Professional and personal qualities of a teacher. What should a teacher be like?

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Introduction
Explanatory note
Modern educator
Features of the teaching profession
Features of the educational process
Conclusion
Literature
Applications

Introduction

The education system has always played a primary role in educating the younger generation. Education is one of the basic and inalienable constitutional rights of citizens of the Russian Federation. The fundamentals for regulating the principles of state policy in the field of education are formulated in the federal laws “On Education”, “On Higher and Postgraduate Professional Education”, as well as in the National Doctrine for the Development of Education, approved by the Decree of the Government of the Russian Federation. Citizens of the Russian Federation are guaranteed the opportunity to receive education without any conditions or restrictions, regardless of gender, race, nationality, language, origin, place of residence, health status, etc. The state guarantees citizens universal access and free primary general, basic general, secondary (complete) general education and primary vocational education, as well as, on a competitive basis, free secondary, higher and postgraduate vocational education in state and municipal educational institutions within the limits of state educational standards, if education This is the first time a citizen has received this level. State educational standards make it possible to maintain a unified educational space in Russia. They represent a system of norms that determine the mandatory minimum content of basic educational programs, requirements for the level of training of graduates, and the maximum volume of students’ teaching load. Pedagogical activity has features common to any activity, and at the same time differs in a number of features.

Pedagogical activity, like any other activity, is a system that has a certain structure, internal transitions and transformations. The following components can be distinguished in it: motive > goal > subject > methods of implementation > result. Its success largely depends on the motives that motivate pedagogical activity. They significantly influence the formation of inclinations and abilities for teaching work. The motives for teaching activity manifest themselves at the stage of professional self-determination, which is what motivates one to choose the teaching profession and devote oneself to the education of the younger generation. The motives that motivate such activity are called meaning-forming (A.N. Leontyev). The purpose of pedagogical activity is determined by society. It is of a generalized nature, but for each teacher it is transformed into an individual attitude, which he tries to implement in his activities. For example, the goal of education - the diversified development of a child - is specified by many preschool teachers as full preparation for school, health promotion, and the formation of creative abilities. The uniqueness of pedagogical activity lies in the specificity of the subject, the object of work. In any activity there is a subject (the one who performs it) and an object (to whom the efforts of the subject are directed). In pedagogical activity, the role of the subject is the teacher, and the role of the object is the pupil (student). The object of pedagogical influence is a material unique in its value. This is a developing personality that is in constant change.

The main “tools” of pedagogical work are voice (tempo, volume, intonation, expressiveness), facial expressions, plasticity, gestures.

The so-called pedagogical technique is a variety of skills and techniques of personal influence of the teacher on students in order to stimulate their activity. It plays a service (not semantic) role in the educational process and allows one to achieve better results with less energy. The peculiarity of pedagogical activity is that an educator, a teacher, a teacher does not always manage to reap the fruits of his work, to observe with his own eyes its true results: they will appear in the future. The teacher, working in the present, “grows the future.” Pedagogical activity belongs to the category of management activities, since it is focused on stimulating, organizing, and correcting the work of all participants in the educational process (children, their parents, colleagues, etc.). Pedagogical creativity is an indispensable condition of the modern pedagogical process, the central figure of which has become the child (and not abstract children, as has been the case for decades).

The relevance of the problem is the preparation of a highly qualified, free-thinking, active educator at the present stage in connection with the reviving approach to man as an intrinsic value. The teacher’s mastery of new pedagogical thinking, readiness to solve complex problems in the education system, and improvement of their pedagogical skills.

The subject of the study is the professional activity of a modern educator.

The object of the study is a modern educator as a person, teacher and professional, features of the educational process in a preschool educational institution.

The purpose of the study is to consider educational work in preschool educational institutions at the present stage.

Research objectives:

1. Determine the social purpose of the educator profession.

2. Reveal the personal qualities of the teacher.

3. Give the concept of “Modern educator”.

4. Expand the concept of professional competence, professional skill, professional activity of a preschool teacher.

5. Features of the profession of educator, features of the educational process.

Research methods - analysis of scientific-theoretical and psychological-pedagogical literature.

Explanatory note

Social purpose of the profession of educator

" Educator, standing flush With modern progress education, feels myself alive link between past And future. His case, modest By appearance, - one from greatest affairs V stories" TO.D.Ushinsky

A profession is a type of work activity that requires certain training. Each new generation, entering life, must master the generalized experience of previous generations, which is reflected in scientific knowledge, morality, customs, traditions, methods and techniques of work, etc. The social purpose of a teacher is precisely to accumulate this experience and pass it on to his students. The teacher manages the process of personal development of each student, thereby largely determining the prospects for the development of society. The teaching profession was originally one of the oldest, most important and honorable in society. Founder of pedagogy Ya.A. Comenius considered the profession of a teacher " so excellent, How none other under the sun"

Personal qualities of a teacher

K.D. Ushinsky was convinced that “in education everything should be based on the personality of the educator, because educational power flows only from the living source of the human personality.” A young specialist or an experienced educator acts as an integral individual with a special mindset, individual temperamental characteristics, and his own style of behavior. “Love the child. If you want to develop God’s gift of teaching, love the child!” - Sh.A. suggested that teachers should learn this commandment of professional activity. Amonashvili. When working with children, love and sensitivity are especially necessary, since the teacher replaces the pupils’ mother in her absence, and, therefore, must behave like a mother, not skimping on attention, kind words, affection, warmth, cordiality. High general and professional culture, intelligent moral purity, and civic responsibility are important for a modern teacher. A teacher working with children, first of all, is characterized by pedagogical tact, vigilance, optimism, and a culture of professional communication. The greatest difficulty for a young specialist is communication with parents. To overcome these difficulties, the teacher’s psychological attitude towards cooperation with the family is important. He must reflect on the reasons for his failures in order to achieve better results. In this case, you should adhere to the rule: first of all, look for the reasons for failure in yourself. Personality can only be nurtured by personality. There is a proposal: to introduce differentiated training for educators, so that in each group the preschool institution has a highly qualified teacher-psychologist and another qualified educator. A teacher-psychologist conducts classes with children, determines the state and level of development of the child during the transition from one age group to another, and participates in diagnosing the child’s condition in intrafamily relationships. The teacher organizes various walks and excursions with the children. In the development of professional qualities, the role of self-education and advanced training is very important. Help and support will come from experienced colleagues. The motives for teaching activity manifest themselves at the stage of professional self-determination: what exactly motivates one to choose the teaching profession and devote oneself to the education of the younger generation. The purpose of pedagogical activity is determined by society. Each teacher’s character is transformed into an individual attitude, which he tries to implement in his activities. For example, the goal of education - the diversified development of a child - is specified by preschool teachers as the full preparation of the child for school, the strengthening of skills, and the formation of creative abilities. The uniqueness of pedagogical activity lies in the specifics of the subject. The main “tools” of pedagogical work are the voice (loudness, intonation, expressiveness), facial expressions, gestures (pedagogical technique) are various skills of the teacher’s personal influence on students. The teacher must be able to choose the right tone and style of communication with children depending on the specific situation. Pedagogical technology makes it possible to achieve better results with less energy. Therefore, a modern teacher must be imbued with the idea that raising a child is a collective endeavor; working for successful results requires unity (coordination of approaches to education, its content, methods of implementation) of the forces of all interested adults.

Modern educator

A teacher is the first teacher, after the mother, that children meet on their life path. Teachers are people who always remain children at heart. Otherwise, the children will not accept them, they will not let them into their world. The most important thing in our profession is to love children, to love just like that, for nothing, to give them your heart. For me, my profession is an opportunity to constantly be in the world of childhood, in the world of fairy tales and fantasy. You become especially aware of the importance of the teaching profession when you see children’s eyes wide open; eyes greedily catching my every word, my glance and gesture; eyes ready to embrace the world. Looking into these children's eyes, you understand that they need you, that you are the whole universe for them, that it is you who lay the sprouts of future characters, support them with your love, give them the warmth of your heart. The main goal of the educator is to develop even the tiniest inclinations of the child, to notice in time the “Divine spark” that is inherent in every child from birth. The ability to discern this spark and not let it go out is the talent of a teacher. The task of a modern educator is to educate a creative, communicative personality. You need to predict and evaluate your results, develop independence and initiative. Create conditions for the realization of the individual abilities of each child. A true teacher at all times possesses those qualities that distinguish him from other members of society. No profession makes such strict demands regarding moral purity and spiritual nobility. The teacher is an example. And to be one means to work hard and hard. Yes, sometimes you have to forget about your personal life. But the reward for this will be grateful children, adapted to life in society. The teacher must constantly improve his skills, using the achievements of pedagogical science and best practices. We must move forward, master innovative technologies, unconventional methods, but we must not forget the good old things, for example, oral folk art. A teacher needs a variety of knowledge to satisfy the curiosity of a modern child and help him understand the world around him. In our age of rapid development of high technologies, a teacher, undoubtedly, must have a number of knowledge and skills, the need for which is dictated by the time itself; must correspond to the realities of the day: own a computer. A modern educator is a person who combines the traits of a psychologist, an artist, a friend, a mentor, etc. The teacher must transform himself several times throughout the day, and the more believable the master of his craft does this, the more tangible the result. The creative potential of a student depends on the creative potential of the teacher himself, so great attention must be paid to the development of creative imagination. A modern teacher is a creative worker, a master of his craft, an innovator, leading a healthy lifestyle, who uses the latest methodological developments in his work. A teacher is a patriot of his homeland. The teacher is called upon to be an authority for children and their parents, and together with the family to solve the responsible tasks of education. The country trusts them with what is most precious - its future. The necessary qualities of a modern educator are patience and kindness, because the educator has to work not only with children, but also with parents. It is necessary to learn to respect parents, to take their opinions into account, even if it differs from the teacher’s ideas about pedagogy. Communication with children is a kind of exam every time. Little wise teachers test your strength, and at the same time love you with an all-consuming love, in which you can dissolve without a trace. The secret of their pure love is simple: they are open and simple-minded.

Working with preschoolers, I never cease to be amazed at how different, unpredictable, interesting, funny, amazingly smart they are, able to set a task for me or any adult with their reasoning, conclusions, and actions. The task of a modern educator is to educate a creative, communicative personality. You need to predict and evaluate your results, develop independence and initiative. Create conditions for the realization of the individual abilities of each child. I am proud of my profession, I am proud that when my students meet me, they smile at me with their special smile, by which I immediately recognize them, say hello, and share their news and achievements. The teaching profession is one of the most important and significant in the life of modern society. Being a teacher is a calling. This means wanting and being able to relive childhood again and again with each child, seeing the world through his eyes, being surprised and learning with him, being invisible when the baby is busy with his own business, and indispensable when he needs help and support.

"From how my childhood passed, who led

a child by the hand in his childhood years, which included

into his mind and heart from the surrounding world -

this determines to a decisive extent how

Today’s baby will become a man.”

/V.A. Sukhomlinsky/

Kindergarten. How many pleasant memories are associated with this wonderful institution. Games with friends, walks in the yard, casserole and compote for breakfast, children's morning parties, little children's pranks and, of course, a kind and caring teacher. Many years have passed since I left the walls of my kindergarten, I have forgotten a lot, but I still remember my teacher and will never forget her. Ask anyone if he remembers his teacher, his kindergarten, almost everyone will answer in the affirmative, for the vast majority these memories will bring a smile. What is a modern teacher like? Years have passed, and my son is already attending the same kindergarten that I attended many years ago. Over 33 years, a lot has changed, for example, the material base of the institution, however, children visiting this institution today, as before, spend time there with benefit and pleasure, learn to communicate with peers, develop physically and intellectually, walk in the fresh air, play and get a lot of other pleasures. And as at all times, the teacher who meets them on the threshold of the kindergarten is the first person after their mother. What qualities should he have? “The years of childhood are, first of all, the education of the heart” V.A. Sukhomlinsky.

The main thing that parents pay attention to when bringing their child to kindergarten is the attitude of the teacher towards the child. First of all, a teacher must have the ability to love someone else’s child as if he were his own. This quality of soul, of course, should be in a person who has chosen the profession of an educator. Without him, he will not be able to give the children the most important thing - to live their childhood as children; he will not be able to cultivate kindness, affection, and a sensitive attitude towards others in the child. The first step in becoming a person will be clumsy and not beautiful. Kids, like no one else, feel the attitude towards themselves and respond to us adults in the same way. The task of a modern educator is to educate a creative, communicative personality, and to develop the individual abilities of each child. To do this, the teacher must himself be an educated, creative, extraordinary person. He must be able and know a lot so that our children trust him and want to learn everything. Classes with children should be focused on success, interest, and knowledge. A teacher must constantly improve, learn, and be able to keep up with the times. A teacher should be an authority not only for children, but also for parents. The teacher is an example. And to be one means to work hard and hard, to lead a healthy lifestyle. No profession makes such strict demands regarding moral purity and spiritual nobility as the profession of a teacher. The necessary qualities of a modern educator are patience and goodwill in relationships with parents. It is necessary to learn to respect parents, to take their opinions into account, even if it differs from ideas about raising a child.

So, a modern educator is: a person - kind, sensitive, with a big heart, morally stable, sociable; The teacher is educated, intelligent, has modern techniques, and has a creative, extraordinary personality. Reorientation of modern preschool education with knowledge of the approach to choosing strategies to support the personal development of each child confronts teaching staff of kindergartens with the need to reconsider established approaches to organizing the educational process in preschool institutions. The corresponding tasks are reflected in the new “law on education in the Russian Federation”, federal state requirements for the structure of the basic general education program of preschool education and the Federal State Educational Standard. Every educator understands that the education system cannot remain unchanged and therefore teachers are obliged to improve their pedagogical skills, look for new approaches to the children's mind and heart, and become a role model. The psychological climate in the group, the emotional comfort of each child, the nature of the emerging relationships between students, and the child’s success in activities largely depend on the teacher. At the present stage of development of preschool education, in accordance with federal state requirements for the development of children and federal state educational standards, the goal of educational work is changing - instead of a set of knowledge, abilities, skills, it is proposed to form new qualities of the child (physical, personal, intellectual). Approaches to organizing the education and upbringing of children have been revised. Rejection of the educational model in kindergarten, i.e. from classes, forced us to move to new forms of working with children, which allowed our kindergarten teachers to teach preschoolers without them even realizing it. If previously it was believed that the main educational efforts of a teacher were focused on conducting classes, now the educational potential is recognized for all types of joint activities of teachers and children. I would like to note that children are constantly in play, for them it is a way of life, so a modern educator organically “integrates” any activity into children’s play, which makes the educational effect more significant. Play has become the content and form of organizing children's lives. Game moments, situations and techniques are included in all types of children's activities and communication between the teacher and the child. Our kindergarten teachers fill children's daily lives with interesting activities, games, problems, ideas, include each child in meaningful activities, and contribute to the realization of children's interests and life activity. By organizing the educational activities of children, the educator of our time develops in each child the desire to show initiative and independence, to search for a reasonable and worthy way out of various life situations. It is important to note that when working on FGT, educators strive for this;

1. so that any children’s activity (play, work, communication, productive, motor, cognitive - research, musical and artistic, reading) is motivated. The teacher creates problematic situations for the activity, which become part of the GCD (lesson), project, observation, excursion, and provide children with a choice of several types of activities.

2. so that children are active participants in the educational process, the educator organizes educational activities in such a way that children do most of the talking, reason on the topic, and participate in artistic creativity, experiments, and work.

3. to encourage children to succeed. Activity, children's successes, good attitude towards peers, stimulate, encourage, celebrate using screens of good deeds, mood screens, mark in the portfolio, thank parents for the good upbringing of children. These pedagogical techniques are good at stimulating children to engage in joint educational activities with teachers.

4. A modern educator carefully considers the content of the developmental environment by age, constantly updating the gaming and visual environment depending on the topic of educational activities.

When planning, the teacher provides for types of independent free children's activities in a specially prepared developmental environment of a preschool educational institution, where children can consolidate knowledge, skills, and abilities in independent games and interaction with the environment. The world is changing, children are changing, which, in turn, puts forward new requirements for the qualifications of a teacher.

Educators need to master modern educational technologies, with the help of which they can implement the requirements of new federal state educational standards. These are well-known technologies of problem dialogue, game pedagogical technologies, productive reading technologies, activity technologies, as well as ICT technologies. I recognize that the computer is a powerful new tool for the intellectual and creative development of children, but it must be remembered: it should only complement the teacher, and not replace him. We must not forget that we are called upon not only to teach the child, but also to keep him healthy. Consequently, the task of raising modern children should be to create a system of work that provides conditions for reducing hyperactivity, relieving anxiety, developing strong-willed qualities, concentration, concentration, maintaining and strengthening the physical health of the child. Practice shows that the presence of knowledge in itself does not determine the success of children’s further education at school; it is much more important for the teacher to teach the child, already in kindergarten, to obtain and apply it independently. This is the activity approach that underlies state educational standards. By teaching activities in an educational sense, the educator makes learning motivated, teaches the child to independently set a goal and find ways, including means, to achieve it, helps children develop the skills of control and self-control, assessment and self-esteem - this is the task of a modern educator. By preparing children for school, the teacher develops in the preschooler the qualities necessary for mastering educational activities - curiosity, initiative, independence, arbitrariness, and creative self-expression of the child. It is important to note that continuity between the preschool and school levels of education should not be understood only as preparing children for learning. It is necessary to ensure the preservation of the self-worth of preschool age, when the most important features of the future personality are being laid. The child creates his own personality, and the teacher helps him discover and develop what is inherent in him. That is why the teacher sets himself the goal of creating conditions for the maximum development of the child’s individual age-related potential.

The teacher develops the social skills of the future student, necessary for successful adaptation to school, and strives to organize a unified developing world - preschool and primary education. The teacher chooses the forms of work independently, depending on the number of students, on the equipment of the group, on the experience and creative approach of the teacher. So, in the morning, when the pupils are cheerful and full of energy, I provide for the most labor-intensive activities: conversations, observations, looking at albums, didactic games, work assignments. As the children get tired, I include role-playing games, outdoor games, and reading fiction. By alternating various types of children's activities during the day, I ensure their diversity and balance while maintaining the leading role of play in order to strengthen the health of preschoolers, and I pay great attention to physical activity. When working with young children, modern teachers use mainly game-based, story-based and integrated forms of educational activities; with older children, educational activities are developmental in nature. The teacher teaches children creative partnerships, the ability to discuss a joint project, and assess their strengths and capabilities. A modern educator makes preschool childhood diverse. The teacher gives children the opportunity to realize their individuality. In this case, everyone will not walk in formation, not in step, but at their own pace. It is simply impossible to do otherwise. We can talk about different opinions regarding the assessment of the Federal State Educational Standard, but, for educators, the main criterion is the satisfaction of the parents. If a child is well-fed and healthy, if he goes to kindergarten with pleasure, if there is an organized activity there that attracts him, and he tells his parents about something new every day, then this is the highest mark of a professional educator. In their professional activities, teachers of our preschool educational institution harmoniously combine and integrate traditional forms of interaction with innovative ones. The teacher pays special attention to the implementation of educational activities based on active interaction with society and family. It is necessary to widely and en masse involve parents, create conditions for the formation of family values, rapprochement and unity, fostering a sense of tolerance, active cultural and sports leisure. Organize holidays where parents, along with their children, perform various creative tasks. In our work as a teacher, we plan such forms of work as diagnosing families; pedagogical education of parents, exchange of experience; joint creativity of children and adults;

joint events with social institutions; individual work with parents. Educator involves parents To participation V implementation programs, To creation conditions For full-fledged And timely development baby V preschool age, to Not miss the most important period V development his personalities.

Professional competence of a preschool teacher in the conditions of the Federal State Educational Standard

The development of modern society dictates special conditions for organization

preschool education, intensive introduction of innovations, new technologies and methods of working with children. In this situation, professional competence is especially important, the basis of which is the personal and professional development of teachers. Scientists A.S. Belkin and V.V. Nesterov believe: “In pedagogical terms, competence is a set of professional powers and functions that create the necessary conditions for effective activity in the educational space.” Competence in relation to vocational education is the ability to apply knowledge, skills and practical experience for successful work activities.

The professional competence of a modern preschool teacher is defined as a set of universal and specific professional attitudes that allow him to cope with a given program and special situations that arise in the psychological and pedagogical process of a preschool institution, by resolving which, he contributes to the clarification, improvement, and practical implementation of development tasks, its general and special abilities. Modern society places new demands on the competence of a teacher. He must be competent in matters of organization and content of activities in the following areas: educational and educational; educational and methodological; social and pedagogical. Educational activities presuppose the following criteria of competence: implementation of a holistic pedagogical process; creation of a development environment; ensuring the protection of children's life and health. These criteria are supported by the following indicators of teacher competence: knowledge of the goals, objectives, content, principles, forms, methods and means of teaching and educating preschoolers; the ability to effectively develop knowledge, skills and abilities in accordance with the educational program. The educational and methodological activities of the educator presuppose the following competence criteria: planning educational work; designing teaching activities based on analysis of achieved results. These criteria are supported by the following indicators of competence: knowledge of the educational program and methods of developing various types of children’s activities; the ability to design, plan and implement a holistic pedagogical process; mastery of technologies for research, pedagogical monitoring, education and training of children. In addition, having the right to choose both main and partial programs and benefits, the teacher must skillfully combine them, enriching and expanding the content of each area, avoiding “mosaicism”, forming the integrity of the child’s perception. In other words, a competent teacher must be able to competently integrate the content of education, ensure the interconnection of all classes, activities, and events based on the objectives of the child’s upbringing and development.

The socio-pedagogical activity of a teacher presupposes the following competence criteria: advisory assistance to parents; creating conditions for the socialization of children; protection of interests and rights. These criteria are supported by the following indicators: knowledge of basic documents on the rights of the child and the responsibilities of adults towards children; ability to conduct explanatory pedagogical work with parents and preschool specialists.

6. generalization of one’s own teaching experience. But none of the listed methods will be effective if the teacher himself does not realize the need to improve his own professional competence. To do this, it is necessary to create conditions in which the teacher independently realizes the need to improve the level of his own professional qualities. Analysis of one’s own teaching experience activates the teacher’s professional self-development, as a result of which research skills are developed, which are then integrated into teaching activities.

Professional skills of a preschool teacher

We all know that the basis of character, and therefore the basis for successful or unsuccessful interaction with the outside world, is laid in a person in preschool childhood. Empirically, psychologists have concluded that this age is approximately 5 years. The many times repeated phrase “We all come from childhood” has a serious evidentiary basis. Every day a kindergarten teacher is a witness and participant in the process of shaping the people of the future, helping, and sometimes perhaps hindering their development. Our life is structured in such a way that children spend most of their daylight hours not with their own parents, but with kindergarten workers and teachers. This fact confirms the high social significance of the teaching profession. Along with this, we see and know that the world is constantly becoming more informationally complex. Today, it is no longer enough to once receive a basic education and work in your specialty. In order to meet modern requirements and maintain the level of competence, it is necessary to constantly study and engage in self-education. Continuing education must become a necessity. The need to improve the level of knowledge, skills and abilities penetrates all spheres of life - professional, family, social, personal, and of course the sphere of teaching is no exception. The activities of a teacher are multifaceted in their functions and content. It involves mastering a variety of professional skills. These skills are conventionally divided into gnostic, constructive, communicative, organizational and special. Gnostic skills are the skills with which the teacher studies the child (individual characteristics, age, personal qualities, relationships with peers, adults, degree of emotional well-being). The object of study is the family. Gnostic skills are used when studying the pedagogical experience of other educators. It is important for a teacher to develop his or her ability to understand the child’s inner world. Constructive skills - for designing the pedagogical process, raising children, taking into account the prospects of educational work.

The teacher designs the material equipment of the educational process (making equipment for games, activities, organizing exhibitions of artistic creativity of children and their parents, etc.). Constructive skills are embodied in planning work, drawing up notes on educational work, scenarios, holidays, and leisure activities. Communication skills - are manifested in establishing pedagogically appropriate relationships with individual children and with the entire group, with parents of students, with work colleagues, with the administration of a preschool institution.

Organizational skills extend to the activities of students, parents, and colleagues. An important decision is what he will do himself, and what can be entrusted to the children, and what is more appropriate to involve parents in. Special skills - the ability to sing, dance, read poetry (write), knit, make toys, show (stage) puppet theater and more. The teacher in the group is the bearer of a certain model of behavior, and children, being nearby during the day, see and hear how the teacher speaks, what his facial expression, intonation, and timbre of voice are. In some ways, consciously or unconsciously, they copy him. They think that if a teacher constantly speaks in a raised voice and shouts, then this is the way it should be, this is the norm. It is in kindergarten that children get their first experience of communicating in a group, in a team, and the teacher is in charge of it all. Experience shows that, in general, the behavior of a group of children is in many ways a mirror of the behavior of the teacher. The important qualities of a teacher are hard work, efficiency, discipline, responsibility, the ability to set a goal, choose ways to achieve it, organization, perseverance, systematic and systematic improvement of one’s professional level, the desire to constantly improve the quality of one’s work, etc. A number of personal characteristics should include qualities that become professionally significant prerequisites for creating favorable relationships in the educational process. These qualities include patience, responsibility, commitment, objectivity, respect for people, optimism, emotional balance, the need for communication, interest in the lives of students, goodwill, restraint, responsiveness and many others. All modern researchers note that it is love for children that should be considered the most important personal and professional trait of a teacher, without which effective teaching activities are impossible. Modern children are more active, mobile in their self-expression, more informed, more different from each other, they have more different living conditions and upbringing in the family. All this places certain demands on the personality of the teacher. To meet modern requirements, a teacher must be:

1. active (to support children in their manifestations of activity, to comply with them). A teacher who sits on a chair most of the time and directs children's activities from there can hardly be called active, striving for the diversified development of children;

2. capable of change - to keep up with the rapidly changing world and changing children and their parents;

educator competence preschool teacher

3. attentive - to oneself, one’s behavior, verbal self-expression, how one’s own behavior and speech influence others, including children. The teacher (screaming) - “get up”, “let’s go”, “come on, sit down”, “shut up”. Again, screaming, he turns to the children: “Well, why are you shouting?” And another variant of behavior: “Now we’ll decide, now we’ll talk.”

4. competent - striving to improve self-education, competent in the profession. Currently, in educational psychology, much attention is paid to the analysis of the subjective properties of a teacher that determine the effectiveness (productivity) of his teaching activities.

Personal qualities of a teacher that cause difficulties in his professional activities are:

1) lack of special pedagogical and internal orientation

2) discrepancy between the level of abilities and the requirements of the pedagogical process

3) lack of special pedagogical, methodological, socio-psychological competence. Thus, a teacher may have both qualities that ensure the success of his activities, and, on the contrary, personal qualities that cause a number of difficulties.

Professional activity of a modern teacher

The personality and professional activity of a teacher have always been and remain the most important aspect of scientific research. Why is scientific reflection of a given subject continuously carried out in pedagogy? Firstly, in order to understand the essence of professional pedagogical activity, answer the “eternal” question: who is a teacher? The answer to this question allows us to predict the results of pedagogical activity: what is a growing person becoming, how successful and healthy will he be in the real-life sociocultural environment? Secondly, in order for the newly rethought features of the teaching profession to be adequately reflected in the processes of training future teachers, acting as guidelines for their personal and professional development. Thirdly, understanding the essence of the teaching profession, knowledge and understanding of its professional characteristics helps a person belonging to a given professional group to competently carry out the processes of self-knowledge and self-development, self-education and self-formation. Therefore, objectively reflecting the needs of society and satisfying the needs of a person existing in this society, professional pedagogical activity and research associated with it will always be modern.

Analysis of studies of professional pedagogical activity made it possible to identify several approaches to its consideration:

1. the most common and traditional structural-functional approach, when the corresponding functions and skills are highlighted in the structure of a teacher’s professional activity (V.I. Ginetsinsky, N.V. Kuzmina, A.K. Markova, A.I. Shcherbakov).

2. professional approach to the study of a teacher’s activities, when the result is a generalized portrait of a professional (E.A. Klimov, V.A. Slastenin, L.F. Spirin).

3. an approach in which professional pedagogical activity is analyzed from the point of view of abilities, thereby determining the complex of pedagogical abilities (N.A. Aminov, F.N. Gonobolin, L.M. Mitina).

4. cultural approach, which involves the analysis of professional and pedagogical activities in the coordinate system of cultural values (T.F. Belousova, E.V. Bondarevskaya, I.P. Rachenko).

5. for a number of reasons, mainly related to the modernization processes of Russian education, a competency-based approach to the analysis of pedagogical activity, considering it in the context of solving professional pedagogical problems (O.E. Lebedev, N.F. Radionova, A. .P. Tryapitsyna). One of the prerequisites for the emergence of the competency-based approach was the sociocultural, spiritual and economic transformations taking place in Russia and the world community in the last decade. From a relatively stable phase of its history, Russian society moved to a dynamic phase of development, which entailed a revision and understanding of the driving social mechanisms.

A transition to a democratic system, pluralism, and humanism has taken place, which is associated with the restructuring of the socio-political life of society as a whole, social groups and each individual. This requires a radical revision of the social concept of the development of production, science, culture and, first of all, the individual himself. The contradictions of the current period are that the old socio-political and economic structures are no longer functioning, and new ones exist only in the process of formation. In this regard, society, like an individual, is in a state of internal instability and uncertainty, which accordingly affects the problems of its social, economic and cultural life. This is one side of the problem.

On the other hand, new realities of life are emerging in which the social, spiritual and economic differentiation of society has increased. Individual goals of the individual began to be recognized by society along with collective and public goals. The personality itself is rebuilt, developing such qualities as responsibility, flexibility, adaptability, mobility. Such changes have led to the fact that the diversity of life forms and the freedom of a person to choose his life path have become the norm of existence. The life path of an individual is associated with its constant development, movement, change, which leads to the setting of new tasks and opens up opportunities for new life choices and professional starts. The peculiarities of the development of society at the present stage have affected primarily changes in the professional activity of a teacher. This is due to the fact that the educational level of society as a whole and the possibility of creating conditions for its further development depend on a specialist in this field.

Education “acts simultaneously as a factor in stimulating innovative processes in the economy, politics, culture, and as a factor in the survival and development of humanity.” In modern psychological and pedagogical research, professional pedagogical activity is usually considered as a process of solving diverse and diverse professional problems. Each pedagogical task is associated with the maximum disclosure of the child’s unique potential, the development of individuality in certain conditions, and this requires an appropriate approach to solving it, which largely depends on the teacher himself, his personal potential, which is revealed in the process of interaction with students and determines their success. self-development. Thus, in modern conditions, the professional activity of a teacher has undergone changes associated with its structuring as a process of solving professional and pedagogical problems.

The emphasis in the content of pedagogical tasks has also shifted: from the transfer of knowledge, the formation of skills and abilities, from pedagogical influence to the creation of pedagogical conditions that ensure targeted and effective self-development of the personalities of the student and teacher in the process of their interaction. Another prerequisite for the emergence of a competency-based approach can be considered the domestic concept of education. Education in this concept “is the process of developing experience in solving problems that are significant to the individual based on the use of social and understanding of the students’ own experience. Education is an individual-personal result of education, a personality quality that consists in the ability to independently solve problems in various fields of activity, relying on mastered social experience."

Personal education is a synthesis of training and learning ability. The level of education is the level of development of the ability to solve problems in various fields of activity. There are three levels of education: basic literacy, functional literacy and competence. Three types of competence of students in the general education system are identified: general cultural, pre-professional, and methodological. The presence of these prerequisites allows us to determine that professional competence a teacher is understood as an integral characteristic that determines the ability or ability to solve professional problems and typical professional tasks that arise in real situations of professional pedagogical activity, using knowledge, professional and life experience, values and inclinations.

The professional competence of a teacher combines key, basic and special competencies. Key competencies are necessary for any professional activity; they are related to the success of an individual in a rapidly changing world. They are manifested primarily in the ability to solve professional problems based on the use of:

1. information;

2. communications, including in a foreign language;

3. social and legal foundations of individual behavior in civil society.

Basic competencies reflect the specifics of a certain professional activity. For professional pedagogical activity, the competencies necessary for “building” professional activity in the context of the requirements for the education system at a certain stage of social development become basic. Special competencies reflect the specifics of a specific subject or supra-subject area of professional activity. Special competencies can be considered as the implementation of key and basic competencies in the field of an educational subject, a specific area of professional activity. It is obvious that all three types of competencies are interconnected and develop, in a certain sense, simultaneously, “in parallel”, which forms the individual style of pedagogical activity, creates a holistic image of a specialist and ultimately ensures the formation of professional competence as a certain integrity, as an integrative personal characteristic of a teacher.

What problems is a modern teacher called upon to solve? These are five main groups of tasks, the experience of solving which characterizes the basic competence of a modern teacher:

1. see the child (student) in the educational process;

2. build an educational process focused on achieving the goals of a specific stage of education;

3. establish interaction with other subjects of the educational process, partners of the educational institution;

4. create and use an educational environment (institutional space) for pedagogical purposes;

5. design and implement professional self-education.

Thus, a competency-based approach to professional pedagogical activity allows us to consider a teacher as a person who can professionally solve problems and typical tasks that arise in real situations of professional activity. Professionalism itself in solving problems and tasks of pedagogical activity is determined primarily by the subjective position of the teacher and the ability to use his educational, professional and life experience. The subjective position of the teacher as a special developing quality of his personal position:

Features of teaching activity

1. The object of pedagogical activity - an individual (child, teenager, young man), group, collective - is active. He himself strives to interact with the subject, shows his creativity, responds to the assessment of the results of his activities and is capable of self-development.
2. The object of pedagogical activity is plastic, that is, it is susceptible to the influence of the subject, it is educable. He is constantly developing, his needs change (this is the reason for his activity), his value orientations, motivating actions and behavior develop and change.
It is right to say that the process of development of an individual is never completely completed. The content of pedagogical activity is built according to the concentric principle, or rather, along a spiral.
3. Pedagogical activity and process turn out to be very dynamic factors. The subject, taking into account the changing situation, is constantly looking for the optimal option for pedagogical actions, operations and means of pedagogical influence on the object of education. It combines science and practice, pedagogical creativity.
4. In addition to the subject-teacher, in pedagogical activity other, unregulated factors influence the development of the individual. For example, the surrounding social and natural environment, the individual’s hereditary data, the media, economic relations in the country, etc. This multifactorial influence on the individual often leads to the fact that the result of pedagogical activity significantly diverges from the intended goal. Then the subject has to spend additional time and effort to correct the activity so that its product (result) corresponds to the goal.
5. The subject and result of pedagogical activity are not a material, but an ideal product, which is not always directly observable. Its quality and level are often determined indirectly rather than by direct measurement.
6. Pedagogical activity is a successive and promising activity. Based on previous experience, the subject organizes it; at the same time, he focuses on the future, on the future, and predicts this future.
7. Pedagogical activity is of a searching and creative nature. This feature is explained and caused by several reasons: the activity of the object of activity, the multifactorial influences on the object, the constant changeability of the conditions and circumstances in which the teacher finds himself in his professional work (this has already been mentioned earlier). Inevitably, almost every time he has to re-construct methods of interaction with students from known and mastered techniques and means.
These are some of the features of pedagogical activity that distinguish it from other types. This leads to a number of features of the pedagogical process. Let's name some of them.

Nuances of the pedagogical process

Since pedagogical activity is a goal-oriented activity, the process is predominantly controlled. Meanwhile, this process occurs not only in artificial, that is, controlled, conditions, but also in spontaneous, uncontrolled conditions. Thus, there is a planned process, aimed at achieving a conscious goal, as well as a spontaneous one, leading to a random result, i.e. result desirable or undesirable, even neutral. And in this relationship, the controlled process does not always prevail; it happens that the uncontrolled process wins. And it is not surprising that the efforts of a teacher in educational work are sometimes supported, and sometimes destroyed by spontaneous processes. The teacher has to take this situation and conditions into account. And this is only possible with constant, rolling diagnostics.
The pedagogical process is a holistic process, simultaneously covering the physical, mental, social and spiritual development of the individual. In addition, an individual, living among people, interacts with them, and with the group, and with the collective. And it is formed not in parts, but holistically.
Teachers will be successful in their activities if they take a humanistic approach to students. Humanization of the pedagogical process and relationships with children means a respectful attitude towards children, the ability to appreciate the child’s unique identity, the formation of self-esteem and dignity.
Pedagogical activity necessarily includes not only the teaching and educational process, but also the communicative process. Therefore, the culture of communication plays a special role in this activity. She is able to create an atmosphere of trust, warmth, mutual respect, and goodwill in the relationship between teacher and student. Then the teacher’s word turns out to be an effective instrument of influence. But rudeness, cruelty, intolerance in relationships, tactlessness in communication create an unfriendly atmosphere. In such a situation, the teacher’s word irritates the student, is perceived negatively by him, and depresses him. Communication itself becomes joyless and undesirable for both the teacher and the student, and the word becomes an ineffective or even destructive factor.
In teaching activities there is also process and management guidance. Usually the process is built vertically: from top to bottom, from leader to subordinate, from teacher to student. This process contains significant opportunities for imparting to this activity an atmosphere of kindness, benevolence, and genuine mutual respect in the relationship between managers and subordinates. At the same time, the psychological barrier between them disappears; genuine cooperation is established between senior and junior, experienced and inexperienced members of the group. Of course, at the same time, the responsibility of the elders for the younger ones - moral, legal, psychological - remains, but it is softened, as if not noticed, and at the same time, it seems to be equally assigned to everyone.
The question of leadership style in general, of the style of relationships between managers and subordinates, is special and large. It is discussed in more detail in another topic. For now, let’s just say that the democratic style, in contrast to the authoritarian and liberal ones, is more preferable. The management style, which is based on unquestioning execution of orders, commands, instructions, which does not allow objections and discussions, creates a passive, irresponsible, and uninitiative personality.

Don't let your soul be lazy!

So as not to pound water in a mortar,

The soul must work

N. Zabolotsky

The formation of the motivational sphere of a teacher’s personality determines his professional development, the fundamental condition of which is the transition to a higher level of professional self-awareness.

Professional Development- this is development when the teacher is aware of his participation and responsibility for everything that happens to him and his students and tries to actively promote or counteract external circumstances, plans and sets goals for professional activity, changes himself in order to achieve them.

DEVELOPMENT – WHAT IS IT?

Development is one of the fundamental philosophical and scientific concepts. Different dictionaries give identical definitions of this concept, but, nevertheless, each has its own emphasis.

Underdevelopmentusually understood:

increasing system complexity;

improving adaptability to external conditions (for example, development of the body);

an increase in the scale of the phenomenon (for example, the development of a bad habit, a natural disaster);

quantitative growth of the economy and qualitative improvement of its structure;

social progress.

In a general sense, development is “...irreversible, directed, naturala change in material and ideal objects... as a result of which a new qualitative state of the object arises, which acts as a change in its composition or structure.” In terms of direction, a distinction is made between progressive development (movement from lower to higher, from less perfect to more perfect), and, as opposed to it, regressive development (reverse movement).

In the future, when speaking about development, we will mean only progressive change. Based on the above general concept, M.M. Potashnik in the book “Managing a Modern School” writes that “The development of a school can be defined as a process of qualitative changes in its constituent components and its structure, as a result of which the school acquires the ability to achieve qualitatively new educational results, in comparison with the previous ones.” In other words, development is a process of natural transition of both objects and subjects of development from an old qualitative state to a new one, which leads to obtaining qualitatively new results. Therefore, the emergence of new results in personal education indicates that the school is working in a development mode.

The development of an educational institution can be controlled or spontaneous. Managed development always involves the development and implementation of decisions on the development (implementation) of some innovations, i.e. such components or connections that previously did not exist in the pedagogical system of an educational institution.

THE NEED FOR DEVELOPMENT DUE TO THE TRANSITION TO FSES LLC AND THE INTRODUCTION OF PROFESSIONAL STANDARDS

What does it mean to be a good teacher? Already since the 30s of the twentieth century, this issue has been studied in our country.

In the 40s, students valued knowledge of the subject, general erudition, and political maturity in their teachers. Among the features that characterize an ideal teacher in the eyes of schoolchildren of the 60s, the following are described: balance, harmony, authority, knowledge of the subject, strong will, courage, wit, pleasant appearance, understanding of his students, ability to speak logically and expressively, demanding independence, love to teaching work.

In the 70s, after a similar study was conducted, the portrait of a good teacher was described by children with a set of the following qualities: fair, intelligent, energetic, demanding, authoritative, good organizer, friendly, loving children and his subject.

The school of the 21st century takes on a new, modern look, and its students also change. Modern children are modernized and keep up with the times: they can easily master cell phones, the Internet, various computer programs, and e-books. Naturally, the modern school dictates new requirements for the work of a teacher. In a rapidly changing open world, the main professional quality that a teacher must demonstrate to his students is the ability to learn.

Important features of a modern teacher are: constant self-education, self-improvement, self-criticism, erudition, determination and mastery of new modern technologies. And most importantly, a modern teacher must keep up with the times. A teacher is not only a person who has an impressive amount of knowledge and is constantly engaged in self-education, but also a professional who is fluent in psychological and pedagogical competencies designed to help him solve the new problems he faces.

At the present stage of modernization of education, society needs teachers of a new format. For the first time in Russian education, the concept and content of a professional teacher standard is being developed.

The emergence of professional standards is not a new thing invented in Russia, but an established world practice.

Existing qualification characteristics and job descriptions with additional functional responsibilities that distract from direct work with children do not meet the spirit of the times.

The professional standard of a teacher, which should replace the above documents, is intended, first of all, to liberate the teacher and give a new impetus to his development.

The professional standard of a teacher is level-based, taking into account the specifics of the work of teachers in preschool institutions, primary, secondary and high schools.

The professional standard of a teacher reflects the structure of his professional activity: teaching, upbringing and development of the child. In accordance with the strategy of modern education, it is significantly filled with psychological and pedagogical competencies designed to help the teacher in solving new problems facing him.

The entire complexity of the problems of transition to professional standards falls on the shoulders of the teacher. You can only demand from a teacher what he was taught. Therefore, there is a lot of work to be done to help teachers bring their qualifications to the level of professional standard requirements.

The model for the formation of a teacher’s innovative culture in the system of intra-school methodological work should begin with the creation of a pedagogically appropriate organization of a set of incentives that would encourage the development of pedagogical innovative thinking and teachers’ interest in innovative activities. Creating an atmosphere of creative interpersonal interaction between subjects of the educational process is the next stage on the path to the development of innovative cultural space.

SCHOOL DEVELOPMENT IS IMPOSSIBLE WITHOUT THE DEVELOPMENT OF EACH OF US

Each teacher is an important “cog”, firstly, in the education system, and secondly, in the lives of students. Our personality is not an innate and genetically determined characteristic of a person. The development of a child’s personality is an active process of his assimilation of social norms and behavior patterns corresponding to them in the first years of life.

Adults need to determine for themselves from time to time the motives that motivate their own activities, what drives their educational efforts, and build interaction with children on the basis of humanistic principles: dialogization, problematization, personalization, individualization.

Professional development is inseparable from personal development - both are based on the principle of self-development, which determines the individual’s ability to transform his own life activity into a subject of practical transformation.

ABOUT PROFESSIONAL AND PERSONAL DEVELOPMENT OF TEACHERS MBOU Secondary School No. 46 LIPETSK

Co-rapporteur – Zaitseva Yu.N.

ABOUT PROBLEMS ARISING TEACHERS DURING THE DEVELOPMENT PROCESS

In the professional standard of a teacher for assessing the personal qualities and professional competencies necessary for a teacher to carry out developmental activities, the following characteristics are indicated:

1. Willingness to accept different children, regardless of their actual educational capabilities, behavioral characteristics, state of mental and physical health. Professional attitude towards helping any child.

2. The ability, during observation, to identify various problems of children related to the characteristics of their development and provide targeted assistance to the child using pedagogical techniques.

3. Possession of special techniques that allow carrying out correctional and developmental work and knowledge of the general patterns of personality development and the manifestation of personal properties, psychological laws of periodization and developmental crises, age characteristics of students.

4. The ability to design a psychologically safe and comfortable educational environment, know and be able to prevent various forms of violence in school and, together with a psychologist and other specialists, provide psychological and pedagogical support for educational programs of primary and secondary general education, including additional education programs.

5. The ability to form and develop universal learning activities, patterns and values of social behavior, behavioral skills in the world of virtual reality and social networks, multicultural communication skills and tolerance, key competencies (according to international standards), etc.

6. Knowledge of psychological and pedagogical technologies (including inclusive ones) necessary for working with various students: gifted children, socially vulnerable children in difficult life situations, migrant children, orphans, children with special educational needs (autists, ADHD, etc.), children with disabilities, children with behavioral deviations, children with addiction.

Unfortunately, not every point we can mark for ourselves with a “+” sign, so the introduction of a professional standard sets us a number of goals that we need to achieve.

What can prevent a person from developing creatively, professionally, and intellectually? The very first obstacle standing in the way of full development is the assertion that a certain activity is boring. By thinking this way, you leave aside many paths that could be interesting and useful in the future. After all, curiosity is one of the main incentives for intellectual development.

Monotonous information is also a factor that slows down our development. Browsing the same sites or communicating only with a certain circle of people forces you to get used to patterns that are unique to people in your social circle.

Choosing the easiest path also forces you to constantly neglect development for the sake of a comfortable existence. In any situation, you need to try to find a more complex solution to the problem and, perhaps, the result of your efforts will also be much more complex, and, accordingly, better. And constant use of the brain will certainly affect the effectiveness of its work.

Lack of aspirations, just like the previous reasons, should be attributed to barriers that impede development. Without aspirations, a person stops at a certain level. How can a boxer become a champion if he does not strive to improve his skills? The answer is obvious. Want more and achieve what you want. By doing this, you will use your abilities.

PRESENTING SUCCESSFUL EXPERIENCE

Our educational institution employs many teachers with a high level of motivation for innovative activities, a desire for self-actualization, pedagogical decentration and self-realization. Some of them will act as co-speakers today and share their experience in achieving a high level of development:

Co-rapporteur Sitnikova N.N.

Co-rapporteur Kucheeva K.I.

METHODS AND RESOURCES THAT INCREASE THE LEVEL OF PROFESSIONAL AND PERSONAL DEVELOPMENT OF A TEACHER

The paradigm of developmental, personality-oriented education, the task of increasing the professionalism of teaching staff, when education alone is not enough to change the internal position of teachers, requires a transition from the traditional model to models of professional development of teachers.

The teacher professional development model is as follows:

Fundamental

condition

Transition to a higher level of professional

development.

Driving force

Own activity to solve your own problem.

Psychological

mechanism

transforming external motivation into internal, creating

feelings of inner necessity for action.

Result

Teachers’ awareness of the need for self-improvement,

self-development, self-realization.

At stage 1, the goal is to improve teaching skills as a result of personal growth in one’s profession through the formation of the motivational structure of the teacher’s personality. It consists in transforming the cognitive and affective elements of the motive, which contributes to the development of the professional consciousness of the teacher.

At stage II, the goal is the development of professional competence, which is based on understanding others and oneself through others, the development of a reflexive culture.

An important role in the development of a teacher is also played by timely awareness of creative competitions, seminars, the availability of various information resources on the Internet and in various printed publications, where the teacher can not only learn something new and communicate with colleagues, but also broadcast his experience and talent through direct participation or publication of the development of lessons and activities.

A modern teacher who keeps up with the times and has ICT competencies can easily find such information on the Internet on the websites of the Department of Education and Science of the Lipetsk Administration in the “Activities” tab and the Department of Education and Science of the Lipetsk Region in the “Projects” tab.

Often, teachers, without delving into the details of various events, avoid taking part in such creative competitions as “Hello, we are looking for talents!”, “Calling is a teacher”, “I give my heart to children”, “The coolest class”, “Teacher of the year” and etc. due to internal constraint, tightness, arguing the refusal due to lack of time, experience, talent or incompetence. This is typical for many people, because it is much easier to do nothing and complain about fate than to work, constantly move forward, and act.

Some competitions do not have a massive response among teachers, as they are considered highly specialized. For example, the competition “Generation IT” usually involves works created by children under the guidance of exclusively computer science and ICT teachers, despite the fact that this is a creative competition of drawings, presentations and videos in which not only and not so much the technical component is assessed, but rather the idea , the semantic load of the project.

Now you see a list of Internet resources on which teachers have the opportunity to post free electronic versions of lesson and extracurricular activities, participate in online conferences, communicate with colleagues from other cities, discuss problems of current interest and learn a lot of new things for their pedagogical treasury .

Internet resources for teachers

And this is only a small part of what a teacher who wants to develop professionally can take advantage of.

CONCLUSION

So, in his professional development, each teacher sequentially goes through the following periods:

career guidance, that is, introduction to the world of profession and choice of future occupation while still in the role of a high school student or applicant

professional training at a higher educational institution

professional activity as a certified teacher

improving initial training in the system of continuing education

The accelerated pace of socio-economic development, the increasing demands placed on modern teaching and the growing responsibility for preparing students for the challenges of the 21st century are making significant adjustments to the self-development and self-education of teachers. One thing remains unchanged: to work effectively, we need to constantly develop and strive only forward. There is a very cruel law of nature: if any organ of a living organism does not function for a long time, it gradually degrades and dies. We, the real teachers, have a unique opportunity: to live long and brightly, forcing our mind, our soul to work constantly.

Don't let her sleep in bed

By the light of the morning star,

Keep the lazy girl in the black body

And don't take the reins off her!

If you decide to cut her some slack,

Freeing from work,

She's the last shirt

He will rip it off you without mercy.

And you grab her by the shoulders,

Teach and torment until dark,

To live with you like a human being

She studied again.

She is a slave and a queen,

She is a worker and a daughter,

She must work

And day and night, and day and night!

A teacher is the most noble profession. People who devote their lives to education and teaching leave a mark in the souls of children, which can subsequently influence the choice of life path. The teacher plants a seed of knowledge in the heads of students, which, germinating, bears fruit in adulthood.

This is one of the most ancient occupations on the planet. In ancient times, elders in the tribe usually became teachers. They passed on their skills and abilities to the younger members of society. The profession emerged as a separate institution in the 17th century. During this period, people who were engaged in teaching formed a separate caste. Teaching others became an important and highly paid occupation, and this profession soon gained popularity throughout the world.

Nowadays, being a teacher may not be so prestigious. People who dedicate their lives to this line of work work very hard. Their work is often not appreciated, since young people do not understand the meaning and importance of this profession. And only after becoming adults and self-sufficient, former schoolchildren understand how their favorite and not so beloved teachers influenced their career development and their formation as individuals. The history of the teacher profession continues to develop in the 21st century, as new directions emerge in science and various spheres of life.

Like any other type of activity, this activity also has two sides to the coin. the pros and cons of which are closely intertwined, very difficult and, probably, one of the most difficult. The positive side is constant communication with children. If you love them, then teaching will bring you incomparable pleasure. Constantly being with schoolchildren, listening to their “green” opinions, seeing sincere smiles is worth a lot.

A long vacation is also a positive side. When at school you can also take a break and relax. Although this is rarely done by people whose profession is a teacher. The pros and cons of this activity are clearly visible. Therefore, government work, the social guarantees it provides, and stability can also be considered advantages. An absolute advantage is also the constant work on oneself, self-education, because progress is moving forward, and knowledge must be given, keeping up with the times.

Disadvantages of working at school

The difficulty of this activity - The profession of a teacher, the pros and cons of which we are considering, requires a lot of patience from a person. After all, schoolchildren are not always cheerful, smart and polite. Sometimes there are losers and hooligans. All babies are different, and figuring them out is half the battle. You need to be able to find an approach to everyone without exception, put them on the path of correction, convince them that the teaching is light, and there will definitely be darkness in life if you behave inappropriately.

The disadvantages also include the constant stressful situations associated with working with minors. The teacher is responsible for everyone. And if something happens to a student, then the teacher will be to blame for not keeping an eye on it. Low wages and work from home associated with checking notebooks are also not to everyone’s liking. Preparing for new lessons takes up a lot of personal time, which, without a doubt, is the other, not very pleasant, side of the coin.

Specifics of pedagogical activity

We already know that the teaching profession plays a special role in a person’s life. The pros and cons of the activity, its long-standing origins and special approach - we discussed all this. But we should not forget about the specifics of this work. First of all, this is a shortened working day: 4-6 hours. It is also about using your free time to work from home. The specificity also lies in the long summer vacation. And also in a long-term work strategy, because the result is never noticeable immediately, but after years, sometimes decades. In their work, teachers must strictly follow the program; free-thinking is not encouraged at school, although some innovations are quite acceptable.

Specificity: working with children. Not every adult can understand the language, delve into problems and sometimes unravel their complex relationships. Therefore, this is another feature of pedagogical activity, which greatly demonstrates the complexity of the work of a teacher, his everyday difficult specific work.

Requirements for teachers

They are very tough and strict. For example, a Russian language teacher. The profession obliges you to have an impeccable command of speech patterns, rules of syntax, morphology, punctuation, and so on. Such a person must not only monitor his speech, but also be an example of how to speak correctly and how to behave in a given situation. The dictionary, the rules for writing words, their meaning - all this can change, and you need to follow all the innovations.

Like any other teacher, a Russian language teacher must also participate in methodological work, in the creative life of the school, must maintain discipline in the classroom, analyze academic performance, communicate with parents and achieve complete assimilation of knowledge. There are many tasks, and one person must cope with them - the teacher. Even his clothes and hairstyle should not be like others. They also observe rigor, restraint and modesty.

Teaching is not an easy profession, with many responsibilities and tasks. But if you become attached to her with all your soul and love her with all your heart, the return will not take long to arrive. In 10-15 years, former student Vasya will knock on the classroom door, hug him and boast about his new scientific discovery. And then you will understand that life was not lived in vain, even if it is the life of a simple teacher.