“The teacher himself must be educated.” This well-known position is an immutable commandment for everyone involved in the matter of education. Let us remember what K.D. wrote about at one time. Ushinsky: “The educator (teaching is only one of the means of education), placed face to face with the students, contains within himself the entire possibility of educational success.”
Education is not only a science, but also an art, which can be mastered by short term impossible. It is rightly believed that a teacher can be called someone who constantly studies and improves throughout his life. The same applies to the educator: a real educator is one who is constantly learning the art and science of education, constantly engaged in self-education. L.N. Tolstoy even argued that raising children is only the self-improvement of educators. At the same time, we must not forget that the object of upbringing - the child - is constantly growing, developing, the conditions of upbringing change from year to year, and all this entails a completely inevitable evolution of upbringing.
So, what should a teacher be like? kindergarten? Firstly, to have certain personal qualities, and secondly, to be a professional, a master, only in this case will he be able to form a comprehensively developed personality, creative, active, and possessing high moral qualities.
What personal qualities should a teacher have? He must be patient, love children, be kind and fair, be able to sympathize, and be responsive.
At the same time, he must be organized, consistent, demanding, and hardworking. This list could be continued. A teacher needs to have many qualities, but first of all, be a highly moral person.
It seems that the problem of education largely lies in the process of communication. Communications, in in which such qualities of the teacher as the purity of one’s own actions, sincere openness to children and a calm, respectful attitude towards them become a real educational force.
Very important personal qualities of a teacher are cheerfulness, optimism, and a sense of humor. A person is not born with these qualities; they must be formed in oneself. A poetic word, a proverb, a saying, or a figurative comparison that is remembered and spoken at the right time helps out. “Today you are like the sun for us (like a dandelion, like a mimosa flower),” the teacher says to the girl who came to kindergarten in a bright yellow dress.
If during their stay in kindergarten children grow up in an atmosphere of goodwill, they have pleasant experiences and develop a sense of confidence. If adults are rude and irritable, children will easily adopt this behavior; They were taught, albeit unwittingly, to be angry and rude.
One of the necessary and natural conditions of education is love for children. Reasonable love, not coddling, not coddling and satisfying whims, but genuine concern for the overall development of the child, friendly communication, attentive attitude to requests, tactful perseverance.
In addition to personal qualities, a teacher must have many professional knowledge, skills, and abilities necessary to carry out professional activities.
K.D. Ushinsky, emphasizing the complexity of the matter of education and how much a teacher needs to know and be able to do for this, what a multifaceted personality he must be, wrote: “The art of education has the peculiarity that almost everyone finds it familiar and understandable, and for others even an easy matter.” – and the clearer and easier it seems, the less a person is familiar with it theoretically or practically.
Almost everyone admits that education requires patience, some think that it requires innate ability and skill, that is, a skill; but very few have come to the conclusion that in addition to patience, innate abilities and skill, special knowledge is also needed.” These qualities are acquired in the process of professional training, and they are associated with the goals and objectives of raising children at each age stage of their development.
The goals of education, first of all, include strengthening the health of children, developing their mental abilities, nurturing love for the Motherland, developing activity, responsibility, a sense of duty, camaraderie, kindness, honesty, and hard work. With this in mind, educators can purposefully and, therefore, most effectively prepare children for independent life.
Education should not be overshadowed by annoying teachings and endless lectures. With their monotony, they will cause boredom and despondency in children. The teacher should know that the most effective are not so much verbal methods of education as kind and moral actions: helping a child, friend, mother, teacher, showing sympathy, cleaning up toys after oneself, etc. It is important to be patient, tactful, and be able to organize such children's actions.
A necessary quality is the ability to keep a promise given to children (of course, we are not talking about cases where this is for some reason impossible, which must be explained to children). Unity of word and deed is a quality necessary for a teacher. The absence of this undermines not only the authority of the teacher, but also the child’s faith in people, in his honesty and integrity.
Imagine this scene. Beginning of September. After summer holiday the children cross the threshold of the kindergarten. Many of them came for the first time. How might they feel? Most often there is confusion, maybe fear. In this situation, one thing is required from the teacher: attention and human kindness. However, from the group room we hear: “What a lot of 1/4 new children today! How hard it will be to work!”
You can understand the teacher. Working with children is not easy, and when the group gets larger, the situation really gets worse. But such a reaction from the teacher makes his work even more difficult. The heightened attention of children to everything new will undoubtedly catch this negative reaction and cause a reciprocal negative attitude towards both the children's institution and the teacher.
By what criteria to evaluate the work of a teacher? The answer is clear: how he communicates with children. And here it is necessary to highlight, so to speak, the personal and substantive aspects of communication.
In terms of personal communication between the teacher and the child is calm and kind. The teacher respects the child, everything he does: studies, plays, shares his impressions. It is known from practice how widespread the manner of communicating with children in the detached form of the past tense is. “Everyone got up, left the table, and went to get dressed.” Where has human communication gone here? All this can be said in a more understandable and kind form. We hear individual appeals to children most often when the teacher is dissatisfied with the behavior of a particular child. The teacher forgets that after the parents he is for the kids main man. It is the teacher that children look up to; he is a role model for them. They expect kindness, affection, warmth, care, and protection from him. Yes, children should feel protected next to the teacher.
What is meant by the content side of communication? The teacher conveys knowledge to children, and it is very important how diverse the knowledge of the teacher himself is and how well he speaks in order to tell children in an accessible form about the world that surrounds them, and it is also important how the teacher communicates with children. If the nature of communication evokes a positive response from children, if children are drawn to the teacher, they will always hear his kind word.
The teacher must be an intelligent person in the full sense of the word. Genuine intelligence does not allow him to speak disrespectfully about the child’s parents, about the child himself, or to talk to parents from the height of his pedagogical knowledge.
If, when communicating with parents, a teacher talks only about the child’s shortcomings, this only causes a negative reaction. Consequently, there will be no contact, which is so necessary for raising children. And the positive emotional atmosphere in the group will be disrupted. After all, children are so sensitive to the nuances of human relationships. Children are taught not only and not so much by what we instill in them. They absorb and adopt the general tone and all the subtleties of the teacher’s behavior.
The work of a teacher cannot be formal. It requires a constant search for new forms, new approaches to organizing classes, independent activities of children, and a combination of group and individual classes. It is quite obvious that the universally established form of classes, like in school, when children are seated at double tables, requires change.
Tasks for independent work
1. Expand the content of the work of a kindergarten teacher.
2. Describe the personality qualities needed by a teacher.
3. How is the teacher’s professionalism demonstrated?
4. Pedagogical creativity of the teacher and his criteria.
5. Describe the teacher’s communication with children and parents.
The profession of a teacher has been known since ancient times. Today this is one of the most necessary and significant professions, because busy parents cannot always devote a sufficient amount of time to their child, and even more so to develop important skills in him and prepare him for school. It is the teacher who will teach your little one independence, rules of behavior, and the knowledge necessary for a preschooler. What is his ideal portrait? About what qualities of a teacher will contribute to his effective and successful professional activities in preschool children's institution(DOW) - in our article.
Pedagogy is my calling
Preschool teacher is a calling
A teacher in a children's educational institution is not even a profession, but a real calling, and also daily hard work. To become a teacher for a long time and seriously, you need to feel that pedagogy is the work of your whole life, and work conscientiously, passing on to children the best that is in you, giving your whole soul.
Vasily Sukhomlinsky, an internationally recognized ideologist of humanistic pedagogy, emphasized that he is a real teacher whose activities are aimed at educating a humane personality.
According to V. Sukhomlinsky, a real educator should:
- loving children is the most important thing
- to care about them
- respect the personality of each child and believe in him
- know the soul of every baby and understand it
- be sensitive to the spiritual world of the child, his nature
- protect and develop feelings self-esteem baby
- become a true friend to every child.
If the qualities of the teacher correspond to these humanistic principles of pedagogy, he will be able to raise the child to be an attentive, noble, kind, intellectually developed, patriotic, not indifferent to the problems of others, cultural, responsible, honest, tactful, sensitive, hardworking person.
Responsibilities of a kindergarten teacher
Responsibilities preschool teacher specified in a number of regulatory documents, such as an employment (collective) agreement, job description teacher, rules and regulations of the sanitary and epidemiological station, etc. These documents regulate the activities of the preschool teacher.
Now preschool education is developing taking into account the intensive introduction of innovations in pedagogical process. Therefore, new ones are currently being introduced into the activities of the educator, modern requirements. The work of a preschool teacher should be based on four components:
- communicative and personal development of the child
- cognitive-speech
- artistic and aesthetic
- physical.
The pedagogical process in a preschool educational institution is carried out on the basis of pedagogical interaction between the teacher and the child. Therefore, the teacher must be professionally competent.
“The level of professionalism of a teacher is determined by professional competence - the ability to conduct teaching activities efficiently and effectively based on job responsibilities, scientific education and value attitude towards pedagogy as a type of activity.”
The competence of a preschool teacher is determined by the fact that he has the necessary attitudes, values, corresponding personal characteristics, theoretical knowledge, and professional qualities to carry out pedagogical activities, which must be constantly improved through self-education.
The teacher must have certain professional competencies
The professional competencies and responsibilities of a kindergarten teacher include:
- knowledge of the specifics of the system preschool education, as well as features of the organization of educational work for preschoolers of different ages
- knowledge and understanding of the patterns of child development in early and preschool childhood
- knowledge of the peculiarities of the formation and development of children's activities in early and preschool age
- ability to organize the necessary preschool age types of activities (game and object-manipulative), thereby ensuring the development of children
- ability to organize joint and independent activities of preschool children
- knowledge of theory and mastery of pedagogical methods of cognitive, personal and physical development children
- ability to plan, implement and analyze pedagogical and educational work with preschoolers in accordance with the standard of preschool education
- ability to plan and adjust pedagogical tasks(independently, as well as in collaboration with a psychologist and other specialists) in accordance with the results of monitoring the development of children, taking into account individual characteristics every preschooler
- ability to follow the recommendations of a psychologist, speech therapist, speech pathologist and other specialists in working with preschoolers who have difficulty mastering the curriculum, as well as children with special needs
- the ability to create a psychologically comfortable and safe educational environment that ensures the safety of life of preschool children, maintaining and strengthening their health and emotional well-being during their stay in preschool educational institutions
- mastery of methods and methods of psychological and pedagogical monitoring, thanks to which it becomes possible to track the results of preschoolers mastering the curriculum, the level of formation of their necessary qualities necessary for subsequent education in primary school
- knowledge of methods and methods of psychological and pedagogical consultation of parents of preschool children
- the ability to build proper interaction with parents to solve pedagogical problems
- the ability to plan, implement and evaluate their teaching activities with children of early and preschool age.
Personal characteristics
A good teacher should be kind and patient
What personal qualities should be inherent in a good teacher of a children's educational institution? Let's look at them:
- Kindness and patience. And also justice, mercy, understanding and most importantly - love for children. These qualities, which determine a person’s humanistic orientation, are fundamental for a teacher.
- High moral qualities. If the teacher himself does not possess the qualities that he teaches to children, then how will he teach them? A preschool teacher must monitor his actions, be honest with himself and the children, be responsible for his words, be open to children, and treat them with respect.
- Organizational skills. The ability to plan, carry out everything consistently and clearly, and approach teaching activities in a comprehensive manner are qualities that will ensure the successful work of a preschool teacher.
- Hard work. Working with children takes a lot of energy, but it is important to work with joy. If you love your profession with all your heart, working will be a pleasure.
- Positive attitude. Children who are brought up in an atmosphere of goodwill and calm develop faster, grow self-confident, sociable, and emotionally open.
- Ability to be creative. In kindergarten, you have to come up with a lot to make the upbringing and education of children as interesting as possible for them. It’s good when the teacher can do this easily.
Without a creative component, the work of a teacher will not be effective
"Advice. It is very important to respect the child's personality. This means being able to communicate with him, listening and understanding his needs, not getting annoyed when he disobeys, finding ways to be tactful and persistent. pedagogical impact, to see the best in a child.”
The list of necessary personal qualities of a preschool teacher can be continued. In addition, the teacher must have a number of professional knowledge, skills and abilities that are important for the successful implementation of educational activities in children's educational institution.
Professional excellence
It is a fact that educational activities in kindergarten require a lot of patience. Some believe that only someone who has innate special abilities can become a teacher, but this is a very controversial issue. The special knowledge, professional skills and abilities needed by the teacher can be acquired and developed.
Education does not consist of annoying teachings and endless lectures: with their monotony, they will only cause boredom and melancholy in preschoolers. The professional skill of a preschool teacher is manifested in the understanding that the most effective are not only verbal methods of education, but to a much greater extent good and moral actions: helping others, showing empathy and mercy, etc. Therefore, the teacher needs to develop his pedagogical experience in being able to It is easy to organize such activities for children.
To teach children, the teacher must have deep knowledge in various areas
The teacher must have in-depth knowledge of:
- pedagogy
- developmental psychology
- basic life safety and first aid
- ethics and aesthetics
- principles and content of the organization of preschool education.
The preschool teacher must:
- know and be able to apply methods of teaching and developing children
- be able to organize and activate cognitive activity brought up.
Among professionally important qualities of a teacher experts highlight:
- possession modern techniques and technologies in the field of education and upbringing of children
- broad erudition
- pedagogical intuition
- high level intelligence
- highly developed moral culture.
Criteria for assessing the work of a teacher
How to evaluate the work of a teacher? Look how he builds his communication with children.
Let's pay attention to the personal side of communication. If the teacher behaves intelligently, calmly, respectfully towards the children, pays attention to each of them, knows how to listen and help - then before you is someone who selflessly loves his job. They say about such people - “he is in the right place.” And even if he does not yet have much pedagogical experience, then, thanks to his love for the profession and children, he will undoubtedly acquire it.
If the “teacher” does not behave with restraint, shouts, commands in an orderly tone, and does not particularly monitor the children, then such a person, alas, will not be a good role model for the child.
From the point of view of the content side of a teacher’s professional activity, attention should be paid to whether the teacher applies new forms and approaches to organizing children’s learning and independent work, group and individual lessons.
The teacher must apply new forms and approaches to organizing children's learning and independent work, group and individual lessons
The role of the teacher in educational process DOW is great. The teacher influences the development of the children’s personality, imparts to them the necessary knowledge and forms personal qualities. Therefore, in order to positively influence the self-development of preschoolers, the teacher himself must be a highly developed moral personality and constantly improve your professional skills.
A modern educator must be able to predict the development of a child’s personality and create conditions for its formation. The personality of the parole teacher must correspond to the following requirements:
1. professional and pedagogical competence– presupposes not only deep knowledge in the field of psychology, pedagogy, and private methods, but also the ability to creatively apply this knowledge in practice;
2. high psychological culture– a system of knowledge and ideas of the teacher about the patterns of development of mental cognitive processes, the formation of the personality of a preschooler, the characteristics of communication between children in a group;
3. creativity– the teacher’s ability to be creative, which ensures a non-standard approach to teaching activities, the use of advanced experience and new pedagogical technologies;
4. professional self-improvement presupposes the desire of the educator to improve the level of professional training, self-education and personal growth.
The necessary qualities of a teacher working with preschoolers may include:
· strength, balance, high mobility of the nervous system;
· moderate extroversion;
· sthenicity of emotions (predominance of positive emotions - joy, pleasure, etc.) and emotional stability (a high level of teacher neuroticism is professionally contraindicated in preschool institutions);
· level intellectual development not lower than normal in terms of perception, memory, thinking and attention characteristics;
· high level of ability to imagine, imagine, fantasize.
On modern stage As the education system develops, the requirements for the professional and personal qualities of a teacher become more complex. Personality-oriented education − this is the organization of the educational process on the basis of deep respect for the child’s personality, taking into account the characteristics of his individual development, treating him as a conscious, full-fledged and responsible participant in the educational process.
It is quite natural that such educational tasks require a restructuring of the personality of the teacher himself. According to psychologist Carl Rogers, an effective teacher is one with a positive self-concept.
K. Rogers believed that an effective teacher is characterized by the following characteristics:
Striving for maximum flexibility;
The ability to empathize, sensitivity (sensitivity) to the needs of students;
The ability to give a personal touch to the process of education and training;
A focus on creating positive reinforcements for children’s self-perception;
Mastery of a style of easy, informal, warm communication with children;
Emotional balance, self-confidence, cheerfulness.
TO professionally significant personal qualities skills that a teacher should have include:
- love for children. The teacher replaces the child's mother in her absence and the child expects warmth, attention, readiness to help and comfort from her. But the teacher’s love should not be blind or selective, but manifest itself towards each child;
- humanism – a quality associated with a system of attitudes towards other people, the ability to sympathize, rejoice, readiness to help;
- empathy - this is comprehension emotional state, penetration, “feeling” into the experience of another person. Only a teacher with empathic ability can understand the baby’s condition and choose the right way pedagogical influence ensuring psychological safety;
- tact - means a sense of proportion, the ability to behave, adherence to the rules of decency. A tactful teacher will not allow rude, offensive remarks towards the child, his parents, or colleagues. Without reducing his demands on the pupil, he will try to show him warmth, goodwill, and will place trust in the child’s strengths and capabilities;
- curiosity – constant comprehension of the secrets of pedagogical mastery, the desire for self-education, expanding one’s horizons;
- pedagogical optimism– belief in the special significance of one’s work, in the happy future of one’s students;
- communication skills- ability to communicate competently different situations. The teacher must be able to find mutual language With different groups people: with their students, with their parents, with colleagues, with the administration.
Volitional personality traits: purposefulness, endurance, patience, self-demandingness, perseverance, responsibility, etc. An important role in communicating with children is played by the teacher’s ability to manage, first of all, himself, not to get irritated, especially in problem situations; situations of interaction (disobedience of a child, inappropriate behavior of parents, criticism of management, etc.). The work of a teacher requires restraint, patience, and generosity.
Daminova Lola Tabarovna
We, the parents of Artem Makeev, a pupil of the Semitsvetik kindergarten senior group“Yagodka”, we consider candidate Sofia Zievna Saitova worthy of victory in the competition “Best Kindergarten Teacher”. From our point of view, a teacher has deep professional knowledge and passion for the process of raising and teaching children. She finds an individual approach to each student individually. Sofia Zievna actively develops the creative personality of each child, supports his individuality, and approves of even the most insignificant successes of the child. Instills life values in students. Children, in turn, treat Sofia Zievna with love and respect, feeling the purity and kindness of her soul.
I would also like to note the active interaction with the parents of my students. She will always listen carefully to the parents’ position, help with advice, and empathize. Sofia Zievna creates conditions that encourage parents to actively participate in the life of the group.
A person’s life in society begins in kindergarten, and that is why the basics public relations, laid down by the teacher in preschool childhood, are decisive in the further development of the child. And we can say with confidence that we are incredibly lucky that our son is being brought up in kindergarten by teacher Sofia Zievna Saitova.
Makeev Alexander Vladimirovich
Professional qualities of a teacher.
Sofya Zievna has extensive knowledge of preschool pedagogy and psychology. She is very competent, experienced, responsible, and knows how to approach each parent and child tactfully and individually.
Personal qualities of a teacher.
The teacher is characterized by such qualities as goodwill, calmness, prudence, energy, delicacy and tact.
The features of Sofia Zievna’s teaching include the pedagogy of cooperation, the use of Everyday life gaming techniques and visual materials aimed at the comprehensive development of each child. The teacher pays great attention organizations role-playing games, distribution of roles, choice of plot, preparation of material for games, she herself has artistic abilities, which captivates children with theatrical activities.
Our teacher undoubtedly deserves to win the “Best Kindergarten Teacher” competition. She is a teacher from God. He devotes himself completely to his children and work. There are only a few such people. And how everyone loves her! We are very lucky to have this wonderful person working with our children.
Sofya Zievna is a person who constantly improves her teaching skills, shares her experience, and is respected by her colleagues. In her work, she strives to use the latest achievements in the field of preschool psychology and teachers. And her future is victory not only at regional competitions, but also at higher level competitions.
Kuprina Svetlana Bo
Sofia Zievna Saitova works as a teacher at the municipal autonomous preschool educational institution of the Beloyarsky district “Semitsvetik Kindergarten” in Beloyarsky middle group“Yagodka”, which my daughter Danilets Maria visits.
Among the professional qualities of a teacher, I would like to note professional competence in issues preschool pedagogy and psychology, creating favorable conditions for the individual development of students, the ability to conduct interesting educational activities with children. Improves the life activity of children, taking into account their individual and age-related characteristics. Sofia Zievna promotes the development of active communication between children and parents of the group. In order to familiarize children with the world around them, the teacher organizes excursions with children, in which the parents of our group are active participants.
A feature of the teacher’s teaching methodology is the method of problem-based learning, which promotes creative development pupils. The knowledge our children acquire on their own is easier to assimilate and better remembered. Problem situations, offered to children, make their lives more interesting and exciting.
Sofia Zievna is a friendly, responsive and very patient person who loves her students and helps with Hard time not only to the child, but also to the children’s parents and their colleagues. She is a worthy contender for victory in the competition “Kindergartens for Children” in the category “Best Kindergarten Teacher”, as a professional in her field, who has raised dozens of children who, like their parents, remember with love and gratitude and do not forget their teacher.
As I said earlier, I remain true to my position that our profession is human upbringing, the problems of children should arouse our professional interest. The professional activities of our school’s teachers are aimed at developing a comprehensive developed personality students, to ensure they acquire the required minimum knowledge academic disciplines, for the acquisition by students of professional skills and abilities, the formation of a person as an individual. Any activity of a teacher is aimed at changing students in positive side, to increase his work capabilities, to develop his self-esteem and significance as a person.
At this stage of our work in SUVU, problems arise that did not exist before. This is due, first of all, to the fact that the personnel composition of teachers, masters and regime service workers is changing, and secondly, the social situation in the country is changing, and the children are arriving more cynical than in the past; they have no respect for the older generation, for teachers in particular. Many come from orphanages with a developed sense of consumerism. And therefore, the teaching staff of the institution faces the primary task of developing and consolidating in students correct attitude to any adult. But the teacher himself, first of all, must prove himself so that the pupil does not even think about familiar communication or turning to an adult. This should be facilitated by the employee’s pedagogical inner core: don’t lie to anyone; do not flirt with the child; set specific and fair demands; treat different guys with the same respect; know how to listen to the student’s point of view, but also know how to correct it in the right direction.
The most important observation I have made over the years of work is the teacher’s ability to remain calm and balanced when explaining tasks. The calmness of the teacher, do not forget, has therapeutic effect on the guys. The contingent of students who come to us, especially recently, is very different from previous ones for the worse. Therefore, it is very important for the teacher not to break down, not to respond to their whims, their lack of understanding of tasks with rudeness or insult. If you show aggression towards them, even in a civilized form, they will understand that you are just like them, without the ability to endure. . But it is especially important to remain patient when communicating with children, in daily, minute-by-minute contacts, when they are asked about the same thing a thousand times. Naturally, the guys come to us already, albeit incorrectly, but formed on the street, in companies, etc. standards of behavior and communication. Where brute force has always prevailed against intelligence, cunning and resourcefulness instead of practicality, arrogance and rudeness against courtesy and tact. When communicating with the guys, we interact with each other through mutual influence.
One of the ways I used mutual influence for myself was persuasion.
Persuasion is the process of logical justification of any judgment or conclusion. Conviction involves such a change in the consciousness of students or one student that creates a willingness to defend this point of view and act in accordance with it.
Persuasion is a way to influence a student or department, which affects, in addition to the practical, also emotional sphere personality. Often the process of persuasion is a discussion in our department, but we always try to achieve understanding, and often experience, of a particular problem. But I never try to make a conviction a monologue. I think that this is becoming a notation to which our students have become accustomed and have learned to “fence themselves off” each in their own way.
Persuading with words is an extremely difficult method; it is necessary to find a special logic, tone of conversation, time for a particular topic of discussion. The second method of mutual influence is much more effective - imitation - it is aimed mainly at reproducing by the student certain external features of behavior, manners, actions, and deeds.
Therefore, convincing that nicotine is poison with a cigarette in your hand, or reducing points to a child in the department for obscene language while scolding him with the same obscene words, at least this is not pedagogical, but from a human perspective it is simply ugly. But the guys imitate!!!
Imitation psychology is divided into external and internal.
Look around, you will notice that the departments differ from each other in terms of teachers, i.e. The majority of the children in the department who have lived for 1 year or more, perhaps unconsciously, adopt the habits of the teacher, his manners, tone and style of conversation. The rest, due to character traits or for some other reasons, not being able to imitate externally, experience changes in character traits and internal behavior.
You should not build relationships with children on constant nagging. There is no need to reproach the guys for their inability, much less joke about it. It is necessary to give the student the opportunity to make sure that you are on his side and are ready to help. There is no need to tell the child to learn on the job, but simply show how this or that work is done. Of course, you can argue that the guys in production should learn to use tools, it’s true, but when a student in the department does a simple job at your request, this will be much better “learning”. After all, female educators will not send children to production so that they can learn how to iron trousers and sew buttons. The student should see the teacher not as a critic of his activities, but as a mentor, an adviser who can be trusted. And without trust, there will be no opportunity to influence the guys.
The authority of the teacher has become less and less lately, but still dominates our children; with orders alone, we cannot bring anything good out of them. It is high time to move away from the methods of work that were previously cultivated. Children are all different, sometimes unpredictable, and the more unbalanced they are, the more flexible the teacher needs to be. I strictly adhere to the pedagogical rule, which I have understood for myself - this is that calm, good relations between children, both when doing work and in everyday life, are possible only if the teacher has a kind attitude towards each of his children! I do not encourage students to follow their lead, to indulge them on every occasion, no. Here the question arises whether, in addition to general school punishments, children should be scolded and punished for their offenses at work, at school, and also in the department. Necessarily! It is necessary, but do it in such a way that the child feels, knowing that your attitude towards him as an individual will not change. I believe that children should be praised for the work they do. Sometimes it is enough to say thank you, but (if the job is done well) words of gratitude are also necessary. Don't be embarrassed to tell your children good words, praise them in front of other guys.
But first of all, we must learn to educate ourselves, no one gave us the right, neither moral nor legal, to judge children - to educate them! This is our purpose! As L.N. Tolstoy said: “Education seems to be a complex and difficult matter only as long as we want, without educating ourselves, to educate our children or anyone else.” Therefore, every teacher in the institution, and simply any employee of our institution, must begin education with himself.
Completed by: senior teacher Ovsyannikov V.F. 1 sq. category
