Assistance to the teacher organizer. To help the teacher-organizer. Activity analysis scheme

Improving the content of the forms and methods of the educational process in our clubs depends on you, the teacher-organizer. In order to improve the methodological support of the activities of educational organizers, to improve the quality of work, there was a need to create these recommendations. After all, it is YOU who regulates the educational process by creating conditions for maximum self-expression of pupils, meeting their social needs, self-realization of internal resources, maintaining initiative, encouraging self-education, organizing leisure activities, extracurricular activities, as well as for preventing and preventing delinquency among minors.

Our daily pedagogical activity consists of three components: value, technological and personal and creative. The value component is a set of values adopted by the teacher, perceived by him from different sources throughout his life. The general culture of a teacher is determined by a set of these values. The fact that we ourselves consider such values a priority depends on what values will be brought up in our adolescents. The technological component allows us to build pedagogical activity as an integral process of solving pedagogical problems. It allows us to view each lesson in the club as a system of work. The personal component is present in the ability to creatively implement the goals and objectives of the teacher, to make a personal contribution to the community and to be in constant search.

Sooner or later, each of us has a question: how professional am I? The answer to it lies on the surface. Educators distinguish 4 levels of professionalism. Professionalism is a set of personal characteristics of a person necessary for the successful implementation of pedagogical activities.

Pedagogical skill. This is the base of any teacher with a set of theoretical knowledge and practical skills. It allows us to carry out diagnostics, helps us to overcome stress, master the methods of pedagogical activity and be ready for creative improvisation.
Pedagogical excellence. At this stage, pedagogical skill is brought to a high level - automation.
Pedagogical creativity. The teacher introduces new ideas, develops his own methodology. In order to move to this stage of professional activity, G. Weinzweig believes that it is necessary to know "10 Commandments of the Creative Person" : Be the master of your destiny; achieve success only in what you can; make your constructive contribution to the common cause; build your relationships with people on trust; develop your creativity; cultivate courage in yourself; take care of your health; do not lose faith in yourself; try to think positively; combine material well-being with spiritual satisfaction.
Pedagogical innovation. The highest level of professional pedagogical activity, it is reached by a few.

Dear teachers! From the first days of your work in the club, remember that your professional experience gained over the years can help someone. Strive to ensure that your unique research and developments become a good help in the work of novice teacher-organizers.

A rough guide for the teacher-organizer on the generalization of their own pedagogical experience.

Carefully follow the scientific and methodological literature, keep a bibliography on the issue of interest to you.

Save and accumulate materials that reflect your work experience:

Plans, notes;

Creative work of pupils;

Own observation of the development of the club and its pupils;

Own observations based on the results of their activities;

Consider successes and failures in your work and in the work of your colleagues.

To summarize the experience, take the topic that you consider the most important and necessary, more developed methodically.

keep in mind the usefulness of the generalization form in your immediate professional activities.

Make a plan to summarize your experiences.

When working on the text describing your experience, try to present the material concisely, simply, logically, harmoniously, avoiding common phrases, repetition, and pseudoscience.

Evaluate your experience critically. When talking about successes, do not forget to talk about shortcomings, difficulties, mistakes. The main criterion for a good experience is its result.

Choose and properly design applications (holiday scenarios, creative work of pupils, lists of literature, diagnostic cards, etc.).

Remember that by summarizing pedagogical experience, you help to improve the upbringing of children and move up the levels of professionalism.

A number of functions are leading in the work of a teacher-organizer.

Adaptive function. It allows the teacher himself to get used to the system of activities in adolescent and youth clubs, to children with whom contact is gradually established.

Diagnostic function. The function is to constantly monitor, analyze and take into account the moral and physical condition of the pupils. The teacher-organizer must monitor the level of upbringing and correct the shortcomings of upbringing, know about the state of health at a given time. Unlike a teacher working in the school system, the organizer teacher has the opportunity to deeply understand the psychological characteristics of the personality of each child.

Educational function. It determines the level of pupils' mastery of knowledge and skills, as well as the ability to use them rationally in practical and daily activities.

The upbringing function is designed to induce motivation and form internal stimuli. The formation of ideological views, moral characteristics of the individual, the level of formation of patriotism depend on its implementation. Ultimately, the social position of the future citizen depends on it.

Developing function. The pedagogical influence on pupils must correspond to the development of their personal qualities. To do this, it is necessary to study the personality of each pupil and create conditions for his full development, provide assistance and support from the teacher.

Organizational and managerial (design) the function is to attract pupils to the work of the club. In this regard, it is necessary to organize the work in such a way that the children strive to take part in it, show activity. Each child should feel involved in a common cause, clearly understand his role and responsibilities, then he will have a feeling of need. The implementation of this function largely depends on the personal qualities of the teacher-organizer.

The research function consists in the study of the personality of each student and the club collective by the teacher-organizer in order to diagnose, design their development, as well as to form their own pedagogical thinking.

The communicative function allows you to pedagogically organize communication with children: to initiate, support, provide an educational impact through communication, teaches to build conflict-free business and personal relationships of the pupils themselves.

An approximate outline of the outline of the event.

Theme of the event.

The topic should correspond to the age characteristics and the level of education of the pupils of the clubs.

The purpose of the event.

For the successful implementation of the goal, the following set of tasks is usually set.

Educational:

to form an idea, knowledge about ...
introduce…
help to master skills and abilities ...
to broaden the horizons of pupils in the region ...
teach how to work ...
teach to apply the acquired knowledge ...

Developing:

develop interest in ...
develop the ability to ...
develop needs for ...

Educational:

educate personality traits like ...
educate value orientations ...
to form personal qualities such as ...
to introduce children to ...

Holiday decoration.

Form of the event.

There can be the following forms: lecture, conversation, discussion, debate, KVN, excursion, game, quiz, creative work, practical work, conference, concert, project defense, etc.

Scenario of the event.

Its structure should look like this:

Start. The organizational moment must be prescribed in it.

Main part. The sequence of the constituent elements of the content and the purposefulness of each of them are logically prescribed here.

Conclusion. It is very important to conduct reflection at this stage. Objectively evaluate the event, understand how children perceive it.

List of used literature and sources.

How to self-analyze an event?

Self-examination should preferably be carried out on the same day the event took place, or at least the next. If you postpone it indefinitely, then introspection will turn into a formality. An introspection checklist will help you keep track of the main characteristics of the event. Any event is individual. Therefore, your introspection is individual. But the main thing is that you always strive to outline alternative options for the event. Therefore, constantly answer yourself the question: how expedient is the chosen option?

An approximate scheme of introspection of the event.

What tasks did I set for myself?

Educational: (what new knowledge, skills I wanted to develop).

Developing: (what I wanted to develop in children at this event: speech, imagination, emotions, interest, etc.; with what methods I was going to develop these properties).

Educational: (what ideological ideas I wanted to pass on to children, what qualities and personality traits I helped develop children).

How did I prepare for the event? (I selected literature, manufactured equipment. What difficulties arose at this stage and ways to eliminate them).

What was the idea behind my event. (The sequential course of the event. Were there any deviations from the plan).

How was the idea of the event realized?

Were there circumstances that prompted you to change the idea of the event? What are the circumstances? How did I deal with this?

What was the creative activity of children?

What individual characteristics did the pupils show?

What are the successes and disadvantages of the event. Their reasons. What suggestions for improving the event would I make myself?

My features of pedagogical influence: respect for children, distribution of attention, content, ability to activate pupils, my nature of the relationship as a teacher-organizer and pupils.

Have I analyzed the event with the pupils: the time of the event, the form of the event, the assessment of the pupils; forecast for further communication.

Analysis scheme of the event.

The main aspects in the analysis of educational activities should, first of all, be:

analysis of the activities of the teacher-organizer and the activities of the pupils;

optimality of the applied forms and methods;

implementation of the set goals;

the relationship between the teacher-organizer and the pupils;

professionalism of the teacher-organizer.

I. General information

Event title.

Date and place of its holding. Who conducts?

The composition of the group of participants in the event: boys and girls, by interests, etc.

Activity: whether it is part of the system or is it an episodic activity.

The purpose of the event: to solve what problems of the classroom team and the formation of what qualities of the personality of students this event is designed

Psychological justification for the choice of this type and content of the activity:

a) compliance of the event with general educational tasks,

b) the age characteristics of students.

II. Analysis of the preparation of the event

Who was the initiator of this event and how was it prepared? In what and how was the activity, independence and initiative of the pupils manifested.
Methodology for preparing the event:

planning,

development,

participation of children in them.

3. Whether during the preparatory period it was possible to evoke an understanding of the necessity and significance of the forthcoming activity.

III. Event progress

How convincingly, clearly, emotionally were the goals and objectives of the upcoming activity revealed to the participants of the event?
How meaningful, interesting and organized was the preparation?
What knowledge did the pupils acquire during the event, what social attitudes were formed in the pupils, to what socially useful activity did the event encourage them?
What conclusions did the pupils draw during the work and in conclusion? What results have you achieved?
How did the event affect the formation of public opinion of the collective and individual pupils, on their relationship? What could be the consequences of this event for the development of the team, for the formation of its social orientation?
What is its impact on individual learners:

Emotional and aesthetic responsiveness to beauty in art;

Labor ethics, artistic activity;

Aesthetics of behavior.

7. Role and place of elders (teacher-organizer, psychologist, methodologist, invited) in this lesson.

8. Methods of work, the nature of relationships, their compliance with educational tasks, age and individual characteristics, the level of development of the team.

IV. General assessment of the educational event

How much did you manage to achieve educational goals and objectives? Reasons for success, failure, error?
General assessment of the educational value of the work done.
Psychological and pedagogical conclusions and suggestions.

V. Analysis of the activities of the teacher-organizer.

What character traits of the educator contributed to the conduct of educational work with students, which, on the contrary, interfered?
What pedagogical abilities were manifested during educational work with pupils?
Has the pedagogical tact of the teacher-organizer manifested itself and in what way? Cases of tactlessness of the teacher-organizer.
Did the mental state of the teacher-organizer contribute or hinder the conduct of educational work and why?

Functions of pedagogical diagnostics.

An essential aspect of the activity of a teacher-organizer is diagnostic work.

In the pedagogical process of the work of children's and teenage clubs, diagnostics performs the following functions:

Informational:

obtaining information about the participants in the pedagogical process
identifying the relative level of development of the child

Predictive:

helps to identify potential development opportunities for pupils
predicts the effectiveness of the educational process

Estimated:

determines the effectiveness of using various means and methods in work

Research:

through various diagnostic methods, the child learns his capabilities, creating conditions for self-development

Educational:

Creation of conditions for the development of personality, education of various properties and qualities of the personality.

The essence of diagnostics is to detect changes in the essential characteristics of the personality, to see the norms and deviations in the development of the pupil, to establish the patterns, the reasons that cause these changes, to develop a plan for further pedagogical interaction.

The use of diagnostic methods requires compliance with the following rules:

diagnostics should not be an end in itself
it must be carried out systematically and systematically
diagnosis must be carried out in the natural conditions of life and activity of the pupil
gender and age characteristics of children should be taken into account
rely on pedagogical optimism
constantly enrich the arsenal of methods, diagnostic techniques
observe professional and ethical principles

Ensure sovereign individual rights, confidentiality.

Individual tasks of education

Approximate psychological and pedagogical characteristics of the club.

General information.

Physical health of pupils.

Characteristics of the children's team, interpersonal relationships.

Participation of pupils in the social life of the club.

Characteristics of the cognitive activity of pupils.

Roles of parents in the life of the club.

The main problems of the club.

Pedagogical tasks of the head of the club, teacher - organizer in working with pupils.

what sources of information and methods of studying pupils were used in drawing up the characteristics.

An indicative program for studying the personality of the pupil.

1. General information about the pupil

1. 1. Where does he live. Who his parents work with. The composition of the family, its financial situation.

1. 2. The cultural level of the parents. Relationship in the family.

1. 3. The nature of upbringing in the family. The influence of parents and older family members on the student's activities. Application of rewards and punishments.

1. 4. Friends. Their influence.

5. The student's health status (according to the school doctor).
The general level of development of the pupil
1. The general development of the pupil, his outlook. Culture of speech, erudition, breadth and stability of interests, visiting theaters, museums, watching television.
2. Attitude towards physical labor. How does self-service relate? How does he carry out public assignments of a labor nature. Does he / she participate in labor outside the club.
3. The level of discipline of the student. Has the skills and habits of cultural behavior. Politeness in dealing with adults, comrades. Neatness and tidiness in everyday life.
4. Interests and inclinations of the student. Interests in literature, art, technology, sports.
Public face and student community work
1. Participation in the social life of the club. Interest in the life of the club and activity in social work.
2. Performing community service. Conscientiousness. Ability to bring the work started to the end. Ability to involve other pupils in the work. Ability to lead and obey comrades.
3. Place of the pupil in the club team. Whether he is connected with the collective or divorced from it. The attitude of the pupils of the club towards him. Does he enjoy respect and authority in the club.
The main traits of the student's personality
1. Public consciousness. The motives of his community service.
2. The moral qualities of the student. Interest in current events. Willingness to help the club. Truthfulness and honesty, integrity and modesty. Does he show sensitivity and attention to his comrades, does he help them.
3. Strong-willed character traits. Purposefulness and activity, independence and initiative. Organization, endurance, self-confidence. Persistence, determination, perseverance, self-criticism. Lack of will.
4. The peculiarity of the student's temperament and his mental processes. Strength, balance and mobility of the nervous processes. The processes of excitation or inhibition prevail. Is it easy for the student to switch from one activity to another. Features of emotional and intellectual processes: speech, attention, memory.
Pedagogical conclusions. Possible lines of correction in educational work with this pupil.

No less important than the study of children's abilities is the study of the creative thinking of their mentors. After all, among teachers with high creative potential, children reach brilliant heights. We offer you a test that will help you evaluate yourself.

Bibliography

Gordeeva A.V. Rehabilitation pedagogy. –M., Iz-in APKiPRO, 2000.
Louise Hay. Positive Approach, M., Olma-Press, 1998.
Markova A.K. Psychological criteria and stages of teacher professionalism // Pedagogy. -1995. - No. 6. Belikov V.A. Education. Activity, Personality: monograph / -M .: Academy of Natural Sciences, 2010.

"Healthy lifestyle"

(to help teachers, young professionals ")

Komsomolsk-on-Amur, 2017

Introduction ________________________________________________________
Chants _______________________________________________________
Aphorisms about a healthy lifestyle ________________________________
Puzzles_________________________________________________________
Dating games ______________________________________________
Rallying Games _______________________________________________
Warm-up exercises ____________________________________________
Completion rituals for group work ._____________________________

Introduction

A critical deterioration in the health of the younger generation is one of the main problems of modern society. The current situation is a consequence of the influence of many unfavorable socio-economic factors, the result of unresolved pedagogical problems in the field of preserving and strengthening the health of children and adolescents.

Negative TV shows, videos, free access to Internet sites, the purchase of tobacco products, drugs, alcoholic beverages have a detrimental effect on the life and health of children, on interpersonal relationships in the family, on the street, in an educational institution.

The attitude towards a healthy lifestyle, as you know, does not appear in a person by itself, but is formed as a result of a certain pedagogical influence. It is rational to start developing a complex of stable and healthy habits at an early age. How the skills of a healthy lifestyle are formed in childhood, then in adolescence, taking into account age and individual characteristics, largely depends on how much the potential of the individual will unfold in the future. An important factor shaping the health of children is the upbringing system, which is aimed at the physical, mental, mental and moral development of the younger generation.

Healthy lifestyle (HLS) Is an activity aimed at strengthening not only physical and mental, but also moral health, which should be implemented in the aggregate of all basic forms of life: labor, social, family and household, leisure (Yu.V. Valentik, A.V. Martynenko, V.A. Polessky).

The key link in the formation of healthy lifestyle skills among the younger generation is teenage clubs at the place of residence, which include a variety of organizational forms in accordance with the diverse interests and needs of children and adolescents. The activities of the clubs at the place of residence are aimed at organizing the free time of children. The development of their abilities, active cognitive, labor, cultural and creative activities.

For more effective and fruitful work in teenage clubs, along with the organizing teachers, university students work as counselors.

Educator organizer - a creative, active, proactive personality, the leader of the children's detachment, assistant and mentor of the children entrusted to him (Explanatory Dictionary of S.I. Ozhegov).

Teenage clubs at the place of residence are in great need of well-trained, sociable, creative, tolerant, and most importantly, child-loving counselors. High requirements are imposed on them: they must be able to build their work on the basis of personally significant and universal values; be able to organize collective, creative and socially significant activities; develop the creativity of children and adolescents; know, understand and use in work the age and individual characteristics of children; be able to manage a children's team; develop the independence and initiative of their pupils.

Methodological recommendations can be useful for educators-organizers, educators, young professionals and counselors who want to organize effective work with children and adolescents aimed at developing motivation for a healthy lifestyle in the younger generation.

Chants

I don't like smelly hair

And the smell is heavy from the mouth,

It also scares smokers

The pictures of the lungs are black.

Weak, dark man

You ruin yourself by smoking ...

Near the mountain - "woodcutter"

Cut off the branch under you!

Three four!

Who is marching together in a row?

A detachment of healthy and strong guys!

We value health

We follow him strictly.

We always say to bad habits: "No!"

Here's our firm, childish answer.

Who is always a friend to the guys?

Sun, air and water!

Is this where you turned black?

We got tanned in the sun!

We ate vegetables and fruits,

We rested, we sang songs!

We ran and jumped

We didn’t sniff!

All around hello helmet!

We don't care about barriers!

To be healthy in full

Everyone needs physical education.

First, in order -

Let's do some exercises in the morning!

And without a doubt

There is a good solution -

Running is good and play

Take care of the kids!

To develop successfully,

You need to go in for sports.

From physical education

There will be a slender figure.

It is useful to us without a doubt

Anything related to movement.

That's why, guys,

We will do exercises.

So we met again!

We won't leave anyone in trouble!

Hundred! Two hundred!

We want to be friends all together!

And if life is important

And you need her,

Take your friends by the hand and fight.

Labor, physical education, sports -

And this is our motto!

A healthy lifestyle is life!

A healthy lifestyle is our life!

Come out to charge!

Wake up everyone to charge!

Friends all around say

What exercise is a friend of the guys!

Hey baby baby!

Build up your strength!

After all, exercise in the morning

Will benefit us and you!

Get up, don't be lazy

Get started charging!

Line up in order!

To charge everything!

Left! Right!

Running, swimming!

We grow bold

Tanned in the sun!

Our legs are fast!

Muscular arms!

The mood is just great!

Everyone is equal to us!

Line up in order!

To charge everything!

If you want to be healthy

Forget the doctors!

Feel free to exercise

Run, jump, push up!

We are young,

We are strong in spirit

We choose the health of the country!

Strengthen your body,

We know he and you and me

There should be a regime for the day.

You guys should know

Everyone needs to sleep a little longer.

Well, in the morning, do not be lazy -

Get started charging!

Brush your teeth, wash your face,

And smile more often

Get hardened and then

You are not afraid of the blues.

Aphorisms about a healthy lifestyle

- Health is the only benefit that everyone takes from himself ( Mikhail Mamchich).

- Moderation is nature's ally and guardian of health (Abu-l-Faraj).

- Food that is not digested "eats up the one who ate it (Abu-l-Faraj).

- Life requires movement (Aristotle).

- The only beauty I know is health (G. Heine).

- People should realize that a healthy lifestyle is everyone's personal success ( Vladimir Putin).

- If a person takes care of his health himself, it is difficult to find a doctor who would know better what is useful for his health than he himself. (Socrates).

- Diseases exist in order to fight for a healthy lifestyle. (Tamara Kleiman).

- You must definitely shake yourself up physically in order to be healthy morally (Lev Nikolaevich Tolstoy).

- You need to eat and drink so much so that our strength is restored by this, and not suppressed. (Mark Thulius Cicero).

- Health is the highest wealth of man (Hippocrates).

- Illness is a defense against unhealthy thinking and unhealthy lifestyles. (Alexander Minchenkov).

- He who expects to ensure his health, being in laziness, acts as foolishly as a person who thinks by silence to improve his voice. (Plutarch).

- Nine-tenths of our happiness depends on health (Arthur Schopenhauer).

- Health is not a joke: he has no sense of humor (Sergey Balashov).

- Gymnastics, exercise, walking should firmly enter the daily life of everyone who wants to maintain efficiency, health, a full and joyful life. (Hippocrates).

- If you don't run while you're healthy, you'll have to run when you get sick. (Horace).

- A good laugh is a sure sign of spiritual health ( M. Gorky).

- Health is much more dependent on our habits and nutrition than on the art of medicine (D. Lebbock).

Puzzles

There are vegetables and fruits.

Their children need to eat a lot.

There are more pills

Tastes like candy.

Accepted for health

Their cold at times.

For Sashuli and Polina

What's useful? ... (Vitamins).

Get up early in the morning

Jump, run, push up.

For health, for order

People all need ... ( Charger).

Clear morning along the road

Dew glistens on the grass

Legs ride along the road

And two wheels are running ... (Bicycle).

The rain is warm and thick

This rain is not easy:

He is without clouds, without clouds

Ready to go all day ... (Shower).

I have guys

Two silver horses.

I drive both at once ...

What kind of horses do I have? (Skates).

Do you want to break the record?

This will help you ... (Sport).

To become a great athlete

There is a lot to know.

And skill will help here

And of course… (Workout).

Gnaw through steel pipes

If you clean often ... (Teeth).

I take dumbbells boldly -

I train muscles ... (Body).

Made friends with physical education -

And I'm proud now ... (By a figure).

Do you want to become strong?

We raise everything ... (Dumbbells).

I slept so that the temperature

Here's a sweet ... (Potion).

Juice, pills are the most useful,

He will save from everyone ... (Sickness).

Since childhood, people have been told to everyone:

Nicotine is deadly ... (I).

Though it stings the wound and burns.

It treats perfectly - redhead ... (Iodine).

They declared battle to the bacilli.

My hands are clean with ... (Soap).

I put it yesterday

Two injections ... (Nurse).

Drills whistle is heard -

Heals teeth for everyone ... (Dentist).

I like to eat hearty

A lot, tasty, appetizing.

I eat everything and indiscriminately.

Because I ... (Glutton).

Dating games

Game "And I am going, and I too, and I am a hare ..."

The participants of the game sit on chairs in a circle, one place is not occupied by anyone. In the center is the driver. All participants during the game change seats in a circle counterclockwise. The player, sitting near an empty chair, sits on it with the words "and I'm going."

The next player - with the words "and me too".

The third participant says "and I am a hare" and, striking an empty chair with his left hand, calls the name of a person sitting in a circle.

The one whose name was pronounced must run over to an empty chair as quickly as possible. The task of the driver is to have time to take a chair faster than the one who was named. Those who do not have time becomes a driver. The game starts over.

Game "Border".

A border is drawn (determined) on the floor, the presenter proposes to go to one side for those who are united by some common feature, establishing simple criteria for unification, for example, to go to the other side of the border is possible for those:

Who loves ice cream;

Who has a dog (cat) at home;

Who likes to watch cartoons;

At the same time, during the game, the presenter can find out:

Who loves to sing;

Who loves to dance;

Who is how old;

and a lot of other useful information, asking these questions interspersed with the simple ones written above.

Game "Hello elbow".

The participants in the game stand in a circle. They must greet and at the same time say their name, touching their elbows. The host invites everyone to pay for "one, two, three, four" and do the following:

Each "number one" folds his arms behind his head, so that the elbows are directed in different directions;

Each "number two" rests his hands on the hips so that the elbows are also directed to the right and left.

Each “number three” puts his left hand on his left thigh, his right hand on his right knee, with his arms bent, elbows out to the sides;

Each "number four" holds folded arms crossed in a cross on the chest (elbows looking out to the sides).

The facilitator explains to the participants in the game that they are given only 5 minutes to complete the task. During this time, participants should get to know as many participants as possible by simply calling their name and touching each other with their elbows.

After 5 minutes, the presenter gathers the players into four subgroups so that all the first, second, third and fourth numbers, respectively, are together. Have the participants greet each other within their subgroup.

This funny and fun game breaks the usual stereotypes of greeting and helps to establish contact between its participants.

A game « Announcement".

The presenter invites the game participants to write an advertisement about themselves in the newspaper. What is written is collected by the presenter and then read out. At this time, all those present are trying to guess who they are talking about.

A game « Blanket".

Participants are divided into two teams, located opposite each other. A blanket is stretched between them. From each team, one person is seated closer to the blanket. As soon as the blanket is lowered, it is necessary to have time to pronounce the name of the one who is sitting opposite. Whoever called it faster takes the player to his team. The winner is the team that will "pull" more players, that is, the team that knows more names.

Game "Tell me about your neighbor".

The guys are sitting in a circle. The presenter invites them to take a close look at their neighbor on the right and try to guess what he is like in life (or what he was at 5 years old, what he will become when he turns 30). Then everyone talks.

Game "Clock".

The facilitator distributes a watch to each participant. A few minutes are given for everyone to make appointments for each other at a certain time and write down the name of their friend next to a certain time. You cannot meet with the same person 2 times. All show hours with filled divisions. The presenter announces: “It is now one o'clock and at one o'clock we are talking about what kind of sport we love. You have 3 minutes. " The guys find a person with whom they have an appointment for an hour and chat with him about music. “And now it's 2 o'clock. And we are talking about how yesterday we did morning exercises and what our relatives said to us at parting, ”and so on.

Game "Name-color, name-association".

All participants are in a common circle. Each in turn must give his name and color (image: object, animal, plant), which, in his opinion, he looks like, and justify his similarity (list similar qualities).

A game « We're going on a hike. "

The presenter says his name and an object starting with the first letter of his name, which he can take with him on a hike. For example: "My name is Katya, I am going on a hike and take a compass with me." The next player says: "My name is Seryozha, I am going on a hike and take a sleeping bag with me, and Katya with a compass," and so on, until everyone is named.

Game "History".

The leader divides the participants into two teams. The time for completing the first task is determined (5 minutes). During this time, each team composes a story about themselves using real data. For example: “We live in Tula, Kazan and Moscow. We have 9 dogs, 14 cats, 2 parrots and 1 turtle at home. Our three mothers are named Olga, and we also have two fathers named Sasha, ”and so on. After the specified time has elapsed, each team chooses a storyteller, and both teams seem to swap places, that is, team "A" tells about team "B" and vice versa.

Game "Nuts".

Everyone in the group is given a walnut. You need to carefully examine and remember it. Then the nuts are piled up and mixed (more nuts can be added for complication). Everyone must find their own nut. A more difficult option is the same with closed eyes. Then y each is asked in a circle how he defined his nut. The discussion usually says that at first all people seem to be the same, but in fact they are very different. And very often something gentle and kind is hidden behind a tough, ugly shell, and so on.

Rallying games

Game "Circle of acquaintances".

Participants stand in a circle. One of the players takes a step to the center of the circle, calls his name, shows any movement or gesture peculiar to him or invented, then returns to the circle again. All players repeat his movement, intonation, facial expressions as accurately as possible. Thus, all participants in turn will be able to go to the center of the circle and prove themselves.

A game " The airport ».

Participants are divided into 2 teams "meeting" and "arriving" and disperse in different directions. Then the children are told something like the following: “10 years ago, at the same airport, you saw off your closest relatives, friends and loved ones.
But, having taken off, the plane did not land at the designated point, because got into the Bermuda triangle. Various rescue and search operations were carried out, but it was all in vain ... You are already desperate to see your loved ones again. But now, after 10 years, you become aware that the plane nevertheless flew out of the dead zone and landed at this airport. But how to recognize your relative, friend after 10 years? He's probably changed. And if I do not meet him properly, if I do not hug him tightly, he will surely be offended! How to find out who accompanied me 10 years ago? But there is a way out! In order not to offend your friend and already for sure hug him tightly, you need to hug everyone who arrived on this plane. " At the command of the leader, both sides of the players must quickly, with joyful shouts, rush to meet each other and embrace each and every one. It is better to play the game with a sufficiently warmed up group.

Game "Chipmunks".

The presenter calls each participant an animal in his ear. All stand in a circle and take up arms bent at the elbows. The leader names the animal and the appropriate person should jump into the middle, and the group should not release him.

The climax of the game is reached when the leader names the animal that most of the group members are named after.

A game " civil defense ».

All participants are walking around the room, the presenter shouts out a phrase that communicates the danger. For example: “Attention! You were attacked by cave lions (hooligans, Roman legions, flu viruses, little green men, remorse, yawning, etc.). "

After the danger signal, the participants in the game should gather in a close group, holding each other, and then say the phrase: “Let's fight back ... (cave lions, etc.).

The leader, playing the role of this danger, tries to pull out any person from the group. The task of the guys is to hold on very tightly. Then the group scatters around the room again and the game continues.

Game "Mothers and Daughters".

All participants are divided into two groups - children and parents. Children sit on the floor, grouped and closed their eyes. Parents take turns approaching one of the children, sit on the floor behind him, hug him from the back, slightly lifting him, and begin to swing like a mother. In about a minute - a change of parents. So repeat three times.

Both parents and children speak up during the discussion. Children talk about the first mother, the second mother, etc. Tenderness, indifference, or other feelings and sensations are assessed.

It only seems that you can fully communicate, excluding tactile sensations: people need to touch each other, moreover, they need to be taught how to touch each other. This exercise gives you the opportunity to practice through touch to convey your feelings, sensations, etc. It is easier to do this by “playing” the roles of parents and children.

Game "Aliens".

The game is designed for young children ... The game is attended by at least 7 children.

The host starts the game with a fairy tale: “Aliens have come to us and they want to take us all to their planet. Aliens have a huge magnet that attracts children to themselves. To be saved, we need to choose a group of rescuers - 2 or 3 people. Now imagine that this wall is a huge alien magnet.

The magnet pulls you to the wall. Only the rescuers remained free. "

All children stand in a row against one wall, and the rescuers stand in front of them.

According to the condition of the game, rescuers cannot move and speak, but they have fantastic power - "the power of thought", thanks to which they can free their friends from the action of a magnet. Rescuers try their best to save their comrades, mimicking it with facial expressions and gestures. The rest of the children, as soon as they feel that they are "torn away" from the wall-magnet, join their rescuer and help him save other children. Any role in this game "works" to build self-confidence. However, it is imperative that shy children can play the role of a rescuer.

A little practical tip: try not to let a confident and an insecure child play the role of rescuer at the same time. In this case, most of the rescued children may end up with the “confident” rescuer, which will upset the “insecure” one.

A game " Painting ».

All sit with their faces in a circle. Host: “Now we will all draw a picture together, and we will do this not with pencils or paints, but with words. I take a large sheet of paper (gesturing with my hands) and draw a horizon line on it. Now I am giving this picture to you, (name of the participant sitting next to me). The participant “takes the picture and says:“ I see in this picture the horizon line that I drew ... (name of the presenter) and draw on it (names what he wants to bring into the picture), now I transfer this picture ... (name the next participant in the circle) ".

Thus, each participant names everything that others “painted” before him, in the order in which these objects appeared in the picture, while adding to the name of each object: “... who painted (the name of the author)”. When the picture went around the circle, and each participant added something of their own to it, it again appears at the presenter, and he again lists all the objects and authors in order. Then the presenter sums up: "This is how we got the picture."

If the children, after hearing the instruction, express anxiety that they will not be able to remember who and what "drew", the presenter reassures them with a promise to prompt.

Game "Shipwreck".

The participants in the game are divided into two teams. Two rows of chairs are placed against opposite walls - for one and the other team. Moreover, the number of chairs is obviously less than the number of participants. For example, if there are eight people in one team, you can position four chairs so that the whole team can stand on them. After the teams are seated on chairs, the presenter tells a terrible story that the ship on which they went out into the "open ocean" was caught in a storm and smashed on the reefs ... To save the team, the whole team must move to the opposite wall, move the chairs forward without stepping on the floor or dropping any of the team members into the abyss of the waves.

The exercise helps to increase the cohesion of the group, demonstrates the quality of mutual assistance. The goal is not to come to the opposite wall first, but to remember to help each other in the stormy ocean. This should be emphasized in the discussion, but it is not worth talking about at the beginning of the exercise. It is necessary for the group members to draw their own conclusions.

Game "Dream".

The presenter invites the participants of the game to think for a few minutes about how each of them sees their future. Then exchange thoughts about your dreams or even put them on paper. Further, each participant in the game must determine which three specific things, actions, people can help, and which three can prevent him from fulfilling his dream, and what a person needs to do in general to make his dream come true.

This exercise works well if the sharing of dreams is creative (skits, creative dream expressions, mimicry).

Warm-up exercises

Exercise "Empty chair".

Participants are divided into the first and the second. Players number one sit in a circle on chairs, number two stand behind chairs. One chair should be left free. The task of the participant standing behind an empty chair is to invite someone from those sitting in a circle to his chair with a glance. The player who noticed that he is being invited must run over to an empty chair. The task of the partner behind him is to arrest the “defector”.

Exercise "Deer".

Participants form two circles (outer and inner), face each other. The host asks: “Have you ever seen the deer greet each other? Want to know how they do it? This is a whole ritual: with your right ear you rub against your partner's right ear, then with your left ear against your partner's left ear, and in the end you need to stamp your feet! After that, the outer circle is shifted by one person, and the ceremony is repeated. " The movement continues until all participants "say hello" to each other and take their original place.

Exercise “Together! Amicably! "

Participants sit on the end of a chair so that they can stand up easily - in one motion. The host announces the number. The task of the players: after the number is named, the number of people that corresponds to the number I named should get out of the group. You need to get up at the same time, immediately after the number is named. If someone is late, the task is considered unfulfilled.

During the execution of the assignment, it is impossible to negotiate and somehow contact each other (whisper, exchange glances). Everyone works independently, relying on analysis of the situation and intuition. The team wins if it completes the task three times in a row without errors.

Exercise "Verbal portrait".

The facilitator offers the participants a warm-up that will help them get to know and get to know each other better. He then gives the player an instruction and a signal to start.

Instruction: “Think how would you describe yourself? What are you? In 5 minutes, describe your qualities without giving a name and without specifying your gender. For example, "Modesty, responsibility, inertia, speed of thinking." Ready? Time has gone. "

The facilitator collects the descriptions and distributes them to the participants in a random order. Now everyone present reads the description that they got, and the group guesses who they are talking about. This helps the players to get to know and get to know each other better.

Exercise "Centipede".

The moderator invites the participants to stand in one line and gives the instruction: “Stand one after another. Place your arms around the waist of the person in front. You are now a centipede. At my command, the centipede begins to move forward, following my instructions. Your task is to maintain the integrity of the chain. Ready? We started "

During the movement of the "centipede" the presenter changes the task (for example: the centipede moves on one leg, in single file, jumping on two legs, etc.) Warm-up can be carried out in large groups, in this case the fate is divided into 3-4 teams.

Exercise "Donkey tails".

The group is divided into two teams of three. The facilitator introduces the rules of the game to the participants: “Let's divide into groups of three. The group forms a donkey. You stand at the back of each other's head. The last of you places his hands on the shoulders of the neighbor in front, and the other puts his hands on the shoulders of the first participant. The last participant attaches the donkey's tail with duct tape. The task of each donkey: to save your tail, but to rip the tails from donkeys from other teams. You can move as you like. At the same time, it is important not to break the chain, that is, not to remove your hands from the shoulders of your partners. Only the first player has free hands - it is the first players who can pull off the tails. The winner is the one who has collected as many tails as possible. "

Completion rituals for group work

The game "Warmth of hands and hearts".

Participants stand in a circle and pass a paper heart with the kindest wishes in the palm of their neighbor. The presenter asks the players to give something else at parting: "You have nothing with you, but there is the warmth of hearts that you can feel - this is the warmth of your palms." All participants shake hands.

Compliments game.

The participants of the game stand in a circle, everyone joins hands. Looking into the eyes of a neighbor, they say a few kind words. The player who accepted the compliments nods his head and thanks: "Thank you, I am very pleased!" - then he says kind words to his neighbor. The game continues until everyone in the circle receives good wishes.

Farewell game.

Participants stand in a circle and place their hands on each other's shoulders. They look at each other affably and say: "Thank you, goodbye, I will miss you very much."

Methodical recommendations to help educators-organizers

Position

on the organization of self-government in the classes

"Accepted" "Approved"

protocol No. ___ __________

dated "____" _________ 20__ Order No. ____

From "____" _________ 20__
Position

on the organization of self-government in the classes

The class is the original cell of social self-government.

The purpose of the class council

To unite the class team in various activities, taking into account the interests and inclinations of students: labor, sports, cultural, press sector.

Class Council tasks

Learn independence, business communication with each other;

Willingness to make decisions and be responsible for their actions.

How the Class Council works

In September, everyone at a class meeting by a general vote selects the head of the class and his deputy, and a representative of the school activists.
It is formed, taking into account the interests and inclinations of students for certain social activities, self-government commissions (labor sector, cultural, press sector, educational, sports).
Develops a plan for a year, a quarter, taking into account the plan of educational work of the squad.
The meeting of the Class Council is held at least once a month.
The class council reviews the totals on a monthly basis.
The chairman, the deputy chairman is obliged to supervise the work of the members of the self-government commissions, twice a month to attend the meetings of the Druzhina Council.
Regulations on the "master class"
as a form of professional training for teachers
"Accepted" "Approved"
at a meeting of the School Council School Director
from "____" _________ 200__

Regulations on the "master class"
as a form of professional training for teachers

1. General Provisions
1.1. Master classes are one of the forms of professional training for teachers and are professional associations of teachers led by a master teacher.
1.2. The master class brings together teachers who want to get complete information about the positive experience of the master teacher and master the programs, methods and technologies offered by him.
1.3. The number of master classes to be opened depends on the objectives of the school and the programs being implemented, on the professional level of the teachers.

2. The purpose and objectives of the master class
2.1. The purpose of the opening of the master class is to create conditions for the full manifestation and development of the pedagogical skills of its participants on the basis of organizing a space for professional communication to exchange work experience.
2.2. Master class objectives:
- generalization of the experience of a master teacher on a specific problem;
- transfer by the master teacher of his experience by direct and commented demonstration of the sequence of actions, methods, techniques and forms of pedagogical activity;
- joint development of methodological approaches of the master teacher and methods of solving the problem posed in the master class program;
- reflection of their own professional skills by the participants of the master class;
- assistance to the participants of the master class in defining the tasks of self-development and the formation of an individual program of self-education and self-improvement.

3. Organization of the master class
3.1. The master class is led by the most experienced and creative teacher. The candidacy is proposed by the chairman of the MC, appointed by order of the director.
3.2. The number of participants in the master class can vary from 3 to 15 people. Enrollment in a school master class is carried out by questioning at the request of teachers.
3.3. The master teacher draws up the master class program and plans its work. The program and work plan of the master class is approved by the methodological council of the school. The content of the work is fixed by the participants in free form.
3.4. During the established period of work of the master class, several directions of the teacher-master's activity can be considered in its classes.
3.5. During the master class, it is recommended to use various methods of work:
· Study of additional literature, its discussion;
presentation of a system of lessons with supervision according to a predetermined plan;
lessons with adults, which demonstrate methods and techniques of effective work with students;
studying the results of the activities of the master teacher and his students;
students' independent development of their own lesson model according to the methodology or technology of the master teacher;
joint lesson modeling;
visiting and analyzing open lessons of the master teacher and participants of the master class;
round tables;
discussion on the results of classes, etc.
3.5. After completing the classes, the master class leader submits information on the results of his work to the methodological council.
3.6. The master class, like any creative voluntary association of teachers, can function for 1 to 5 years in the framework of the implementation of the tasks and programs.
3.7. Based on the results of the master classes, all the accumulated experience is summarized in the form of brochures, books, poster information.

Regulations on the Council of High School Students

"Accepted" "Approved"

at a meeting of the School Council School Director

protocol No. ___ __________ O.K. Platonova

dated "____" _________ 200__ Order No. ____

From "____" _________ 200__

Regulations on the Council of High School Students

The regulation was adopted on 13.09.05 by the Council of High School Students of School No. 2

Student self-government is a form of organizing the life of a team of students, ensuring the development of their independence in making and implementing decisions to achieve socially significant goals.

Self management- management of the life of the school team, carried out by students, based on initiative, independence, creativity, improving their own life, a sense of responsibility, mutual assistance and organizational skills of students.

Upbringing- this is the organization of the lifestyle of children, not events, the main form of life education is self-government, thanks to which the child learns independence, business communication with people, the readiness to make decisions and be responsible for their actions. An important condition for the normal functioning of the progressive development of student self-government is the inclusion in the general school life of each class, ensuring the work of self-government bodies of class collectives in a single direction, centralized leadership.

The main task that the school-wide self-government bodies solve is to unite the efforts of class collectives in various types of activities: social, educational, labor, cultural, sports and tourism.

The development of student self-government is an urgent social and pedagogical task. The participation of schoolchildren in the management of school affairs is a way of teaching children about democracy, preparing them for life in a democratic society.

Goals

1. Providing the necessary conditions for the comprehensive development of the personality and creative self-realization of schoolchildren in accordance with their needs;

2. Acquisition of knowledge, skills and abilities of self-government by children; a democratic style of relationships between students, parents, teachers

Tasks

1. Formation of personality traits of schoolchildren through the organization of their life and activities;

2. Providing assistance to students in knowing themselves and those around them, in adapting to life, social protection of their rights and interests in all spheres of life, in the awareness that the personal manifestation of everyone is possible only in a team.

Principles

voluntariness
democracy and humanism
creativity
collective decision making

To achieve these principles, it is necessary to implement a number of specific tasks.

to provide students with a real opportunity, together with teachers, to participate in forecasting, organizing and analyzing the educational process;
to form in students the need to improve their personality;
foster a positive attitude towards the norms of collective life, foster civic and social responsibility for oneself and the people around them.

The structure of self-government bodies

It should be flexible and variable, take into account the periodic reporting and turnover of the asset, the continuity and consistency in its work, the specifics, capabilities and traditions of the school.

The supreme body of student self-government is the school conference - a meeting of all students in the school.

1. The body of student self-government of the school is the Council of High School Students, which includes creative, initiative children of 9-11 grades. The Council of High School Students is formed on an elective basis.

Composition of the Council of High School Students

> Council "Knowledge" its task is to provide mutual assistance in learning, participation
in the organization and conduct of subject Olympiads, competitions, evenings on
academic subjects.

> Council "Order" its task is to actively participate in the organization
labor education.

> Council "Sports and Health" its task is to conduct sports
events at the educational institution level and participation in sports events of the city and
district.

> Council "Creativity" for the preparation and conduct of KTD.

> Information Council its task is to receive and exchange
information through the creation of lecture groups; in creating media within the school.

Functions of the Council of High School Students

Representing the interests of students in the School Council;

Practical assistance to the teaching staff in organizing educational
process;

Controlling, organizing and conducting public benefit affairs,
KTD. sporting events;

Summing up the results of competitions, providing patronage assistance to primary school students;

Organization of Business Councils in the preparation of events.

The order of work of the Council of High School Students:

To organize the work of the Council of High School Students at its meeting
the chairman is elected;

Chairman-elect of the High School Council, with the aim of facilitating
coordination of the work of the members of the Council of High School Students, appoints from among them
his deputy;

Distribution of duties between members of the Council of High School Students
is made taking into account the initiative and personal opinion of each member of the board
representatives;

The meeting of the Council of High School Students is held at least once in
month. If necessary, the chairman decides to hold
extraordinary meeting;

The High School Council can conduct both open and closed
meetings. All interested parties can be invited to public meetings
from among the parents (or persons replacing them) and teachers;

The decisions of the Council of High School Students are drawn up in a separate document

The decisions of the Council of High School Students, taken within the limits of its authority, are binding on all students of the school.

2. The connecting link between the classroom and the Council of High School Students is the Council of Heads. It includes the heads of grades 9-11.

Main directions of work of the Council of Heads

Communication between the High School Council and classrooms
collectives;

Organization of the assignments of the Council of High School Students in the classroom;

Organization of that part of the case that is carried out within a given class;

Discussion of the results of the case and communication of the opinion of the class to the Council
High school students.

Improving the content of the forms and methods of the educational process in our clubs depends on you, teacher organizer... In order to improve the methodological support of the activities of educational organizers, to improve the quality of work, there was a need to create these recommendations. After all, it is YOU that regulates educational process by creating conditions for maximum self-expression of pupils, meeting their social needs, self-realization of internal resources, maintaining initiative, encouraging self-education, organizing leisure, extracurricular activities, as well as preventing and preventing delinquency among minors.

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Manual.

“To help the teacher-organizer”.

Improving the content of the forms and methods of the educational process in our clubs depends on you,teacher organizer... In order to improve the methodological support of the activities of educational organizers, to improve the quality of work, there was a need to create these recommendations. After all, it is YOU that regulateseducational processby creating conditions for maximum self-expression of pupils, meeting their social needs, self-realization of internal resources, maintaining initiative, encouraging self-education, organizing leisure activities, extracurricular activities, as well as preventing and preventing delinquency among minors.

Our daily pedagogical activity consists of three components: value, technological and personal and creative.Value componentis a set of values adopted by the teacher, perceived by him from different sources throughout his life. The general culture of a teacher is determined by a set of these values. The fact that we ourselves consider such values a priority depends on what values will be brought up in our adolescents.Technological componentallows us to build pedagogical activity as an integral process of solving pedagogical problems. It allows us to view each lesson in the club as a system of work.Personal componentis present in the ability to creatively implement the goals and objectives facing the teacher, to make a personal contribution to the common cause and to be in constant search.

1. Pedagogical skill... This is the base of any teacher with a set of theoretical knowledge and practical skills. It allows us to carry out diagnostics, helps us to overcome stress, master the methods of pedagogical activity and be ready for creative improvisation.

2. Pedagogical excellence... At this stage, pedagogical skill is brought to a high level - automation.

3. Pedagogical creativity... The teacher introduces new ideas, develops his own methodology. In order to move to this stage of professional activity, G. Weinzweig believes that it is necessary to know the “10 commandments of a creative personality”: Be the master of your destiny; achieve success only in what you can; make your constructive contribution to the common cause; build your relationships with people on trust; develop your creativity; cultivate courage in yourself; take care of your health; do not lose faith in yourself; try to think positively; combine material well-being with spiritual satisfaction.

4. Pedagogical innovation... The highest level of professional pedagogical activity, it is reached by a few.

A rough guide for the teacher-organizer to summarize their own pedagogical experience.

Carefully follow the scientific and methodological literature, keep a bibliography on the issue of interest to you.
Save and accumulate materials that reflect your work experience:

Plans, notes;
Creative work of pupils;
Own observation of the development of the club and its pupils;
Own observations based on the results of their activities;

Consider successes and failures in your work and in the work of your colleagues.
To summarize the experience, take the topic that you consider the most important and necessary, more developed methodically.
keep in mind the usefulness of the generalization form in your immediate professional activities.
Make a plan to summarize your experiences.
When working on the text describing your experience, try to present the material concisely, simply, logically, harmoniously, avoiding common phrases, repetition, and pseudoscience.
Evaluate your experience critically. When talking about successes, do not forget to talk about shortcomings, difficulties, mistakes. The main criterion for a good experience is its result.
Select and properly format applications (holiday scenarios, creative work of pupils, bibliography, diagnostic cards, etc.).

Remember that by summarizing pedagogical experience, you help to improve the upbringing of children and move up the levels of professionalism.

A number of functions are leading in the work of a teacher-organizer.

Adaptive function.It allows the teacher himself to get used to the system.activities in adolescent and youth clubs, to children with whom contact is gradually established.

Diagnostic function.The function is to constantly monitor, analyze and take into account the moral and physical condition of the pupils. The teacher-organizer must monitor the level of upbringing and correct the shortcomings of upbringing, know about the state of health at a given time. Unlike a teacher working in the school system, the organizer teacher has the opportunity to deeply understand the psychological characteristics of the personality of each child.

Learning function... It determines the level of pupils' mastery of knowledge and skills, as well as the ability to use them rationally in practical and daily activities.

Educational functiondesigned to induce motivation and form internal incentives. The formation of ideological views, moral characteristics of the individual, the level of formation of patriotism depend on its implementation. Ultimately, the social position of the future citizen depends on it.

Developing function.The pedagogical influence on pupils must correspond to the development of their personal qualities. To do this, it is necessary to study the personality of each pupil and create conditions for his full development, provide assistance and support from the teacher.

Organizational and managerial (design) functionis to attract pupils to the work of the club. In this regard, it is necessary to organize the work in such a way that the children strive to take part in it, show activity. Each child should feel involved in a common cause, clearly understand his role and responsibilities, then he will have a feeling of need. The implementation of this function largely depends on the personal qualities of the teacher-organizer.

Research functionconsists in the study by the teacher-organizer of the personality of each pupil and the team of the club as a whole in order to diagnose, design their development, as well as to form their own pedagogical thinking.

Communicative functionallows you to pedagogically organize communication with children: initiate, support, provide an educational impact through communication, teaches to build conflict-free business and personal relationships of the pupils themselves.

Approximate outline of the outline of the event.

Theme of the event.

The topic should correspond to the age characteristics and the level of education of the pupils of the clubs.

The purpose of the event.

For the successful implementation of the goal, the following set of tasks is usually set.

Educational:

to form an idea, knowledge about ...
introduce…
help to master skills and abilities ...
to broaden the horizons of pupils in the region ...
teach how to work ...
teach to apply the acquired knowledge ...

Developing:

develop interest in ...
develop the ability to ...
develop needs for ...

Educational:

educate personality traits like ...
educate value orientations ...
to form personal qualities such as ...
to introduce children to ...

Holiday decoration.
Form of the event.

There can be the following forms: lecture, conversation, discussion, debate, KVN, excursion, game, quiz, creative work, practical work, conference, concert, project defense, etc.

Scenario of the event.

Its structure should look like this:

Start ... The organizational moment must be prescribed in it.
Main part ... The sequence of the constituent elements of the content and the purposefulness of each of them are logically prescribed here.

Conclusion ... It is very important to conduct reflection at this stage. Objectively evaluate the event, understand how children perceive it.

List of used literature and sources.

How to self-analyze an event?

An approximate scheme of introspection of the event.

What tasks did I set for myself?

Educational:(what new knowledge, skills I wanted to develop).
Developing: (what I wanted to develop in children at this event: speech,imagination, emotions, interest, etc .; how I was going to develop these properties).
Educational: (what ideological ideas I wanted to pass on to children, what qualities and personality traits I helped develop children).

How did I prepare for the event?(I selected literature, manufactured equipment. What difficulties arose at this stage and ways to eliminate them).
What was the idea behind my event.(The sequential course of the event. Whether there were deviations from the plan).
How was the idea of the event realized?

Were there circumstances that prompted you to change the idea of the event? What are the circumstances? How did I deal with this?
What was the creative activity of children?
What individual characteristics did the pupils show?
What are the successes and disadvantages of the event. Their reasons. What suggestions for improving the event would I make myself?
My features of pedagogical influence: respect for children, distribution of attention, content, ability to activate pupils, my nature of the relationship as a teacher-organizer and pupils.
Have I analyzed the event with the pupils: the time of the event, the form of the event, the assessment of the pupils; forecast for further communication.

Analysis scheme of the event.

The main aspects in the analysis of educational activities should, first of all, be:

analysis of the activities of the teacher-organizer and the activities of the pupils;
optimality of the applied forms and methods;
implementation of the set goals;
the relationship between the teacher-organizer and the pupils;
professionalism of the teacher-organizer.

I. General information

Event title.
Date and place of its holding. Who conducts?
The composition of the group of participants in the event: boys and girls, by interests, etc.
Activity: whether it is part of the system or is it an episodic activity.
The purpose of the event: to solve what problems of the classroom team and the formation of what qualities of the personality of students this event is designed
Psychological justification for the choice of this type and content of the activity:

a) compliance of the event with general educational tasks,
b) the age characteristics of students.

II. Analysis of the preparation of the event

1. Who was the initiator of this event and how was it prepared? In what and how was the activity, independence and initiative of the pupils manifested.

2. Methodology for preparing the event:

planning,
development,
participation of children in them.

3. Whether during the preparatory period it was possible to evoke an understanding of the necessity and significance of the forthcoming activity.

III. Event progress

1. How convincingly, clearly, emotionally were the goals and objectives of the upcoming activity revealed to the participants of the event?

2. How meaningful, interesting and organized was the training?

3. What knowledge did the pupils acquire during the event, what social attitudes were formed in the pupils, to what socially useful activity did the event encourage them?

4. What conclusions did the pupils draw during the work and in conclusion? What results have you achieved?

5. How did the event affect the formation of public opinion of the collective and individual pupils, their relationships? What could be the consequences of this event for the development of the team, for the formation of its social orientation?

6. What is its impact on individual learners:

Emotional and aesthetic responsiveness to beauty in art;
Labor ethics, artistic activity;
Aesthetics of behavior.

7. The role and place of the elders (teacher-organizer, psychologist, methodologist, invitees) in this lesson.

8. Methods of work, the nature of relationships, their compliance with educational tasks, age and individual characteristics, the level of development of the team.

IV. General assessment of the educational event

1. To what extent did you manage to achieve educational goals and objectives? Reasons for success, failure, error?

2. General assessment of the educational value of the work done.

3. Psychological and pedagogical conclusions and suggestions.

V. Analysis of the activities of the teacher-organizer.

1. What character traits of the educator contributed to the conduct of educational work with students, which, on the contrary, hindered?

2. What pedagogical abilities were manifested during educational work with pupils?

3. Was the pedagogical tact of the teacher-organizer manifested and in what way? Cases of tactlessness of the teacher-organizer.

4. Did the mental state of the teacher-organizer facilitate or hinder the conduct of educational work and why?

Functions of pedagogical diagnostics.

An essential aspect of the activity of a teacher-organizer is diagnostic work.

In the pedagogical process of the work of children's and teenage clubs, diagnostics performs the following functions:

Informational:

Obtaining information about the participants in the pedagogical process;

Revealing the relative level of the child's development;

Predictive:

Contributes to the identification of potential development opportunities for pupils;

Predicts the effectiveness of the educational process;

Estimated:

Determines the effectiveness of using various means and methods in the work;

Research:

Through various diagnostic methods, the child learns his capabilities, creating conditions for self-development;

Educational:

Creation of conditions for the development of personality, education of various properties and qualities of the personality.

The use of diagnostic methods requires compliance with the following rules:

Diagnostics should not be an end in itself;

It must be carried out in a planned and systematic manner;

Diagnostics must be carried out in the natural conditions of life and activity of the pupil;

It is necessary to take into account the gender and age characteristics of children;

Rely on pedagogical optimism;

Constantly enrich the arsenal of methods, diagnostic techniques;

Comply with professional and ethical principles;

Ensure sovereign individual rights, confidentiality.

The diagnostic card is a characteristic of the club's team.

FULL NAME.

m / d

Intelligence

about parents

State

Health

Dignity

AND

Flaws

Self-esteem

Interests

Enhanced abilities

Culture of behavior

Position in the team

Approximate psychological and pedagogical characteristics of the club.

General information.
Physical health of pupils.
Characteristics of the children's team, interpersonal relationships.
Participation of pupils in the social life of the club.
Characteristics of the cognitive activity of pupils.
Roles of parents in the life of the club.
The main problems of the club.
Pedagogical tasks of the head of the club, teacher - organizer in working with pupils.
what sources of information and methods of studying pupils were used in drawing up the characteristics.

An indicative program for studying the personality of the pupil.

1. General information about the pupil.

1.1. Where does he live. Who his parents work with. The composition of the family, its financial situation.

1.2. The cultural level of the parents. Relationship in the family.

1.3. The nature of the upbringing in the family. The influence of parents and older family members on the student's activities. Application of rewards and punishments.

1.4. Friends. Their influence.

1.5. The student's health status (as reported by the school doctor).

2. The general level of development of the pupil.

2.1. The general development of the pupil, his outlook. Culture of speech, erudition, breadth and stability of interests, visiting theaters, museums, watching television.

2.2. Attitude towards physical labor. How does self-service relate? How does he carry out public assignments of a labor nature. Does he / she participate in labor outside the club.

2.3. The level of discipline of the student. Has the skills and habits of cultural behavior. Politeness in dealing with adults, comrades. Neatness and tidiness in everyday life.

2.4. Student interests and inclinations. Interests in literature, art, technology, sports.

3. PUBLIC PERSON AND PUBLIC WORK OF THE STUDENT.

3.1. Participation in the social life of the club. Interest in the life of the club and activity in social work.

3.2. Performing community service. Conscientiousness. Ability to bring the work started to the end. Ability to involve other pupils in the work. Ability to lead and obey comrades.

3.3. Place of the pupil in the club team. Whether he is connected with the collective or divorced from it. The attitude of the pupils of the club towards him. Does he enjoy respect and authority in the club.

4. BASIC PERSONAL FEATURES OF THE STUDENT.

4.1. Public consciousness. The motives of his community service.

4.2. The moral qualities of the student. Interest in current events. Willingness to help the club. Truthfulness and honesty, integrity and modesty. Does he show sensitivity and attention to his comrades, does he help them.

4.3. Strong-willed character traits. Purposefulness and activity, independence and initiative. Organization, endurance, self-confidence. Persistence, determination, perseverance, self-criticism. Lack of will.

4.4. The peculiarity of the student's temperament and his mental processes. Strength, balance and mobility of the nervous processes. The processes of excitation or inhibition prevail. Is it easy for the student to switch from one activity to another. Features of emotional and intellectual processes: speech, attention, memory.

5. Pedagogical conclusions. Possible lines of correction in educational work with this pupil.