teacher and the entire teaching staff.

The class teacher must be able to:

communicate with children, encouraging children's activity, responsibility, setting an example of efficiency and responsibility;

formulate your educational goals;

plan educational work;

organize an educational event: conversation, debate, excursion, hike, class hour;

hold a parent meeting;

use psychological diagnostic tests, questionnaires and use them in work.

Functions of the class teacher.

Daily:

Dealing with latecomers and finding out the reasons for student absence.

Organization of meals for students.

Organization of duty in classrooms.

Individual work with students.

Weekly:

Checking student diaries.

Carrying out activities in the classroom (as planned).

Work with parents (depending on the situation).

Working with subject teachers.

Every month:

Attend lessons in your classroom.

Consultations with a social teacher, psychologist.

Excursions, visits to theaters, etc.

Meeting with parent activists.

Organizing the participation of the class team in school affairs.

Organizing the participation of the class team in extracurricular activities (district competitions, subject Olympiads, excursions, etc.).

Once every quarter:

Design of a class magazine based on the results of the quarter.

Analysis of the implementation of the work plan for the quarter, correction of the educational work plan for the new quarter.

Conducting a parent meeting.

Once a year:

Holding an open event.

Registration of personal files of students.

Analysis and preparation of a class work plan.

Making a student's portfolio.

But at the same time, professional qualities are also important: education, general outlook, erudition.

education

health

culture

ecology

information

public order

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A class teacher in a secondary school is a teacher involved in organizing, coordinating and conducting extracurricular and educational work. In elementary school, these duties are performed by the teacher leading the class.

Tasks of the class teacher:

creation of psychological and pedagogical conditions for the timely identification and optimal development of children’s inclinations and abilities (conditions of security, safety and emotional comfort);
organization of various creative, personally and socially significant activities of pupils as a source of socially acceptable life experience: knowledge, skills and abilities of self-development, self-determination and self-realization in present and future adult life;
organization of socially valuable relationships and experiences of students in the classroom community.

The main activities of the class teacher

1. Promotes the creation of favorable psychological and pedagogical conditions for the individual development of the child’s personality:
- studies the characteristics of development, health, and emotional well-being, reflecting all this data in a psychological and pedagogical diary;
- studies the student’s inclinations, interests, and talents, selecting types and forms of activities for their development;
- organizes the process of education and training for children with special educational needs;
- corrects interpersonal connections in the classroom, humanizing interpersonal relationships;
- in individual conversations, during psychological trainings, attracts children (especially “difficult ones”) to self-analysis, helps them understand themselves, attracts them to self-education and self-government.
2. Works to develop a cohesive classroom community (team):
- helps in organizing children’s classroom activities: leisure activities, themed evenings, labor events in order to humanize interpersonal relationships and accumulate positive communicative experience;
- participates with the class in school-wide events, in joint experiences, fostering responsibility, teaching cooperation and mutual assistance;
- promotes the formation of self-defense skills, studies issues of human rights and consumer rights during class hours, encourages children’s readiness to defend justice, protect themselves and the group from rudeness and arbitrariness in any form.
3. Provides assistance to students in educational activities:
- Helps individual students overcome problems in class or with homework. Consults parents;
- encourages and, if possible, organizes mutual assistance in studies;
- organizes pedagogical consultations (small teacher councils) on educational and psychological problems of students and participates in them;
- promotes the development of children's cognitive interests through classroom hours, excursions, subject Olympiads, clubs, and intellectual clubs.
4. Organizes and directs work with parents, involving them in participation in school management.
5. Organizes the nutrition and lifestyle of students at school.
6. Maintains the necessary documentation.
7. Takes the necessary measures to prevent danger to the life and health of students during their stay at school. Immediately informs the administration and parents about all incidents that have a real or potential danger to students.

Job description of the class teacher

1. Functions.
1.1. Organization of classroom community activities.
1.2. Organization of educational work for a children's group and individual students.
1.3. Organization of extracurricular activities of the class.
1.4. Study of personality and correction in the education of schoolchildren.
1.5. Social protection of schoolchildren.
1.6. Work with parents, the public, and families of students.
2. Job responsibilities.
2.1. Keeps a class journal.
2.2. Maintains personal files of class students and monitors their condition.
2.3. Organizes the class team: distributes assignments, works with the activists, directs class students to school affairs councils, organizes collective creativity, assists in the work of the senior duty officer.
2.4. Organizes duty in the classroom, school, and canteen.
2.5. Maintains the sanitary condition of the assigned office.
2.6. Takes care of the appearance of students.
2.7. Organizes meals for students. Conducts explanatory work in the classroom with parents on the issue of free meals and the correct attitude of classmates towards such children.
2.8. Takes care of financial support for classroom needs.
2.9. Maintains strict attendance control. Together with parents, he monitors students who miss classes without good reason, and together with the social teacher, he monitors the attendance of “difficult” students.
2.10. Creates an environment conducive to children's learning.
2.11. Coordinates the activities of teachers working in the classroom.
2.12. Works with student diaries and communicates with parents regarding student progress.
2.13. Creates conditions for the development of the most gifted students, the development of cognitive interests, and broadening the horizons of schoolchildren (involves them in clubs, electives, competitions, quizzes, olympiads, shows, organizes excursions, visits to theaters, exhibitions, etc.).
2.14. Involves a psychologist to organize mental work and educate students (group and individual consultations).
2.15. Creates a microclimate in the classroom, forms interpersonal relationships, corrects and regulates them.
2.16. Organizes creative activities in the classroom with the involvement of individual students or the whole class.
2.17. Organizes the health protection of students, taking into account deviations from the health norms of each student, strengthens the health of schoolchildren, involves students in sports and physical education.
2.18. Looks for interesting forms, deep content of each organized activity, determines the feasibility and purposefulness of organizing any meeting between the class teacher and the children's group (class hour, class meeting, conversation, frank conversation, etc.), conducts at least one class thematic hour per month .
2.19. Studies the personality of each student in accordance with available methods, taking into account the opinions of teachers working in the classroom, psychologist, and parents.
2.20. Ensures the protection and protection of the rights of students left without parental care. Collaborates with a social educator.
2.21. Identifies and maintains records of children from socially vulnerable categories.
2.22. Identifies and keeps records of children from disadvantaged families.
2.23. Conducts thematic parent meetings once every quarter.
2.24. Studies the conditions for raising children in the family.
2.25. Organizes work with students’ parents, conducts individual consultations, attracts parents to organize extracurricular activities of the class, influences the communication of children with parents.
3. Rights. The class teacher has the right within his competence.
3.1. Be present at any lessons or events conducted by subject teachers (without the right to enter the classroom during a lesson unless absolutely necessary and to make comments to the teacher during the lesson).
3.2. Bring disciplinary responsibility to students for actions that disrupt the educational process.
3.3. Encourage students in the manner established by the Rules on Rewards and Penalties.
3.4. Require information from subject teachers about the organization of the educational process of the class and individual students.

Teaching is just one of the petals of the flower that
is called education in the broad sense of this concept.
In education there is no main and secondary, just as there is no
main petal among many petals creating
the beauty of the flower.
V. Sukhomlinsky
Being a class teacher is not the easiest thing. Possess the ability to
creating a single and cohesive team from such different guys is
art. Seeing each student as an individual is professionalism. Be able to
living a good and memorable school life with them is
talent. These are the qualities that a real cool guy should have.
supervisor.
At school, children develop socialization skills that will
are necessary for children in the future, and should take part in this process
not only school, but also family. How socialized is a person at the moment?
graduation, his future life depends. Education should develop
active position of a person in life, he should not remain indifferent and
callous, the new generation should be alien to the indifference that
in our society today in abundance. If the class teacher
primary school person is creative, he is interested and personal
approaches this matter with interest. Its main landmark is
the result he has achieved, which means the level of success in his work.
The job of a primary school class teacher is to closely
contact with each student's family. If mutual understanding is reached,
only then will success appear in the long-term difficult task of education
child. If good conditions are created, relationships have developed, in
This educational process is comfortable for everyone.
The methods of work of the class teacher are based on several
fundamental principles such as (slide 2)
active creative approach,
cooperation,
openness

systematicity.
At the heart of it all is mutual respect, which is built on the basis
age characteristics of each participant in the educational process. AND
The teacher is focused on success, while he always highlights
each student has his own personal “success zone”.
Since the teacher lays the basis for the education of the class in the formation
friendly team, are encouraged and developed accordingly
tolerant relationships between students in the class. This is the key task
which stands in front of the class teacher.. All work with children is based
so that the individual develops spiritually, and in general school affairs there is
the whole class is involved. In such conditions, a single, complete
team. This goal is complex, and in order to realize it, we have to solve
other tasks of a private nature, of which there are not so few. First of all,
it is necessary to create favorable conditions for each student so that he
could develop harmoniously as a person. Encourage cognitive interest
child so that he strives to gain additional knowledge, expands
your horizons and erudition. It is necessary to create conditions under which
the creative potential of each student can be unleashed.
The work of the primary school class teacher is aimed at encouraging
creativity, self-realization in it of any student, and this
applies to both lessons and any activities outside
lessons. And a very important point is the cultivation of such a life position,
so that a person can show empathy, be an active citizen,
to whom indifference is alien, who will not pass by if somewhere
assistance or participation is required.
The culture of communication is also established at an early age, and by example
should become a teacher. Interpersonal culture must be in communication
children with adults, and with each other. To evaluate your results on
in the field of education, the teacher must regularly monitor
what level of cohesion is his team, what are his class
relationships between students. Before the friendly team will be
formed, the process goes through a number of important stages.
The first stage can be considered the first half of the year in first grade.
(slide3)

The main task on this part of the path is to adapt students to
school life. The teacher helps them with this. He studies everyone's interests
the child, his needs, studies the basic personal characteristics.
Draws an image of the class as he would like to see it as a whole.
At the second stage, and this is the second half of the first grade and the second grade,
teacher helps students accept the rules of life and activity
team. Helps strengthen interpersonal relationships between children.
Creates a developing environment for everyone and unites the team so that children
didn’t feel disjointed.
The third stage begins from the third grade. During this period further
the merging of individual children into a team occurs on the basis
individuality of each child, here we already have to rely on
upbringing. Creative individuality is revealed brighter, defined
clear leaders of the group.
In the fourth grade, already at the fourth stage, children can
to express oneself, all the conditions for this have already been created. They discover in themselves
your own self. The class can do something in some situations
independently, they plan class activities themselves, and children are also capable
distribute responsibilities among themselves. It's time to sum it up
results, that is, everything that was developed in elementary school.
The methods of work of the class teacher are gradually changing because
the team develops, it changes and strengthens, and it must be led by the old
methods are no longer possible. When at the initial stage the class teacher
manages it alone, that's right. But children grow up and mature, and
such management becomes irrelevant. The teacher must change his
tactics, he must develop self-government, listen to the opinions
class, and at the very last stage cooperate with your children.
(slide 4)
The teacher’s forms and methods of working with the class can be the most
different, here we also conduct class hours with the organization of conversations on topics
morality, while it is necessary to take into account current problems
class and individual students, there are targeted walks and excursions

Events. Creative exhibitions and thematic exhibitions can be held
evenings with an aesthetic purpose. All kinds of
holidays and competitions, quizzes and interesting projects. Children are in all this
take the most active part, all these activities contribute to
group cohesion.
The class teacher must be passionate about his work so that children with
They followed him with pleasure and helped in organizational matters.
It is very important that every student feels a sense of belonging
the event, so that he can gain experience, his own, from
interaction with society. In such conditions, potential is better revealed
student. This is why any class activity must be
meaningful and varied. Children do not like streamlined and empty
classes, it is important for them to feel the result, and after everything they need
encouragement It is best to present a fascinating
the goal is so that it attracts them and pulls them along, pushing them towards activity.
Team unity is promoted not only by participation in school affairs or
class, children like this kind of joint activity that organizes
their free time. In the modern world, children spend most of their time
spend in front of the monitor, play electronic games, and live communication and
Outdoor outdoor games are in obvious short supply. That is why excursions and
Walking together brings great joy. Children want to be useful
for others, and they need to be involved in such activities. Cool job
head of an elementary school is, first of all, to create
psychological comfort in the classroom. Its main task is
build cohesion between children.
In conclusion, I would like to quote the “10 Commandments of Cool”
manager": (slides 5,6)
Know how to listen, because there is a rational grain in children’s ideas. Find him.
Do not scream. Do not suppress your voice for your authoritative words spoken
quietly, they will be heard faster.
Find something to praise for, because a kind word pleases a cat.
Be fair, because insults hurt a child’s soul.
Learn to see the positive qualities of a student because there is good in children
more than bad.
Infect with your own example, because someone has to be a locomotive.

Defend your student even in front of teachers because in negative
moments have their reasons.
Don’t tell your parents about trifles because in your own powerlessness
Only a weakling can sign.
Encourage students' initiative because it is impossible to do everything yourself.
Use a lot of affectionate words when communicating because he’s cool
the head of the mother from breakfast to lunch.
(slide 7)
I would like every class teacher to remember and
was guided in his work with children by the words of V.A. Sukhomlinsky: “U
Every child has bells hidden deep in their soul. You just need
find them, touch them, so that they ring with good and cheerful ringing.”

Classroom management is the professional activity of a teacher aimed at raising a child in a classroom student group. The class teacher is a professional teacher who organizes a system of relations between society and the child through various types of educational activities of the class team, creates conditions for the individual self-expression of each child and carries out his activities in the educational process of a general education institution.

In accordance with the concept of R.H. Shakurov in management it is advisable to distinguish three levels of functions. The first level includes pedagogical and social-humanitarian functions, which R.Kh. Shakurov belongs to the target group.

Traditionally, among pedagogical functions, the function of educating students has a dominant role. The class teacher faces the problem of integrating the efforts of all teachers aimed at solving this problem.

Among the social and humanitarian functions, which are also target functions, the priority is the social protection of the child from adverse environmental influences. Social protection in general is understood as a purposeful, consciously regulated system at all levels of society of practical social, political, legal, psychological, pedagogical, economic and medical-ecological measures that provide normal conditions and resources for physical, mental and spiritual-moral formation, functioning and development of children, prevention of violation of their rights and human dignity. The implementation of this function involves providing conditions for the adequate development of the child in the existing socio-economic conditions. The activities of the class teacher for the social protection of the child are the activities of not only the direct executor, but also the coordinator who helps children and their parents receive social support and social services.

Social protection as a function of the class teacher is, first of all, a set of psychological and pedagogical measures that ensure the optimal social development of the child and the formation of his individuality, adaptation to existing socio-economic conditions. In implementing this function, he must, while solving acute immediate problems, be prepared to anticipate events and, based on an accurate forecast, remove from the child those problems and difficulties that may arise before him.

It is advisable to consider social protection in the activities of the class teacher in the broad and narrow sense of the word. In the latter, this is the activity of the class teacher, aimed at protecting children who find themselves in a particularly difficult situation. These include children from large families, disabled children, orphans, refugees and others who are in greater need of emergency social protection than others. In the broad sense of the word, this is social protective work with all children and their parents in various directions.

Consequently, all children are the object of social protection and social guarantees, regardless of their origin, the well-being of their parents and their living conditions. Of course, the principle of a differentiated approach to different categories of children remains undeniable, and priority should be given to the most vulnerable categories of children from low-income families or families at risk.

The criterion for the effectiveness of the class teacher’s activities can be the real social security of each individual child, which can be assessed by two types of indicators (objective and subjective). Objective - these are indicators of the compliance of the social, material, spiritual and cultural conditions of a child’s life with the basic norms of nutrition, living, recreation, study, accepted in modern society, development of the ability of legal protection, etc. Subjective indicators characterize the degree of satisfaction or dissatisfaction of children with their social security.

Thus, the functions of education and social protection of the child are the core around which the system of activity of the class teacher is built and filled with appropriate content.

To achieve the goals of education and social protection of students, the class teacher must solve a number of particular problems related to the formation of relationships between students and their peers in the class (organization of the team, its unity, activation, development of self-government). These tasks determine socio-psychological functions, which include, first of all, organizational ones.

The main purpose of the class teacher is to support the positive initiative of students related to improving the life of the region, the microenvironment, the school and the schoolchildren themselves. In other words, the classroom teacher’s emphasis is not so much on organizing students, but on helping them organize themselves.

The class teacher organizes a variety of activities for students: cognitive, labor, aesthetic, as well as free communication of students, which is part of the leisure time of schoolchildren.

In the process of working with the class, it seems important to implement the function of team building. At the same time, the task of uniting the team does not act as an end in itself, but as a way to achieve the goals set for the team. One of the tasks facing the class teacher is the development of student self-government.

The implementation of the diagnostic function involves the constant identification by the class teacher of the initial level and changes in the students’ education. It is aimed at studying the personality and individuality of the child, analyzing them, searching for the reasons for the ineffectiveness of the results obtained and characterizing the holistic pedagogical process.

When implementing the diagnostic function, the class teacher can pursue a dual goal: firstly, to monitor the effectiveness of his activities; secondly, diagnostics from a tool for researching and studying a child in the hands of a class teacher (class teacher) can turn into a tool for personality formation and individual development.

The goal-setting function can be considered as the joint development of educational goals by the class teacher with the students. Depending on the age of the students and the level of formation of the class team, the share of participation of the class teacher (class teacher) in this process will change.

The logic of goal setting is reflected in the process of planning the activities of the class teacher. Planning educational work is the help of the class teacher to himself and the class staff in the rational organization of activities.

The main goal of the function of control and correction in the activities of the class teacher is to ensure continuous improvement of the educational process. The implementation of the control function involves, on the one hand, identifying positive results, and on the other, negative results and the causes of existing shortcomings, as well as emerging problems in the educational process. Based on the analysis of the control results, the process of correcting the activities of the class teacher is carried out both with the class as a whole, with a group of students, and with individual students. The control process should be considered not only by the administration, other members of the teaching staff, and students, but also as the implementation of the self-control function by the class teacher. Correction is always a joint activity of the class teacher and the class team as a whole, a group or individual students.

The systematically and competently implemented function of control and correction in the activities of the class teacher (class teacher) has great educational, developmental and organizational significance, and increases the effectiveness of the educational process.

The above functions determine the content of the class teacher’s activities.

The class teacher is the central person in the educational process. The class teacher is appointed by the school director from among the most experienced and authoritative teachers. He is entrusted with responsibility for organizing the lives of children, forming and educating the team, and for teaching and educational work in the classroom. As a teacher of students, he cares about their comprehensive development, instilling in them hard work, collectivism, improving the quality of knowledge and strengthening discipline and order in the classroom. The class teacher carries out all this work not as an amateur activity, but as an official official. The class teacher is responsible to the school management and public education authorities for the content and organization of educational work in the class assigned to him.

The main responsibilities of the class teacher are formulated in the Charter of the secondary school.

The educational activities of the class teacher are complex and multifaceted. He carries out various educational work with students, with teachers in his class, with parents and the public. The tasks of his educational activities are determined by the general tasks of education and the specific living conditions of the class. At different stages of development of the team, the class teacher puts forward specific educational tasks and, relying on the student body, carries out a variety of educational work with the class and individual students. When determining these tasks, he takes into account the age characteristics of students, the level of their knowledge and state of academic performance, discipline in the classroom, the presence of such qualities as hard work, collectivism, and consciousness of social duty.

The activity of the class teacher achieves its goal and gives the best result provided that it is carried out in a certain system. The system of work of the class teacher is a set of mutually interconnected educational activities arising from the goals and objectives of education. It involves a thoughtful selection of educational material that is feasible for students and the skillful use of the most effective means and methods of influence. Let us try to consider the main sections of the class teacher’s activities, which together constitute the system of his educational work.

First, study the students. Classroom management usually begins with studying the class and each student individually. As a result, the necessary conditions are created for the correct, rational organization of educational work, for the implementation of an individual approach. Students' learning continues throughout their entire education.

The organization and education of a class student team is one of the main, leading sections of the class teacher’s work. By uniting students into a friendly and purposeful team, the class teacher creates the prerequisites for successfully solving educational problems.

The next section of the class teacher’s activity is improving the quality of knowledge and strengthening discipline. A high level of knowledge and conscious discipline are the most important indicators of the correct organization of educational work. The class teacher takes care of improving the quality of students' knowledge and strives to prevent individual students from falling behind and repeating the same year in their class.

Organization and conduct of extracurricular and extracurricular educational work is another one of the most important sections of the class teacher’s activity. Various forms of this organization have developed and are successfully used in schools. Education in the classroom and during the learning process is supplemented by extracurricular educational activities. The organization of extracurricular work usually combines its two main directions - ideological and educational work and the organization of practical affairs of schoolchildren.

A very important section of the class teacher’s activity is the coordination of the educational activities of teachers. The class teacher must coordinate and direct the educational work of teachers in his class. The school charter states that the responsibilities of each teacher include not only equipping students with knowledge, but also shaping their worldview, developing cognitive interests and abilities. The task of the class teacher is to ensure close cooperation with the teachers of his class, to achieve unity of requirements and pedagogical influences. From time to time, the class teacher meets with the teachers of his class and discusses the implementation of uniform requirements, the quality of knowledge and the state of discipline. Active communication between teachers and the class teacher helps improve the state of educational work in the classroom.

The next section of the class teacher’s activity is working with students’ parents. Each teacher maintains contact with students' parents. A closer connection between the school and the family is carried out through class teachers. They communicate with parents more often, inform them about the educational work and behavior of their children, and outline ways of joint activities in their upbringing.

These are, perhaps, the main sections of the class teacher’s activities. Taken together, they form a complex system, which is the basis of the activities of any class teacher.

The class teacher, compared to other teachers, additionally performs very important functions in educating students. Therefore, he is subject to high pedagogical requirements, the fulfillment of which creates favorable conditions for improving the quality of his educational activities.

Conclusion: The main functions of the class teacher are diagnostic, education, social protection, support for the positive initiative of students, the function of team building, goal setting, control and correction.