Functions and specifics of the activity of the class teacher. Class teacher at school: functions, responsibilities, work system

The purpose of the class teacher- creation of conditions for self-development and self-realization of the personality of the student, his successful socialization in society.

Tasks of the class teacher:

Formation and development of the class team;

Creation of favorable psychological and pedagogical conditions for personal development, self-affirmation of each student, preservation of originality and disclosure of his potential abilities;

Formation of a healthy lifestyle;

Organization of a system of relations through various forms of educational activities of the class team;

Protection of the rights and interests of students;

Organization of systematic work with students in the classroom;

Humanization of relations between students, between students and teachers;

Formation of students' moral meanings and spiritual guidelines;

Organization of socially significant, creative activity of students.

Functions of the class teacher

The activity of the class teacher is a purposeful, systematic, planned process, built on the basis of the charter of the educational institution, other local acts, analysis of previous activities, positive and negative trends in public life, based on a personality-oriented approach to students, taking into account the urgent tasks facing the teaching staff of the general education institutions, and situations in the team class, interethnic and interfaith relations.

For pedagogically competent, successful and effective performance of their functions, the class teacher needs to know well the psychological and pedagogical foundations of working with children of a particular age, be informed about the latest trends, methods and forms of educational activities, and own modern technologies of education.

The class teacher in his activities must take into account the level of upbringing of students, the social and material conditions of their lives.

Functions of the class teacher:

1. Organizational and coordinating:

Ensuring communication between the educational institution and the family;

Establishing contacts with parents (other legal representatives) of students, assisting them in educating students (personally, through a psychologist, social pedagogue, additional education teacher);

Conducting consultations, conversations with parents (other legal representatives) of students;

Interaction with teaching staff, e. also educational support staff of a general education institution;

Organization in the classroom of an educational process that is optimal for the development of the positive potential of the personality of students within the framework of the activities of the general school team;

Organization of educational work with students through the holding of "small teachers' councils", pedagogical councils, thematic and other events;

Stimulating and taking into account the various activities of students, including in the system of additional education for children;

Interaction with each student and the team, the class as a whole;

Maintaining documentation (class journal, personal files of students, work plan of the class teacher).

2. Communicative:

Regulation of interpersonal relations between students;

Establishing interaction between teachers and students;

Promoting a general favorable psychological climate in the class team;

Assistance to students in the formation of communicative qualities.

3. Analytical and predictive:

Studying the individual characteristics of students and the dynamics of their development;

Determination of the state and prospects for the development of the class team.

4. Control:

Monitoring the progress of each student;

Control over the attendance of training sessions by students.

Forms of work of the class teacher

In accordance with their functions, the class teacher chooses the forms of work with students:

Individual (conversation, consultation, exchange of opinions, individual assistance, joint search for a solution to the problem, etc.);

Group (creative groups, self-government bodies, etc.);

Collective (competitions, performances, concerts, hikes, rallies, competitions, etc.).

When choosing forms of work with students, it is advisable to be guided by the following:

Determine the content and main activities in accordance with the tasks facing the educational institution;

Take into account the principles of organization of the educational process, opportunities, interests and needs of students, external conditions;

Ensure the integrity of the content, forms and methods of socially significant, creative activity of the class students.

Criteria for assessing the implementation of the functions of the class teacher

The effectiveness of the implementation of the functions of the class teacher can be assessed on the basis of two groups of criteria: performance and activities.

Performance criteria reflect the level that students achieve in their social development (the level of general culture and discipline of students, their civic maturity).

The performance criteria make it possible to evaluate the implementation of the managerial functions of the class teacher (organization of educational work with students; interaction with teaching staff working with students in this class and other participants in the educational process, as well as teaching and support staff of a general education institution, parents (other legal representatives) of students and the public on education, training, creative development of students).

MUNICIPAL EDUCATIONAL INSTITUTION

ADDITIONAL EDUCATION FOR CHILDREN

CENTER FOR THE DEVELOPMENT OF CREATIVITY OF CHILDREN AND YOUTH

VOROSHILOV DISTRICT, VOLGOGRAD

Functions of the class teacher

Dubrovchenko Yu.A.,

social teacher,

teacher-organizer

Volgograd, 2015

1) Functions of the class teacher

For pedagogically competent, successful and effective performance of their functions to the class teachers! it is necessary to know well the psychological and pedagogical foundations of working with children of a particular age, to be informed about the latest trends, methods and forms of educational activities, to master modern technologies of education.

The class teacher in his activities must take into account the level of upbringing of students, the social and material conditions of their lives.

Functions of the class teacher:

Organizational and coordinating:

ensuring communication between the educational institution and the family
establishing contacts with parents (other legal representatives) of students, assisting them in educating students (in person, through a psychologist, social pedagogue, additional education teacher)
consultations, conversations with parents (other legal representatives) of students
interaction with teaching staff, as well as educational and support staff of a general educational institution
organization in the classroom of an educational process that is optimal for the development of the positive potential of the personality of students within the framework of the activities of the general school team
organization of educational work with students through the holding of "small teachers' councils", pedagogical councils, thematic and other events
stimulating and taking into account the various activities of students, including in the system of additional education for children
interaction with each student and the team, the class as a whole
documentation (class journal, personal files of students, work plan of the class teacher).

Communicative:

regulation of interpersonal relations between students
establishing interaction between teachers and students
promotion of a general favorable psychological climate in the class team
assistance to students in the formation of communicative qualities.

Analytical and predictive:

study of the individual characteristics of students and the dynamics of their development
determination of the state and prospects for the development of the class team.

Control:

monitoring the progress of each student; control over the attendance of training sessions by students.

Forms of work of the class teacher

In accordance with their functions, the class teacher chooses the forms of work with students:

individual (conversation, consultation, exchange of opinions, individual assistance, joint search for a solution to the problem, etc.)

group (creative groups, self-government bodies, etc.):

collective (competitions, performances, concerts, hikes, rallies, competitions, etc.).

AndThe instructions of any institution reflect a certain set of functions, among which the most important are:analytical and diagnostic; planning and prognostic; organizational-coordinating; control and corrective.

Analytical-diagnosticthe function is realized, first of all, in the process of studying the individual characteristics of schoolchildren of a given class. In the process of observations, conversations, joint activities with students, the class teacher gradually reveals certain personal qualities of children, the features of their thinking, perception, memory, speech and other characteristics. In the study of individual characteristics, the class teacher can be helped by conversations with the parents of children, subject teachers.

The analytical and diagnostic function is also aimed at studying the conditions and principles of family education of children. It is very important for the class teacher to establish a close relationship with the parents of the students, which will allow him to determine the characteristics of the family in which the student is brought up, and the influence of this family on his development. Visiting the family, talking with parents and the child will allow you to implement this function. One of the methods for registering the data obtained is the “Family Card”, which is a questionnaire filled out by the teacher. The questionnaire may include, in addition to the traditional items (full name of the child, age, home address, information about parents - age, education, occupation):
- information about the composition of the family as a whole,
- its form (full / incomplete, integrated / disintegrated, large / non-large, etc.),
- average income per family member,
- housing conditions,
- family structure (indication of possible adverse factors - alcoholism, addiction of family members to drugs, seriously ill patients, etc.),
- the psychological and pedagogical culture of parents (the availability of pedagogical knowledge, the desire to take into account the interests of children, the ability to analyze the motives of the child, find effective means of education, etc.),
- the health status of the child,
- the level of upbringing,
- self-esteem,
- student's hobbies
- necessary assistance to the family, etc.

Specific questions of the "family map" can be compiled by the class teacher himself, if necessary, with the help of a psychologist - a specialist in diagnostics.

When implementing the analytical and diagnostic function, it is also important to identify the team of the class, its level of development. The nature and content of the work of the class teacher with the class depends on this condition. In modern conditions, it is also very important to determine the nature of the influence of the environment on students.

Without an analytical and diagnostic function, the successful implementation of the planning and forecasting function seems to be very problematic. How can you make forecasts, draw up work plans if you have not studied the children with whom you have to work well?

Planning and prognostic functionincludes the definition of the goals of the class teacher in this class. Among the goals may be the development of the child's personality, the formation of a class team, etc. Goals can be divided into: educational (teaching), educating and developing. Having determined the goals, the class teacher draws up a plan of his work, predicting possible results.

Plans for content, structure, form are very diverse. The main thing is that they should help in organizing educational work, be convenient for use, and be working, not formal documents. In practice, a variety of plans are drawn up, they can be classified on various grounds.

Basedcontent coverageplanscan be:
1) comprehensive and cover activities in all its directions and types;
2) thematic, which focus on planning one direction or type of activity (for example, a plan for the formation of a children's team, a plan for working with moral education);
3) subject - one specific educational business is planned (preparation and holding of a competition, a spark, etc.);

According to the duration of the planned periodplans can be of the following types:
1) long-term (prospective) - determine the intended work for a long period of time (a year or more);
2) a milestone (periodic) plan - a certain stage of a further perspective is planned (a quarter, half a year);
3) short-term - the content of educational work is determined for a short period of time (for a month, for a week);
4) operational - actions for the near future (plan of the day) are determined.

The listed types of plans are closely interconnected: each subsequent one concretizes, clarifies, and corrects the previous one.
It is good if planning is carried out by the class teacher together with parents and children, which allows taking into account the interests of all participants in the pedagogical process.

Organizational and coordinating functionis aimed at the direct organization of various forms of extracurricular activities of schoolchildren. At this stage, the work plan of the class teacher is being implemented in those areas that have been identified, which does not exclude the introduction of certain adjustments to the plan itself. Among the most important areas:
- organizing and conducting exciting educational activities that contribute to the development of the child's personality;
- creating conditions for joint work of families and schools;
- ensuring the interaction of the class teacher with teachers - subject teachers to solve the problems of educational activities of schoolchildren;
- cooperation with out-of-school organizations, which makes it possible to increase the efficiency of the educational process (museums, houses of culture, research centers, etc.);
- close relationship with children's self-government bodies (student committees, school council, various children's organizations);
- organizing meals for children, cleaning school and school grounds, classrooms, work practices;
- cooperation with specialists - school staff (psychologists, doctors) to create favorable conditions for the upbringing and development of the child's personality;
- maintenance of school documentation (entries in journals, diaries, personal files of children, drawing up work plans).

Control-corrective functionIt is aimed at determining the results of the work of their activities and the students of the class. When analyzing the work done, the class teacher determines not only the results, but also the conditions that contributed to the achievement of such results, the means that were used, the motives that were updated and influenced the process and result. It is important to take into account the problems faced by the class teacher and the children in the process of work, determine their causes, take into account the unrealized potential and draw conclusions for the future by adjusting future goals and plans.

2) The main activities of the class teacher with students and their parents. Educational system of the class

The main task of the class teacher is to create conditions for the free development of the physical and spiritual strengths of students, guided by the interests of children and their age-related needs.

The class teacher should be aware of the problems of the physical and psychological health of their students and do everything possible so that parents and students can talk about their problems without fear.

In my work, as a class teacher, I use four directions in working with students and their parents.

First direction - the problem of the physical health of students, since success in learning and general development depend on the quality of health.

The second direction is communication.

Communication is an impact that determines the maximum development of the child's personality, primarily ethical education, aimed at the formation of generally recognized values.

Solving the problem of communication leads students to an understanding of universal human values, they should become the norm for students.

third direction is the cognitive sphere of a child's life. Protecting the student in this area means explaining to all subject teachers the individual characteristics of the student.

Fourth direction - this is a family in which a student grows, is formed, is brought up. The class teacher must remember that. By educating a student, he influences the educational potential of the family. The object of professional attention is not the family itself and not the parents of the child, but family education. It is within this framework that his interaction with his parents is considered.

The teacher needs to know what is the scope of the material well-being of the child, his way of life, traditions and customs of his family. The following points must be taken into account:

studying the atmosphere in the family surrounding the student, his relationship with family members;

psychological and pedagogical education of parents through a system of parent meetings, consultations, conversations;

organization and joint spending of free time of children and parents;

protection of the interests and rights of the child in “difficult” families.

The class teacher implements the function of parental education (information about the educational function of the school, about the methods of education, the goals and objectives of the student's personal development for this period, the spiritual development of the child, about the peculiarities of the student's school activities, about relationships in the class, about the identified abilities).

2) The main components of pedagogical excellence Mastery is a high and constantly improved art of education and training, available to every teacher who works by vocation and loves children. A teacher as a master of his craft is a highly cultured specialist who knows his subject deeply, is well acquainted with the relevant branches of science or art, practically understands the issues of general and especially child psychology, and is fluent in the methods of teaching and education.

Pedagogical skill of the teacher - this is a complex of professional personality traits that provide a high level of self-organization of pedagogical activity through the possession of the possibilities of their discipline for training and education.

Pedagogical excellence is based on the high professionalism of the teacher, his general culture and pedagogical experience. To master the skill, you need to know the laws and principles of education, be able to perfectly use effective technologies of the educational process, choose them correctly for each specific situation, diagnose, predict the process of a given level and quality.

Pedagogical excellence includes the followingComponents:

Moral and spiritual qualities : humanistic orientation, national dignity, intelligence, life ideals, conscientiousness, honesty, truthfulness, objectivity, tolerance.

Professional knowledge subject, human anatomy and physiology, psychology, pedagogy, teaching methods.

Socio-pedagogical qualities : organizational skills, endurance, adherence to principles and exactingness, optimism, sensitivity, creative thinking, attention, tact.

Psychological and pedagogical skills : constructive, communicative, didactic, perceptual, suggestive, cognitive, applied, knowledge of the basics of psychotechnics.

Pedagogical technique : appearance, possession of facial expressions, gestures, body, culture of speech; maintaining the pace, rhythm, style of speech; culture of communication; didactic skills; the ability to control your feelings.

As the maincriteria for pedagogical excellence the following stand out:

humanistic orientation all activities of the teacher, that is, respect for the personality of the student, the assertion of moral values and norms of behavior, a positive impact on young people;

pedagogical abilities , namely:

didactic (to present the material in an accessible form, clearly present the problem, arouse cognitive interest in the subject);

academic (knowledge of the subject and the ability to scientific research);

perceptual (psychological observation, understanding the student's inner world);

organizational (the ability to rally the team, to inspire it to solve socially significant problems);

communicative (the ability to establish expedient relationships with students, pedagogical tact);

speech abilities (the ability to express one's thoughts and feelings through speech, facial expressions and pantomime);

pedagogical imagination (foreseeing the consequences of one's actions, educational design of students' personality);

the ability to distribute attention simultaneously between several activities.

professional competence , which covers professional knowledge (subject, social, pedagogical, psychological) and professional skills (ability to teach and educate, motivate and evaluate the behavior of students);

pedagogical technique (culture and technique of speech, the ability to dress, the ability to self-control, self-stimulation, etc.);

communication, that is, the professional ability to communicate productively and comfortably with students.

Of great importance in increasing the productivity of pedagogical work is the ability of the teacher to build their relationships with students within the framework of partnership pedagogy, to create an educational environment that is comfortable for all participants in the educational process.

The development of cognitive activity and at the same time a comfortable emotional state of students is facilitated by the following characteristics of the process of interaction between the teacher and the student:

partnerships teachers and students, the desire for communication on an equal footing and its real implementation;

problematic and controversial discussion of educational material;

emotional and content support the student's academic work and positive assessment of any progress in mastering, while it is important to focus on self-esteem;

adequate meaningful attitude to the error , using it not for the purpose of censure, but to create a developing situation;

teacher orientation in relations with the student on his development and personal growth;

motivation to work , based on friendly, playful remarks; emotionality and informality of conversation with students.

The modern school needs a teacher of high professional qualification, who has outstanding intellectual and mental abilities, who is able to think critically and creatively approach the solution of the tasks facing him. Therefore, in addition to professional pedagogical qualities, the teacher must have other qualities that contribute to his activity.

Classroom teacher- a teacher who organizes educational work in the class assigned to him.

The institution of class leadership has been established for a very long time, practically along with the emergence of educational institutions. In Russia, until 1917, these teachers were called class mentors, class ladies. Their rights and obligations were determined by the Charter of the educational institution - the fundamental document in the activities of any school. It was he who outlined the circle of powers of all teachers of the children's institution.

Teachers-mentors were selected very carefully. The highest demands were placed on those who performed duties similar to those of a modern class teacher. A class mentor, an educator was obliged to delve into all the life events of the team entrusted to him, monitor the relationships in it, and form friendly relations between the children. The teacher had to be an example in everything, even his appearance was a role model.

During the days of the Unified Labor School, the class teacher was called a group leader.

The position of the class teacher at the school was introduced on May 16, 1934 by the Decree of the Council of People's Commissars of the USSR and the Central Executive Committee of the All-Union Communist Party of Bolsheviks

"On the structure of elementary and secondary schools in the USSR".

One of the teachers was appointed as the class teacher, who was given special responsibility for the educational work in this class. It was one of the best teachers in the school, he was approved for this position by the director. The duties of the class teacher were seen as additional to the main teaching work.

At present, the types of educational institutions such as gymnasiums, lyceums, etc. have been revived. The activities of the classical secondary general education school have changed. Accordingly, the institution of class leadership has changed.

Now there are several types of class guide:

- a subject teacher who simultaneously performs the functions of a class teacher;
- a class teacher teaching a separate school discipline, I.e. having a minimum teaching load. They are also called cool ladies, curators (lat.: trustee; a person who is entrusted with the supervision of any work);
- a class teacher who performs only educational functions (a released class teacher);
- some educational institutions introduced the position of a class teacher (a variant of the position of a released class teacher), as well as a tutor (lat.: protector, patron" guardian). The tutor may have a minimum teaching load.

Recently, the class teacher is increasingly called the class teacher.

The functions, rights and obligations of the class teacher in all versions of the title of this position are approximately the same.

Since the activities of the school are regulated by its Charter, the activities of the class teacher are also based on this document.

The class teacher performs several functions: analytical, organizational and coordinating, communicative.

Analytic function includes:

- study and analysis of the individual characteristics of students with the help of a psychologist (as a rule, the type of personality, temperament, character accentuation is determined). Before entering the 1st grade, children undergo tests to identify readiness for learning and features of intellectual activity. Conducts testing. psychologist, school or specially invited;
- Study and analysis of the group of students in its development. The basis for this is the conversation of the class leaders of the link with the teachers of the elementary school, and the leaders of the X-XI-x classes with the class teachers of the secondary school. As a result, teachers receive initial information about the team and students. It is better to entrust the study and analysis of relationships in the class team to a psychologist who will draw up a psychological i team map. The class teacher himself can organize this work through observation, conversations with students, conducting special questionnaires, analyzing students' creative work.
(an essay like "Our class");
- analysis and evaluation of family education of students; such data is available from a psychologist, a social pedagogue. If the family is “unfavorable”, then the school administration also has information about it;
- analysis of the level of upbringing of the team and personality. Conclusions about the level of upbringing of the team and the individual must be made with the involvement of all teachers of this class, so that they (the conclusions) are as objective as possible.

For successful work, the class teacher must be able to. identify the educational result, evaluate it and, taking into account the estimated result, correct professional activities. It is necessary to identify and evaluate the result at certain intervals: in primary and secondary schools - at the end of each quarter (trimester), in the senior school - after six months (or at the end of the trimester). Summing up and adjusting the activities of personal and class teachers - it is necessary with the help of a psychologist and teachers who previously worked in this class.

Organizational and coordinating function suggests:

- Establishment and support of communication between the school and the family (personally, together with a social pedagogue, through a social pedagogue, together with a psychologist);
- organization of extracurricular activities of children (holding various events);
- work with teachers of this class, psychologist,

a teacher, leaders of circles, sports sections, for teachers of elementary school and V - VI (VII-x) classes - with educators of an extended day group;

Individual pedagogical work with each student and the team as a whole, taking into account the data of a psychologist, a social worker and personal observations.

Communicative function is:

- in the formation of positive relationships between children, managing relationships in the classroom;
- in the formation of optimal relations in the "teacher - teaching" system. Here the class teacher pours out as an intermediary in the event of a conflict. Conflicts between teachers and students are protracted, when both sides cannot reach an agreement for a long time. Then the class teacher needs to be proposed as follows: (Iggin's compromise "- the third solution, at least to a minimum degree, accommodating both parties (conflicts are most often about" "I GO OUT due to" unfair "assessment and violation of discipline in the classroom);
- in teaching schoolchildren to establish positive relationships with people. The class teacher is an administrative person. He has the right:
- receive information about the mental and physical health of children;
- monitor the progress of each student;
- control the attendance of classes by children;
- coordinate and direct the work of teachers of this class (as well as a psychologist and a social pedagogue) in a single direction;
- organize educational work with students of the class through the holding of "small teachers' councils", pedagogical councils, thematic and other events;
- submit proposals agreed with the class team for consideration by the administration, the School Council;
- invite parents (or persons replacing them) to the school; in agreement with the administration, apply to the commission for minors, the psychological, medical and pedagogical commission, the commission and councils for family and school assistance at enterprises, resolving issues related to the upbringing and education of students;
- get help from the teaching staff of the school;
- determine an individual mode of work with children (freely, i.e. based on a specific situation);
- refuse from assignments lying outside the scope of the content of his work.

The class teacher has the right to conduct experimental work on the problems of didactic (to develop an author's program in his subject, if he is also a subject teacher) and educational (to develop a program of educational work) activities.

The responsibilities of the class teacher are as follows:

- organization in the classroom of an educational process that is optimal for the development of the positive potential of the personality of students within the framework of the activities of the general school team;
- assisting the student in solving acute problems (preferably in person, you can involve a psychologist);
- establishing contacts with parents and assisting them in raising children (personally, through a psychologist, social pedagogue).

For a pedagogically competent, successful and effective performance of their duties, the class teacher needs to know well the psychological and pedagogical foundations of working with children, be informed about the latest trends, methods and forms of educational activities, in particular, master the methods of education.

The class teacher has always played a very important role in the history of the Russian school, because it is he who has a huge influence on the formation of the personality of schoolchildren, the disclosure of their creative and intellectual potential. And also a good class teacher will always protect the rights and interests of children, building the educational process on the principles of humanistic pedagogy. The class teacher will help the student to become a Human if his activity is of a developing nature. Read our article about the content of the work of a class teacher.

Functions and duties of the class teacher

What is the importance of a classroom teacher? He is the main organizer of the educational and pedagogical process at the school; an official appointed by the principal of the school in order to organize educational work with students.

Today there is several types of classroom management:

subject teacher who simultaneously provides classroom guidance
a class teacher who is exempt from other activities and performs only educational work with class students
curator in the class who oversees a specific set of work in the class
a tutor who patronizes a class or guides students in their performance of a particular activity.

Functions of the class teacher:

upbringing
organization of all kinds of activities in the classroom, contributing to the comprehensive development of students, the formation of their personality, the harmonious existence of the children's team
coordination aimed at positive interaction of all participants in the educational and pedagogical process (teachers, students, parents)
management that contributes to the control of the dynamics of the development of the personality of students and the student team.

The class teacher is a person who has certain rights and responsibilities:

be informed about the health status of each student
Monitor student progress and attendance
interact with the school administration, teachers, teachers of circles and sections, a librarian, a school psychologist, health workers, special services for children, parents of students
conduct educational work with class students in different directions and using different methods
facilitate the consideration by the school administration of proposals agreed in the class
get help from the school staff
conduct individual work with students and their parents
not accept assignments that are not related to his direct duties
conduct experimental research work on topical issues of pedagogy
organize educational activities that will be optimal for the development of students' personalities
help each individual student solve problems
provide assistance to parents of students on educational issues.

"Advice. A good class teacher must have a deep enough knowledge of the basics of child psychology and pedagogy, as well as regularly update their knowledge of the latest trends in the field of education.

Work system

Recently, one of the main requirements for the organization and implementation of competent professional activities of the class teacher is the conduct of system-type work both with the class and with each student individually. Such work should be aimed at developing the individuality of each student and, thanks to this, the uniqueness and success of the whole class. The most important task of the class teacher is to take care of mutual understanding between him and the students, a favorable socio-psychological climate in the student team.

The class teacher conducts systematic work on the basis of:

educational program (concept) adopted in an educational institution
analysis of performance results, as well as positive and negative manifestations of life
pedagogy
actual tasks of education
the principle of tolerance.

“Do you know that a good class teacher will build the educational process, taking into account the level of education of students, their social and financial situation, family circumstances?”.

The system of work of the class teacher consists of:

analytical, prognostic, organizational activities in the field of education;
control over the daily life of the class
use of modern methods of educational work.

Introducing both well-known and innovative methods and forms of work with pupils, the class teacher must understand that the more of them and the more interesting they are for students, the better. These can be conversations and discussions, discussions and debates, games and trainings, excursions and interesting meetings, competitions and tournaments, various forms of socially useful and creative work, and so on.

The successful work of the class teacher also implies a close relationship with the parents of the students. Parents can be contacted using the following forms:

Parent meeting
joint events for students and parents (holidays, competitions, games, tournaments)
parent lectures on topical issues of pedagogy.

Watch the video in which the class teacher shares his experience in conducting educational work

What should be a class teacher

The class teacher is, first of all, a professional pedagogical employee who is for students:

spiritual model of human culture
protector against immorality
the initiator of the rallying of the student team
factor in the development of individuality and self-expression of each student
child assistant
consultant on everyday situations of schoolchildren
a person who helps the student to comprehend the socio-economic and political life of society
career guidance consultant
coordinator of the joint efforts of teachers, parents, society for the upbringing of the student
a person who positively influences the moral and psychological climate in the student team.

Communicate effectively with students, teachers and parents.
Respect children, supporting their initiative, developing their sense of responsibility.
Correctly understand and implement the goals of education.
Plan your activities.
Organize educational activities.
Use the methods of psychological diagnostics of students, skillfully use their results in work.
Introduce moral and aesthetic technologies in the pedagogical process, aimed at developing the spirituality of students.

self-education

“Do you know that the essence of self-education lies in the ability to organize independent work to improve oneself, including professionally?”.

The class teacher can improve the level of education using such forms:

Refresher courses, conferences, seminars.
Independent educational work.

Choosing the topic of self-education, the class teacher should develop work algorithm which should include:

Choice of subject.
Defining the goals and objectives of the work, highlighting the object and subject.
Detailed study of literary sources on selected topics.
Development of a consistent action plan.
Practical use of the results of their experiments and experimental activities.
Analysis of the work carried out, formulation of conclusions, recommendations, directions for further activities.
Preparation of work and presentation of the report to the teaching staff.

Documents of the class teacher

The ability of the class teacher to work with information, systematize and store it is also important.

The general list of documents of the class teacher:

Annual plan for educational work.
Entering information into class journal.
Parent information table.
List of members of the parent committee.
Brief description of the content of parent-teacher meetings (protocols).
The schedule and content of the lessons of teachers of various subjects (in order to study educational moments).
Scenarios of educational events, class hours.
Diagnostic methods.
Information about conducting individual work with problem students.
class pass.
Journal of briefings on safety and traffic rules.
Reports on educational work.
Information about the attendance of students, their progress, diligence, state of health.
Information about extracurricular activities of students.
Personal files of students.

The class teacher today is a thinking teacher, constantly developing, looking for answers to questions that concern students and their parents. Such a person is open to new things, is able to positively influence, shape their souls, lead to the light.

Classroom teacher- this is the direct and main organizer of educational work in the school, an official appointed by its director to carry out educational work in the classroom.

The institution of class leadership has been established for a very long time, practically along with the emergence of educational institutions. In Russia, until 1917, these teachers were called class mentors and class ladies. They were obliged to delve into all the life events of the student groups entrusted to them, monitor the relationships in them, and form friendly relations between the children. The teacher had to serve as an example in everything, even his appearance was a role model.

In the Soviet school, the position of class teacher was introduced in 1934. One of the teachers was appointed class teacher, who was given special responsibility for the educational work in this class. The duties of the class teacher were considered as additional to the main teaching work.

At present, the institution of class leadership has changed significantly, since there are several types of class leadership: a) a subject teacher who simultaneously performs the functions of a class teacher; b) a released class teacher who performs only educational functions; c) a class curator (trustee) who is entrusted with the supervision of any work; d) a tutor (protector, patron, guardian), exercising control in conditions when students take on a number of organizational functions of the teacher.

Main functions class teacher are:

Educational (social protection of the child);

Organizational (work on all pedagogical aspects of the life of the class and school, the formation of the individual and the team, the study of students);

Coordinating (establishment of positive interaction between all participants in the educational process - teachers, students, parents, the public);

Management (control over the dynamics of the development of the individual and the team based on the conduct of personal files of students and other types of documentation).

The priority among them is the function social protection child, which is understood as a purposeful, consciously regulated system of practical social, political, legal, psychological and pedagogical, economic and medical and environmental measures that provide normal conditions and resources for the physical, mental, spiritual and moral development of children, prevent the infringement of their rights and human dignity. The implementation of this function involves providing conditions for the adequate development of the child. The work of a class teacher in this direction is not only the activity of a direct executor, but also a coordinator helping children and their parents to receive social support and social services. Performing this function, he must, solving acute momentary problems, be ready to anticipate events and, relying on an accurate forecast, protect the child from possible problems and difficulties.

The object of social protection and social guarantees are all children, regardless of their origin, well-being of parents and living conditions. However, it is especially important to perform this function in relation to children who find themselves in a particularly difficult situation: children from large families, disabled children, orphans, refugees, etc., who need emergency social protection more than others.

Main purpose organizational functions - support for a positive children's initiative related to the improvement of the life of the region, the microenvironment, the school and the schoolchildren themselves. In other words, the class teacher not only organizes students, but helps them in self-organization of various activities: cognitive, labor, aesthetic, as well as free communication, which is part of leisure. Important at this level is the function of team building, acting not as an end in itself, but as a way to achieve the goals set for the class. One of the tasks of the class teacher is the development of student self-government.

The success of the educational activities of the class teacher largely depends on a deep penetration into the inner world of children, understanding their experiences and motives for behavior. To this end, he studies schoolchildren not only in class, but also outside school hours, when visiting families of students, during excursions and hikes.

coordinating The function of the class teacher is manifested primarily in the fact that he carries out educational activities in close cooperation with other members of the teaching staff and, first of all, with those teachers who work with the students of this class (the micro-pedagogical team of the class). On the one hand, he uses the information he receives about children from teachers, and on the other hand, he enriches the teachers' ideas about the child, offering them his own information that will help regulate the actions of the teacher, his methods of working with the student.

The class teacher is the link between the teachers and the child's parents. He informs teachers about the state of the pupil, the characteristics of the parents, organizes their meetings with subject teachers. The class teacher should pay special attention to new teachers, whom it is important to acquaint with the characteristics of the class team and individual students, as well as with the requirements of the previous teacher and class teachers.

One of the forms of interaction between the class teacher and subject teachers, which ensures unity of action and contributes to the development of common approaches to education, is the pedagogical council, which forms a comprehensive view of the child.

As part of managerial functions the class teacher carries out diagnostics, goal-setting, planning, control and correction of educational activities. The implementation of the diagnostic function involves identifying the initial level of upbringing of students and constantly monitoring changes. It is aimed at the study and analysis of the child's individuality, the search for the causes of the inefficiency of the results and the characterization of a holistic pedagogical process.

The goal-setting function can be viewed as a joint development of the goals of educational activities with students. The share of participation of the class teacher in this process depends on the age of the students and the level of formation of the class team. The logic of goal-setting is reflected in the process of planning the activities of the class teacher.

The main purpose of the function control and correction- ensuring the continuous development of the educational system of the class. The implementation of the control function involves identifying both positive results and the causes of shortcomings and problems that arise in the process of education. Based on the analysis of the control results, the work of the class teacher is corrected either with the class as a whole, or with a specific group of students or an individual student. Control of the work of the class teacher is not so much control by the school administration as self-control for the purpose of correction. Correction is always a joint activity of the class teacher and the class team as a whole, a group or individual students.

The considered levels of functions determine the content of the activity of the class teacher. In the educational system of the school, the class teacher acts as an administrative person, endowed with the appropriate rights and obligations, namely:

– receive information about the mental and physical health of each child;

- monitor the progress of each student;

- control the attendance of children in school;

- coordinate and direct the work of teachers of this class (as well as a psychologist, a social pedagogue) in a single direction;

- organize educational work with students in the class: hold "small teachers' councils", pedagogical councils, thematic events, etc.;

- submit proposals agreed with the class team for consideration by the administration, the school council;

- invite parents (or persons replacing them) to the school to resolve issues related to the upbringing and education of students, in agreement with the administration, contact the commission for minors, the psychological, medical and pedagogical commission, the commission and councils for family and school assistance in enterprises;

- get help from the teaching staff of the school;

- to determine an individual mode of work with children based on a specific situation;

- refuse assignments that lie outside the scope of the content of his work;

– conduct experimental work on the problems of didactic and educational activities;

- to organize an educational process that is optimal for the development of the positive potential of the personality of students within the framework of the activities of the general school team;

- assist the student in solving acute problems (preferably in person, you can involve a psychologist);

- establish contact with parents and assist them in raising children (personally, through a psychologist, social pedagogue).

Portal for the student. Self-training