Planning work with parents (persons in their stead)
Planning work with parents (persons in their stead).”
Contents and types of planning of the teacher’s work with the family.
Creating a plan for a teacher’s work with a family means developing a project for the educational process, in which the tasks and means of their implementation and achievement are clearly defined.
Planning largely determines the results and effectiveness of the educational system. Purposeful and clear planning helps teachers avoid many mistakes and negative phenomena. A well-founded plan allows you to outline general prospects and specific ways to solve the educational tasks set.
As pedagogical practice shows, a plan is often treated only as an administrative requirement, and the planning process, unfortunately, is limited to the framework of drawing up and writing a plan. With this approach, the plan is undoubtedly of a formal nature and cannot be
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a guideline for activities. The effectiveness of the results achieved and the success of any activity largely depend on how competently this activity is planned.
The purpose of the plan is to streamline teaching activities, ensure the fulfillment of such requirements for the pedagogical process as planning and systematicity, controllability and continuity of results. In the most general sense, a plan is a document indicating the substantive guidelines for an activity, defining its order, volume, and time boundaries. It performs the following functions:
ü guide, defining, i.e. specific directions and types of activities;
ü predictive, i.e. indirectly reflects the plan, presents results through specific actions;
ü coordinating, organizational, i.e., on the one hand, it reflects how, by what means the activity is organized and who is its subject and object; on the other hand, it indicates the order of activity, its relationship with other types, and also reflects the interaction of subjects of activity, determines its place and time, answers the questions: who, what, when and where should do it;
ü control: firstly, the teacher himself, using the plan, can control the implementation of the goals; secondly, according to the plan it is easy to check how much it corresponds to reality; Moreover, the level and quality of the plan to a certain extent indicate the professional competence of the teacher;
ü reproductive (reproducing), i.e. after any period of time according to the plan, you can restore the content and volume of work completed
work" With proper organization of planning, the plan will become non-formal
paper, but a document that can protect the teacher from unreasonable demands and claims, proving a systematic approach to organizing the pedagogical process. Therefore, first of all, it is necessary to treat the plan as your own working document, which is needed by the teacher himself, and not by the administration, in order to act not chaotically, but in accordance with his plan, goals, capabilities and requirements for the pedagogical process.
In the practice of work of kindergarten teachers, the following types
of plans
: annual - a work plan for a kindergarten, including the main events of the school year, long-term, which specifies the assigned tasks at a certain point in time, taking into account requests
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parents and their level of pedagogical literacy. If necessary, educational action plans are drawn up.
Planning interaction with parents is one of the most important areas of work in raising preschoolers. Teachers need to realize that parents are the customers of educational and educational services provided by preschool education institutions. Therefore, it is so important that during the educational and training processes carried out in kindergarten, sufficient attention is paid to improving the pedagogical level of mothers and fathers. Planning includes a wide variety of forms and methods, using which teachers can be confident in the high effectiveness of working with parents. The annual plan of the institution contains the main directions along which interaction is carried out with parents, teachers and children, that is, with all subjects and objects of the pedagogical process.
Collective (group, frontal) forms of work should be rationally combined with individual work with individual parents. Plans must certainly provide for a variety of activities and define methods and techniques of organization and management.
In planning the content of work with parents, the preschool educational institution plays a role and, as a rule, is a priority. For example, if this is an artistic and aesthetic direction, then the emphasis is on the essence and tasks of aesthetic education, their solution in different age groups. It is advisable to introduce parents to the organization of leisure and holidays in institutional and family settings, and to involve them in the preparation and conduct of such events. The topics of communication with parents may include problems of teaching children to draw and develop musical perception. It is good to involve specialists in the consultation (for example, a psychologist, music director, art teacher), and conduct open screenings of children's creativity.
Planning work in a preschool educational institution gives the process of education and upbringing of children an organized character, which makes the teacher’s work more meaningful and effective. The main purpose of planning is to ensure the achievement of set goals and objectives.
Requirements for planning work with parents.
The plan is an assistant in constructing educational work if it meets a number of requirements.
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1. The purposefulness of the plan, that is, the planned content and forms of work, provides for the implementation of specific goals and objectives. Every deed and action should contribute to solving the assigned tasks. Depending on the purpose, each form of work has its own specifics in its use.
2. The plan is focused on meeting the needs and interests of parents.
3. The plan is the result of joint creativity of teachers, children, and parents.
4. The work plan provides for the connection of the educational process with practice.
5. Focus on the comprehensive nature of plans, which implies: a) diversity of content and forms of work; b) positive impact on various aspects and personality traits;
c) inclusion of parents in different types of activities; d) the integrity of the impact on consciousness, feelings, behavior.
6. The plan provides for the creation of conditions for parents to choose various types and forms of activity.
7. When planning, it is necessary to ensure continuity of the content and forms of activity: to exclude unjustified duplication, to take into account previous experience, to see prospects in the work.
8. The specificity and expediency of the plan, the validity of the planned work, which involves taking into account the characteristics of each student and teaching team, their level of development, established traditions, the pedagogical validity of the planned work in accordance with the tasks of the team.
Knowledge control
on the topic “Planning work with parents (persons in their stead).”
Questions:
1. List the basic requirements for planning work with parents.
2. What is included in the content of planning the work of a teacher with a family.
3. Types of planning of interaction between the teacher and the family.
Recommended topics for practical classes:
1. Analysis of the annual plan for the work of the kindergarten with the family.
2. Drawing up a long-term plan for working with the parent community in the preschool educational institution.
The topic is vast
Types of planning
The preschool educational institution uses a three-level planning system. It includes:
- Strategic (long-term) planning. It defines the main goals of the kindergarten for 5-10 years, as well as ways to achieve these goals and the resources used. Planning includes the concept and development program of the preschool educational institution, educational program and graduate model. Strategic planning is carried out by the head of the preschool educational institution with the participation of the institution’s staff and parents.
- Long-term (short-term) planning . It covers the development of the child care facility for the coming year. Responsibility for developing annual plans lies with middle managers: senior educator or methodologist. Educators are also involved in this work - they participate in drawing up general plans for preschool educational institutions, and also develop long-term plans for their group. The annual plan includes not only educational, educational and recreational activities in groups, but also advanced training of employees, methodological work with preschool teachers, and work with parents.
- Scheduling . The calendar plan describes the work of a preschool teacher for a month, a week and a day.
For a senior educator, this is a monthly or weekly plan for working with educators, and for an educator, the plan can be weekly or daily and describe work with children and their parents.
Planning the educational process
Planning
– this is an advance determination of the sequence of educational work, indicating the necessary conditions, means, forms and methods.
To create a planning system in a preschool educational institution, several different types of planning are used:
1. A long-term development plan or development program for a preschool educational institution, drawn up on 3
of the year;
2. Annual plan of the preschool educational institution;
3. Thematic plans (by main types of activities);
4. Individual plans of specialists and administration;
5. Schedule and long-term planning in a specific age group.
Let's take a closer look at the two types of planning necessary for a teacher - long-term and calendar-thematic, since in practice it has been proven that teachers, using only a calendar plan, much more often make mistakes in planning.
PRINCIPLES
PERSPECTIVE AND CALENDAR-THEMIC PLANNING
— When planning, it is necessary to take into account three basic principles aimed at preserving and strengthening the health of children:
1. Compliance with the optimal educational load for children (the number and duration of classes meets the requirements of SanPiN).
2. Compliance of the planned pedagogical process with the physiological growth and development of children (biorhythms are taken into account, complex classes are planned on Tuesday, Wednesday).
3. Taking into account medical and hygienic requirements for the sequence, duration of the pedagogical process and especially for the conduct of various regime processes.
4. Taking into account local and regional climate characteristics.
— The comprehensive program was compiled taking into account the climatic conditions corresponding to our region and does not need correction.
5. Taking into account the time of year and weather conditions.
-This principle is implemented during walks, hardening and recreational activities, and environmental classes.
6. Taking into account individual characteristics.
— It is necessary to know the child’s temperament type, his hobbies, strengths and weaknesses, and complexes in order to find an approach to his involvement in the pedagogical process.
7. Reasonable alternation in terms of organized and independent activities.
— Directly organized educational activities (DEA), games, club activities, joint work of children and the teacher, as well as free spontaneous play activities and communication with peers.
8. Taking into account changes in children’s performance during the week when planning classes and requirements for their compatibility.
— Planning classes with maximum mental load on Tuesday and Wednesday, alternating static classes with classes with high physical activity.
9. Taking into account the level of development of children.
— Conducting (GCD), individual work, games in subgroups.
10. The relationship between the processes of training and development.
— Learning tasks are planned not only in classes, but also in other activities.
11. Regularity, consistency and repetition of educational influences.
- One game is planned several times, but the tasks change and become more complicated - to introduce the game, learn the rules of the game, follow the rules, cultivate a friendly attitude towards children, complicate the rules, consolidate knowledge of the rules of the game, etc.
Let's consider, using the EXAMPLE of the role-playing game “Family”, what tasks can be planned within 1 – 2 weeks:
Day 1 – Help children develop the ability to follow the rules of role behavior;
Day 2 – teach children to come up with a game plan in advance;
Day 3 – promote unification with the game “Shop”, pay attention to
communication culture;
Day 4 – promote the use of substitute items in the game;
Day 5 - cultivate a friendly attitude towards children.
12. Inclusion of elements of activity that promote emotional release
— Psycho-gymnastics, relaxation daily, as well as color therapy, music.
13. Planning is based on the integration of the efforts of all specialists.
-It is necessary to interact with specialists, plan work on one topic, conduct individual work to prepare for classes, and conduct integrated classes.
14. The planned activity must be motivated.
Motive is interest, desire.
The motivation is practical - to learn how to do it.
Game motivation (use of game techniques in class N: Buratino came to visit, something happened to him, we need to help. How?..).
Motivation is cognitive (interest in new information - Do you want to know how birds live in the forest?...).
15. Plan a variety of activities that contribute to the maximum possible
unlocking the potential of every child.
In order to implement this principle, it is necessary not only to plan a variety of activities, but also to create a full-fledged subject-development environment in the group: corners - environmental, sports, theatrical and musical, patriotic (in the art. gr.), artistic speech, manual labor, mummering (in the early age group and younger) – in Art. gr., sensory; , “Entertaining Mathematics”, an area of role-playing games.
16. The planned activities of the teacher with children should be based on the general objectives of the preschool educational institution.
It is expected that parents will be required to be involved in the general educational process. (consultations, conversations, educational work - “What to teach at home?”, “What should a child know and be able to do by the end of the year?” Doing homework in notebooks is given only on weekends.
CONDITIONS FOR SUCCESSFUL PLANNING
1. Knowledge of software tasks.
2. Knowledge of the individual capabilities and abilities of children.
3. Using the principle of repetition with increasing complexity of tasks (3 - 4 times) with a small interval.
It is very convenient to use task tables for all sections of the program.
4. Joint drawing up of a plan by both educators. As well as a constant exchange of opinions on the results of observations of children: how they learn the material covered, how they perform their duties, what their behavioral skills are, manifestations of what character traits were observed, and so on. Thus, the main part of the plan is outlined by both educators, and the details are outlined by each individual.
ADVANCED PLANNING
Long-term plan -
compiled for a quarter or a year (corrections during work in a plan of this type are acceptable).
In the long term it is planned:
1. Goals and objectives (for the quarter);
2. Types of children's activities:
a) gaming activity;
b) communicative;
c) productive (drawing, modeling, appliqué, manual work with various materials);
d) educational and research activities (observations, familiarization, experiments,
experiments);
e) musical and artistic activities (speech, theater, musical, gaming,
figurative);
f) elements of work activity;
g) reading.
3. Working with family.
CALENDAR AND THEMATIC PLANNING
Calendar and thematic planning –
structures the content of the educational process. In order to develop a detailed calendar and thematic plan it is necessary:
1. Establish the volume of the plan in conditional teaching hours.
2. Determine the topic, content, and number of educational activities for each topic.
For example, Vegetables - 2 lessons, Lifestyle - 6 lessons, Seasons - 4 lessons.
3. Select the optimal forms of conducting educational activities and teaching methods to achieve your goals and objectives.
4. Educational activities are planned at special times.
Other activities can be added as needed as scheduling progresses throughout the year.
CALENDAR PLANNING.
Goal: Organization of a holistic, continuous, meaningful pedagogical process.
The pedagogical process is a set of various activities and phenomena aimed at teaching, developing and educating children from goal to result.
The pedagogical process is a joint activity between the teacher and the child.
Calendar plan –
provides for planning all types of children's activities and the corresponding forms of their organization for every day
.
The calendar plan is a mandatory document (since 1987).
The components of scheduling are:
1. Purpose. It is aimed at development, education, training.
2. The content (types of actions and tasks) is determined by the program.
3. Organizational and effective component (forms and methods must correspond to the assigned tasks).
4. Result (what was planned at the very beginning and what was received must match).
The goals and objectives planned in the calendar-thematic plan must be diagnosable. For example, cultivating a love for nature is not a diagnosable goal, but developing a caring attitude towards the flowers in the flower garden (watering, not picking, etc.) is a diagnosable goal.
The calendar-thematic plan should be drawn up for one day, but practice shows that teachers, working in pairs, alternately draw up a plan for 1 - 2 weeks. Let's consider what events and in what period of time need to be planned:
COOPERATIVE ACTIVITY.
MORNING. Target:
create a cheerful, cheerful, productive mood.
In the morning period of time, you can plan all types of activities at the request of the children (games, communication, work, individual work, etc.), but they must meet the following requirements:
1. The activity should not be long (15-20 minutes), the child should see the result of his work. For example, role-playing and construction games are lengthy and are not planned in middle and senior groups.
2. It is not advisable to plan activities in the morning that involve a lot of
preparation.
3. You cannot plan activities in the morning that involve
use of piercing and cutting objects.
4. In the morning we plan only activities that are familiar to children.
5. Morning exercises are planned. The complex learned in physical education class
changes after two weeks.
WALK. Target:
provide highly active, meaningful, varied, interesting activities and relieve fatigue.
The walk begins with observation if it was preceded by a dynamic activity (musical, physical education, choreographic, etc.) and begins with an outdoor or sports game if there was a static activity before the walk. Let's take a closer look at what you need to plan for your walk:
1. Observation (of weather, nature, transport, adult labor, seasonal
changes in clothing, etc.). Observations of natural phenomena are carried out
more often.
2. Outdoor game (plot “Geese-geese...”, plotless “Day - Night”,
competitive - “Who is faster”), in which all children of the group take part. It is planned taking into account the weather and the characteristics of the season.
3. A sports game, exercise or elements of a sports game are planned in
senior groups (badminton, basketball, football, hockey, small towns).
4. Didactic games, round dances, fun, creative.
5. Individual work on the development of movements, in preparation for
classes (mathematics, speech development) with children who have not mastered
material (3 – 7 minutes), with gifted children, on preparing for the holidays.
6..Work in subgroups (at the request of the children - what they want to do). In babies
it is necessary to create the need for labor.
It is not necessary to follow the sequence of actions during a walk; it all depends on the mood and desire of the children.
7. Conversations are planned on the culture of communication, on the education of moral qualities.
EVENING. Target.
Create a joyful mood so that the next day the child will be happy to go to kindergarten. At this time it is planned to:
1. All types of games - board-printed, role-playing, construction,
mobile, didactic, developmental, theatrical. Desires are taken into account
children's needs.
2. Entertainment, holidays, surprises conducted by the teacher are planned once
per week (Thursday or Friday).
Approximate names of the holidays: the holiday of “Soap bubbles”, “Balloons”, “Paper snowflakes”, “Thread (paper) dolls”, “Fluffies”, “Flying pigeons”, “Jumping frogs”, “Funny words”, etc. Also Various types of theater are planned, mini-concerts at which children perform their favorite poems, songs and dances; New toys are brought in and played with.
3. Labor (manual labor, household labor (cleaning, washing), collective, in subgroups.
There is no need to plan a familiar type of duty; only innovation is reflected in the plan.
4. Individual work on all types of activities. According to fine art
activity, design before the lesson, the lesson is the result of the work
teacher Before class, it is advisable to plan individual work with
timid, “weak” children in this type of activity, in order to
These children felt more confident during the lesson.
5. Reading fiction.
6. Working with parents.
7. Work on ZKR.
In order to systematize activities outside of class in a plan, a cyclogram is needed.
Direct educational activities.
Recording GCD in the calendar plan must be done as follows:
Subject.
Objectives (program content).
Objectives (educational, developmental and educational). What to form, what mental processes to develop (thinking, memory, eye, curiosity, etc.) and what moral qualities to instill. Triple tasks are mandatory.
For example, it is not recommended to write down such tasks as “teaching to listen carefully,” since the ability to listen, remember and carry out what the teacher says needs to be taught in all educational activities.
For example, to cultivate - goodwill, the ability to take care of children, express sympathy, not interrupt the speaker, the habit of behaving calmly in the room (don’t make noise, don’t run), c. negative attitude towards rudeness, greed, etc.
At the end of each quarter, final activities are planned in the form of quizzes, KVNs, and entertainment.
Equipment.
Activation of the dictionary.
Methods and techniques.
Source.
FORMS OF PLANNING
Forms of planning depend on the program and on the professional level of the teacher. The following forms of planning exist:
1. Text
- the most detailed form of plan. It is necessary for beginning educators. It describes in detail all types of activities, tasks, methods, and forms.
2. Grid diagram.
Page 1 – list of children.
Page 2 – activity grid.
Page 3 – the main tasks of training, development and education (no more than 10). These tasks are set throughout the week, in all types of activities.
For example, we write down the game “Wonderful Bag”, and next to it is the task number in parentheses.
A list of children in subgroups of 2 to 6 children is located at the end of the notebook and filled out in pencil, since the composition of the subgroups may change during the year. The younger the children, the more subgroups there are. Subgroups are formed according to the children's sympathies.
Planned events should be interconnected by the same topic throughout the week. The complication of each event should be a continuation of yesterday's events. The grid diagram is used by experienced educators.
3. Block planning
– an option for creative, responsible educators.
During the week, one object, phenomenon or theme is played out.
This form of plan is feasible in early childhood and junior groups.
For example, Topic “Fish” Speech development Reading the poem “Where the Fish Sleeps”
Drawing – “Let’s draw a tail for a fish”, Object world – “Multi-colored fish”, etc.
The main criterion by which the quality of a good plan is determined is providing each child with meaningful and interesting activities.
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Structure, planning stages, lesson requirements
Methodological recommendations for preparation
and teaching a lesson
(structure, planning stages, lesson requirements)
LESSON - a form of organizing educational work at school, in which the teacher studies within a precisely set time frame with a constant composition of students (with the class) according to a fixed schedule, using a variety of methods to achieve his didactic and educational goals, determined by the curriculum. A lesson is interaction and communication between teacher and students. When preparing for a lesson, the teacher determines its goals and objectives, teaching methods and techniques, and prepares a text or outline to be implemented. To monitor the success of learning in a lesson, the teacher needs to notice the mental state of the children, keep the entire class in sight, manage their behavior, pay attention to the characteristics of the educational activities of individual students, and maintain order and discipline.
The main features of the lesson:
— permanent composition of students;
— each lesson is time regulated and included in the schedule;
— students’ systematic acquisition of knowledge, skills, experience in creative activity and social relations is ensured by the leadership role of the teacher;
- a combination of frontal, group and individual forms of student work in the lesson;
— variety of teaching methods;
— the presence of systematic ongoing individual control.
Main stages of the lesson:
- An organizational moment that characterizes the external and internal (psychological) readiness of students for the lesson.
- Testing the knowledge and skills of students in preparation for a new topic.
- Checking homework.
- Setting the goal of the lesson for students.
- Organization of perception and comprehension of new information, i.e. assimilation of initial knowledge.
- Initial check of understanding.
- Generalization of what is studied in the lesson and its introduction into the system of previously acquired knowledge.
- Creative application of previously acquired knowledge and skills by solving problematic problems.
- Monitoring the results of educational activities carried out by the teacher and students, assessment of knowledge.
- Homework for the next lesson.
- Summing up the lesson.
Lesson structure of developmental type of teaching
The structure of a lesson is a set of different options for interaction between the elements of a lesson that arises in the learning process and ensures its purposeful effectiveness.
The structure of the lesson depends on its goals, the content of the material being studied, the methods, techniques and teaching aids used in the lesson, the level of training and development of the students, the place of the lesson in the overall system of lessons on the topic of the program. In addition to these factors, the structure of the lesson is also greatly influenced by the creative nature of the teacher’s work and the specific working conditions in a given class.
The structure of a lesson is determined taking into account its type and place in the lesson system. The task of this stage is to establish optimal methods, techniques and teaching aids for each stage of the lesson, the nature of students’ cognitive activity (reproductive or search), select and prepare didactic material, visual, technical and other teaching aids.
Lesson structure for learning new material:
— primary introduction of material taking into account the laws of the cognition process with high mental activity of students;
— an indication of what students must remember;
- motivation for memorization and long-term retention in memory;
— communication or updating of memorization techniques (working with memory support materials, semantic grouping, etc.);
— primary consolidation of material under the guidance of a teacher through direct repetition and partial conclusions;
— monitoring the results of primary memorization;
- regular systematic repetition of material at short and then longer intervals in combination with various requirements for reproduction, including differentiated tasks;
— internal repetition and constant application of acquired knowledge and skills to acquire new ones;
— frequent inclusion of supporting material for memorization in knowledge control, regular assessment of the results of memorization and application.
Structure of the Lesson to consolidate and develop knowledge, skills and abilities:
— informing students of the purpose of the upcoming work;
— students’ reproduction of the knowledge, skills and abilities that will be required to complete the proposed tasks;
— students perform various tasks, tasks, exercises;
— checking the work performed;
— discussion of mistakes made and their correction;
- homework (if necessary).
Structure of the Lesson on the formation of skills and abilities:
- setting the goal of the lesson;
— repetition of formed skills and abilities that are a support;
— conducting testing exercises;
— familiarization with new skills, showing a sample of formation;
— exercises to master them;
- exercise to consolidate them;
— training exercises according to the model, algorithm, instructions;
- transfer exercises to a similar situation;
— exercises of a creative nature;
- lesson summary;
- homework assignment.
Review Lesson Structure:
- organization of the beginning of the lesson;
— setting educational, educational, developmental goals;
- checking homework aimed at repeating basic concepts, conclusions, fundamental knowledge, skills, methods of activity (practical and mental). In the previous lesson, knowing about the upcoming repetition, you need to select the appropriate homework;
- summarizing the repetition, checking the results of educational work in the lesson;
- homework assignment.
Structure of the Knowledge Test Lesson:
- organization of the beginning of the lesson. Here it is necessary to create a calm, business-like environment. Students should not be afraid of tests and tests or worry excessively, as the teacher checks the children’s readiness for further study of the material;
- setting lesson objectives. The teacher tells the students what material he will be testing or monitoring. Asks the children to remember the relevant rules and use them in their work. Reminds students to check their work themselves;
— presentation of the content of a test or test (tasks, examples, dictation, essay or answers to questions, etc.). Assignments in volume or degree of difficulty must correspond to the program and be feasible for each student;
- summing up the lesson. The teacher selects good works of students, analyzes mistakes made in other works and organizes work on mistakes (sometimes this takes the next lesson);
— identification of typical errors and gaps in knowledge and skills, as well as ways to eliminate them and improve knowledge and skills.
Structure of the Lesson on the application of knowledge, skills and abilities:
— organization of the beginning of the lesson (psychological mood of students);
- communication of the topic of the lesson and its objectives;
— learning new knowledge necessary for the formation of skills;
- formation, consolidation of primary skills and their application in standard situations - by analogy;
— exercises in applying knowledge and skills in changed conditions;
— creative application of knowledge and skills;
- skill processing exercises;
- homework;
- the result of the lesson with an assessment of the work done by the students.
Structure of a repeating and generalizing lesson:
- Organizing time;
— the teacher’s introductory speech, in which he emphasizes the significance of the material on the topic or topics studied, and communicates the purpose and plan of the lesson;
— students performing individually and collectively various kinds of oral and written tasks of a generalizing and systematizing nature, developing generalized skills, forming generalized conceptual knowledge based on a generalization of facts and phenomena;
— checking the completion of work, adjustments (if necessary);
— formulating conclusions based on the studied material;
- evaluation of lesson results;
- summarizing;
- homework (not always).
The structure of a combined lesson (it usually has two or more didactic goals):
- organization of the beginning of the lesson;
— checking homework, setting lesson goals;
— preparing students to perceive new educational material, i.e. updating knowledge and practical and mental skills;
- studying new material, including explanation;
- consolidation of the material studied in this lesson and previously covered, related to new ones;
- generalization and systematization of knowledge and skills, connection of new ones with previously acquired and formed ones;
- summing up the results of the lesson;
- homework;
- preparation (preliminary work) necessary for students to study a new topic (not always).
Lesson requirements
Didactic requirements for a modern lesson:
— clear formulation of educational objectives in general and its constituent elements, their connection with developmental and educational objectives. Determining the place in the general system of lessons;
— determining the optimal content of the lesson in accordance with the requirements of the curriculum and the objectives of the lesson, taking into account the level of training and readiness of students;
— forecasting the level of students’ assimilation of scientific knowledge, the development of skills and abilities, both in the lesson and at its individual stages;
- selection of the most rational methods, techniques and means of teaching, stimulation and control, their optimal impact at each stage of the lesson, a choice that ensures cognitive activity, a combination of various forms of collective and individual work in the lesson and maximum independence in the learning of students;
- implementation of all didactic principles in the lesson;
— creating conditions for successful learning of students.
Hygienic requirements for the lesson:
— temperature regime;
— physical and chemical properties of air (the need for ventilation);
— lighting;
- prevention of fatigue and overwork;
- alternation of activities (changing listening to performing computational, graphic and practical work);
— timely and high-quality physical education sessions;
— maintaining the correct working posture of the student;
— classroom furniture matches the student’s height.
Requirements for lesson technique:
- the lesson should be emotional, arouse interest in learning and cultivate the need for knowledge;
— the pace and rhythm of the lesson must be optimal, the actions of the teacher and students must be complete;
— full contact is necessary in the interaction between the teacher and students in the lesson, pedagogical tact and pedagogical optimism must be observed;
— an atmosphere of goodwill and active creative work should dominate;
— whenever possible, the types of activities of students should be changed, optimally combining various methods and techniques of teaching;
- the teacher must ensure the active learning of each student.
Stages of lesson planning and teacher preparation for it
The successful conduct of a lesson and the achievement of set goals are largely determined by the coordinated activities of the teacher and students, which, in turn, depends on their preparation for the lesson. Careful preparation for the lesson is especially necessary for young teachers who do not have sufficient experience in teaching.
Teachers are recommended to plan thematic work on the subject. A single form of thematic plan that is mandatory for everyone is not established, since it depends on the specifics of academic subjects and the characteristics of each teacher’s work.
The teacher’s direct preparation for a lesson consists of concretizing thematic planning in relation to each lesson, thinking through and drawing up plans for individual lessons. A lesson plan (working lesson plan) is necessary for every teacher, regardless of his erudition and work experience, since in the process of drawing up a plan, the teacher predicts the future lesson, preparing, as it were, its script.
The scope of the lesson plan, as well as its content and structure, are not regulated. Beginning teachers usually draw up lesson plans, while experienced teachers limit themselves to preparing short and concise plans. And yet, the presence of a detailed lesson plan indicates that the teacher has thought through all the details of the upcoming lesson.
So, the stages of lesson planning:
— development of a system of lessons on a topic or section;
— determination of educational, educational and developmental objectives of the lesson based on the program, teaching aids, school textbook and additional literature;
- selection of the optimal content of the material, dividing it into a number of semantically complete blocks and parts, highlighting supporting knowledge, didactic processing;
- highlighting the main material that the student must understand and remember in the lesson;
— development of the structure, determination of its type and the most appropriate methods and techniques of teaching on it;
- finding connections between this material and other subjects and using these connections when studying new material and in the formation of new knowledge and skills of students;
- planning all actions of the teacher and students at all stages of the lesson, primarily when mastering new knowledge and skills, as well as when applying them in non-standard situations;
- selection of teaching aids for the lesson (films and filmstrips, paintings, posters, cards, diagrams, auxiliary literature, etc.);
— checking equipment and technical training aids;
- planning notes and sketches on the board by the teacher and performing similar work by students on the board and in notebooks;
— providing for the volume and forms of students’ independent work in the classroom and its focus on developing their independence;
— determination of forms and methods of consolidating acquired knowledge and acquired skills in the classroom and at home, methods of generalizing and systematizing knowledge;
— compiling a list of students whose knowledge will be tested by appropriate methods, taking into account their levels of development, planning to test students’ skills;
— determining the content, volume and forms of homework, thinking through methods for assigning homework;
— thinking through forms for summing up the lesson;
— planning extracurricular activities on this topic;
- recording the plan and progress of the lesson in accordance with the requirements.
The main task of the teacher is to bring all lessons closer to the level of open ones, characterized by harmonious structural construction, skillful combination and selection of methods, techniques, means and forms of teaching.
