To the young specialist

Advice for young teacher

1. Come into the office a little earlier call, make sure everything is ready for the lesson, whether well placed furniture are clean board, were prepared TCO, visual aids. Come to class last. Ensure that all students are welcomed you organized. Examine the class - especially unruly children. Try to show students the beauty and attractiveness of the organized begin the lesson, strive to ensure that it took each time less and less time.

2. Do not waste time searching for the page of your subject in a classy magazine, it can be cooked on the reverse. Do not accustom attendants leave a note on the table with the names of teachers absent.

3. Begin the lesson vigorously. Do not ask the question: Who did not do their homework? - It teaches students to think, if the failure of homework - it is inevitable. Keep a lesson so that each pupil was constantly engaged in business, remember: pause, sluggishness, idleness - the scourge of discipline.

4. The students are addicted to interesting content material creation of problematic situations, mental stress. Control the pace of the lesson, help the weak to believe in themselves. Keep an eye on the entire class. Especially watch out for those who have the attention of non-sustainable, who is distracted. Prevent attempts to disrupt the working procedure.

5. Requests, questions a bit more often to students who may be engaged in the lesson extraneous matters.

6. Motivating knowledge assessment, give your words business, interested in nature. Specify student over what he should do some work to earn a higher score.

7. Finish the lesson overall assessment of class and individual students. Let them feel satisfaction from the results of their labor. Try to notice the positive work of unruly kids, but do not do it too often and for little effort.

8. Stop the lesson with a call. Remind about the responsibilities attendant.

9. Abstain from unnecessary comments.

10. indiscipline students try to do without the help of others. Remember: the establishment of discipline in using someone else's authority does not give you a good, but rather harm. Better to seek the support of the class.

To help the young teacher.

guidelines

Memo summarizing the experience of the teacher

     Look carefully for scientific and methodological literature, keep a bibliography of literature related to your question.
     Preserve and materials that reflect the experience of your work, plans, notes, teaching aids, writing topics students, their questions, answers, his observations of the spiritual development of pupils. Celebrate while your doubts, failures.
     In choosing the theme for the generalization of the experience, try to take into account the successes and shortcomings in your work and your companions. It is advisable to take a topic that you think is most important and necessary, and try to draw it as accurately as possible, specifically.
     Determine the form of generalization. This can be a report, article. But it is possible to generalize the experience and different. For example, lead in your training materials (plans, cards, charts, types of exercises independent students), accompanied by a brief explanation.
     Jot down a brief outline for the topic (3-4 basic questions), then make the theses on the subject. Recall and place in terms of the facts, which will be used as the basis for your conclusions. Again and again, ask about the plan; already in it to be the main idea and the logic of presentation topics.
     Next report. First - a draft. Prior to the introduction of a limit prune, avoid common phrases, do not aspire to write "pseudo-scientific". Literature uses not to repeat what was said, and to deepen and systematize their observations and conclusions.
     Evaluate practical experience. Talking about success, do not forget to tell us about the shortcomings, difficulties and mistakes. The main criterion of good experience results. A story about the experience unconvincing and little interest if it does not show how the students grow and develop.
     Material try to expound briefly, just, logical, orderly, avoiding repetitions.
     Working on the theme, the Council with the team, with his colleagues, tell them about their difficulties, doubts. So may appear valuable thoughts, necessary facts.
     Pick up and properly Arrange application (charts, maps, tables, student work, reading lists, etc.)
     Remember that, summarizing teaching experience, you are performing an important public duty of contributing to the further improvement of business training and education of children, youth.

     Instructions for preparation of thematic plan (tentative scheme)

     General Questions plan:

     1 - the date;
     2 - the number of the lesson on the topic;
     3 - the theme of the lesson;
     4 - the type of the lesson;
     5 - triple challenge of the lesson;
     6 - learning methods;
     7 - Repeated material actualized supporting knowledge and skills of students;
     8 - types of knowledge control and feedback;
     9 - planned knowledge and skills, the formation of which will be in the classroom.

     Particular issues addressed in the lesson:

     1 - implementation of the educational potential of the lesson;
     2 - to communicate educational material with life, with practice;
     3 - didactic means the lesson;
     4 - independent work of students in the classroom;
     5 - the methods of this lesson in the classroom;
     6 - homework (reproductive character and creative).

The story of a young teacher in five conflict

                                      Task with three unknowns

Before our hero will go to school, a small comment. Who is he - a young man who graduated from college?

Firstly, as a professional, he is still quite weak - handing the institute exams he learns facts that just formed in his mind a certain amount of knowledge. As you know, to really know the subject, it is often necessary at the very audience to read the course. Such practices have a young man, of course, not.

Second, he has not the slightest idea of ​​whom he will have to work with. Yes, he graduated from high school 5-8 years ago, but, on the one hand, everything in our lives is changing very rapidly, on the other - this burden may hinder his memoirs: to objectively evaluate myself as a student, he had no experience again.

And third (although it must be put on the importance in the first place), he does not understand that his first job - a decades-established system with certain rules, laws, traditions and stereotypes.

And begins to solve puzzles with the above three unknowns. At first it all in school smile, brand new work book placed in the personnel department, the first days and weeks - elation and complete euphoria. And then inevitably start conflicts.
The conflict first
ADMINISTRATION

The fact that school principals and head teachers teenager today - There is a strange and totally incomprehensible - to talk about it does not make sense. School trips, disco or prom night - always a moment of extreme danger, requiring the teaching of general mobilization, block inputs and outputs and the transfer of all human resources in the "willingness number 1".

But the young teacher - is also "weird beast." By age differs from odinnadtsatiklassnikov not so much (which is a term of 5-8 years for the fiftieth director?)

In addition, the notion of specificity profession a neophyte in terms of a school administrator, no - he does not know samyhochevidnyh things. I remember that on the third day of my work head teacher slammed the door in my face, saying, "Fill roditelku journal, do not forget the odds and come on Friday MO." What was meant understand any little people working in schools. For me, then it turned out a complete revelation. Young teacher is faced with such a volume of school documentation that begins to feel its full incompetent.

As a result, the entire first year of the young person understands very little of what is happening and tries to fit into the proposed framework. As a result, during this period he makes a lot of mistakes, each of which can be "awarded" severe reprimand or even dismissal. Patiently, attentive administration that could calm the young specialist, without nerves all sensibly explain - a rarity, so even without a teacher reprimands writes mountain explanatory memo and with motivation and remorse regarding another "horrible" act which he has committed, not knowing how to act.
conflict second
PUPILS

First enters the class, the teacher opens cooked synopsis and thought: "So, the theme of the lesson we have today so ... I'll start with this, go to it, ask such a question, etc." But the bell rings, the children are seated, and ... things go awry. The fact that just seemed so interesting, does not cause any revival in the class, the question is too difficult to formulate, and his disciples did not understand, because accustomed to the environment of the institute student said yesterday insanely complex structures.

New teachers are always students begin to "punch" to try, that is, "to the weak." In difficult class this may take a very extravagant forms, reared children will spend this stage calmer. But he is sure to be: can start banging or loud talking, not noticing improve teacher voices can (high school) to issue something shocking, can fundamentally just shut up, to see "what will happen?". For a young teacher who does not understand that it simply checks the situation looks as completely out-of-control and requires an immediate response.

Compounding the situation is also the fact that the children see the young man, interesting: "Well, what he would do if we ..." If the teacher with honor out of time pressure - his honor and praise, if in this experiment lost - bad thing: to restore its credibility it will be very difficult.

Generally the most significant problem for the young teacher in the early days of work - is the ability to "keep the class." To 30 people during the lesson were directed by track, requires energy abyss, instant reaction, rapid transitions from relaxing to work and simultaneous creation of a feeling that the whole process is easy, free and natural.

Only time will come to understand that the teacher in the classroom - slalom, which is required to pass a series of mandatory flags on the track (strong points of the lesson), but otherwise you can surrender to the will of children. Children somehow subconsciously feel that the teacher hard, and start helping, readily come to the dialogue, rather than with the older-age teachers, performs predetermined, their own "plug" especially unbelted classmates. But this is possible only if the children feel that they face sincere, not indifferent to them people.

Baby heat explicit or implicit, a young teacher feels very strongly, and this on the back burner back many unsolved problems.
conflict third
routine business

Returning home, the teacher sits down to work. On the one hand, does not release a so-called turnover.

Writer rereads voluminous texts raises philological study examines the works and writes for each review.

Russists in middle school every day (!) Must check the stack of exercise books (well, if one class).

Mathematicians and physicists seek out and solve entertaining puzzles.

The historian must be aware of all the latest developments and research. Etc.

All this takes a lot of time, and, as practice shows, the first year teacher who wants to work has almost no free time - at home or at work, he lives by the school.

On the other hand, he constantly feels the need to read. Firstly, in the specialty and, secondly, fiction, not to lose face in front of the students. And thirdly, he is forced to take an interest in works on psychology and pedagogy - to understand who is sitting in front of it, as it is perceived and why once again "such a beautiful concept" of college textbooks was greeted by schoolchildren cool.
conflict fourth
COLLEAGUES

Obviously, the young professional who comes to school, less experienced than his colleagues in the school the first year or even a decade. Lack of knowledge on the subject, technique, psychology, skills, contact with students, in general, all that is called professionalism.

Theoretically, the normal would be a situation in which the older generation of professionals would gradually transfer experience to young. But the theory, as usual, at odds with the practice. I do not know, maybe it's my exclusive negative experience, but from what I've seen, actually transfer the experience occurs. Many more can be heard: "And what you just learned in the institute?" Or "How do you and do not know ?!"

As is the case with the administration, often from the perspective of his colleagues, a young teacher does not know the "basic things". In most cases, a recent graduate of the university can be a much more competent in the specialty than graduated from the Institute for 20-30 years before him.

In my first year teacher of the highest category with 30 years of experience warmly assured me that the structuralist school Lotman - the vanguard of modern philology, named E. Meletinsky she never heard. Talk about receptive aesthetics and hermeneutics that really interested me at the time, was not with anyone.
conflict fifth
PARENTS

God forbid you work in a school first year teachers received classroom management! In very rare cases, parents are wise enough and considerate to give the teacher the opportunity to quietly professional life. It is quite understandable anxiety for the fate of their own children (mature teacher unequivocally commit fewer mistakes and teach better), but the teacher that does not help.

Naturally, triggered age point: not everyone can seriously listen to advice from the 22-23-year-old young man. The main argument becomes obvious: "What do you say to us, if you have no children of their own. That will be - will understand! "

What makes matters worse is that we have, as you know, everyone knows everything about their children better than anyone and completely sure how and what they should teach. Something to argue with such an approach is very, very problematic.

As a result, if the side of the young teacher becomes administration (see para. 1), the resist parental pressure recent graduates of the Institute is very difficult.

The approximate scheme of self-examination of the lesson the teacher

                    The approximate scheme of introspection lesson the teacher.

1. Characteristics of the class.
A) It describes the structure of interpersonal relations: the leaders, outsiders; presence of gangs, their composition; interaction patterns of personal relationships and organizational structure of the class.
B) Then you need to describe the shortcomings of the biological development of students: defects of vision, hearing; somatic weaken; features of higher nervous activity (excessive lethargy or irritability); abnormalities.
B) After that you should describe the shortcomings of mental development, poor development of the intellectual sphere of certain members of the student community; weak development of volitional in individual students; weak development of the emotional sphere of the individual. Next is a description of the development of mental properties: the absence of cognitive interest, needs, knowledge, attitudes to the teaching; shortcomings in the relationship of the individual to himself, teacher, family, team.
D) After this you can proceed to the analysis of the shortcomings of preparedness of students of class: the gaps in actual knowledge and skills; problems in the skills of educational work; defects in the habits and culture of behavior.
D) We then consider the shortcomings of didactic and educational influences of the school, after which the disadvantages of influence of family, peers, extracurricular environment.
(Of course, it is not necessary for each lesson give introspection as a detailed description of the class in which he prohodil.Odnako introspection lesson teacher differs from its analysis of the head so that it is oriented not only to a particular class, but Mr. specific students)
2. Then analyzes external communication lesson: set the place and role in the study of the lesson topic; nature of the relationship with the previous lesson and subsequent lessons.
3. Characteristics of the threefold purpose of the lesson, drawing on the characteristic of the class, which is necessary to achieve the knowledge and skills based on the specifics of student community; which provide educational impact on students; What qualities begin, continue, finish developing.
4. Characterization of the lesson plan (plan): What is the content of teaching material; as will assimilate his disciples, that is, What are the teaching methods and forms of organization of cognitive activity; some of the stuff they can learn themselves; which part of the material will require the help of a teacher at a hundred and assimilation; that must be secured to remember, and use that for illustration only; that of earlier studies are needed to repeat and to rely in the realization of the new; how to consolidate the newly learned; that will be fun and easy, and that it was difficult; how will be achieved in the classroom raising and educational objectives.