Essay for the competition "Physics teacher is my title"

Mathematics teacher essay material on the topic

Essay “I am a teacher”

“The teacher teaches children as long as he himself studies”

Evening. I'm sitting at my desk by the window, with a stack of untested math notebooks nearby. On the street, fluffy snowflakes are falling, whirling. Silence. I catch myself thinking, I am the happiest person, I have everything: home, family and my favorite job. A job without which I can’t imagine my life. Thank you, Lord! I remember my childhood. As far as I can remember, I always loved to play “teacher”: I had my own “class”, the children were “toys”, the door and closet served as my board. Neighborhood children gathered in our house, and I was their teacher, who was 5-6 years old. I still keep these memories in my heart. After graduating from school, I didn’t have “three paths”; I knew for sure that I would be a teacher! The profession of a teacher is not easy, but I have never once regretted that I chose it. There are many difficulties in this work, but if you manage to overcome it, you will immediately see the results of your work, which brings me joy.

The teacher has a blank sheet of paper in front of him. As a mathematician, I'm trying to create an equation. It depends on me whether there will be a linear or quadratic equation. Can this be solved graphically, by selection method, etc. but I think the most important thing is to find the roots. This is a life task, and it’s not always simple. This can be a complex power function. What if we find the root of the equation? However, in mathematics the solution found is not always the only one. And without stopping, I put a comma and continue my search. By this I want to say that in the hands of a teacher there is a power that can change a person, and therefore the whole world.

Being a teacher is an awareness of enormous responsibility to the state, society, parents, and above all, to the child. Justifying their trust is the real result of a teacher’s work. A teacher remains a teacher for us as long as we show interest in his personality, knowledge and advice. I want to remain just such a person for my students.

I love my profession and try to make educational material accessible to students. And especially now, due to changes in the value orientations of Russian society, education is faced with the need for fundamental changes in school.

Therefore, my task as a teacher is to teach students to show their abilities, develop independence, initiative, and creativity.

With the introduction of second generation standards, you can widely use your teaching abilities. Therefore, I consider the main professional qualities of a teacher to be:

knowledge of the subject;
possession of pedagogical skills that allow organizing the educational process;
understanding between teacher and student;
creativity at work;
ability to organize a children's team;
interest in children;
the ability to connect educational material with life; observation;
pedagogical exactingness, desire for self-improvement.

Due to the fact that our country has set the task of strengthening mathematics education in schools, my goal, as a mathematics teacher, is to reveal the attractive aspects of the subject, to show the beauty and harmony of mathematics, and to teach how to solve basic problems.

Much depends on the level of mathematical education in the life of each person. It is needed not only by those who will subsequently study mathematics or mathematical calculations, but by everyone without exception. Achieving the required result in teaching mathematics is possible only by implementing an activity-based approach, which is aimed at the development of each student and the formation of individual abilities of students.

I consider extracurricular activities in the subject to be an important factor in increasing motivation to study mathematics: subject decades, Olympiads, KVNs, competitions. In my lessons and extracurricular activities, my students and I try, with the help of innovative technologies and various types of work, to organize activities for searching and collecting information. This contributes to the development of motivation to study mathematics, student activity, and therefore personal development, which is one of the main goals of education in accordance with the Federal State Educational Standard.

A modern teacher must be intelligent and erudite, energetic and mobile. He should strive to raise a free, independent, responsible, critically thinking and happy citizen. A teacher is only a teacher when his students are happy to attend his lesson, when they know that they are about to encounter something new, exciting, and unusual. One of the most powerful levers in learning is the child’s interest. Therefore, it is necessary to use all opportunities for “learning with pleasure.”

In my opinion, a teacher is, first of all, a friend to children, their assistant, adviser and ally. If a teacher wants to be in demand in a modern school, he should not be afraid to change his point of view even after ten years of work. A teacher is, of course, a comprehensively developed and educated person.

Choosing the profession of a teacher, in my opinion, is an act. After all, it is thanks to my profession that life has given me that every first of September I meet dozens of students. I see children's wary and curious eyes. I lead my students into the world of amazing discoveries, and they teach me childish wisdom, sociability, and teach me to look at the world through their eyes.

For me, a TEACHER is an honor. I remember my teachers with great respect; they always tried to create such an atmosphere in the classroom so that we, her students, would constantly absorb kindness, sensitivity and attention. My first teacher, a teacher of the highest category, Sleptsova Ekaterina Afanasyevna, could always find the answer to any question and find the right solution in any situation. Maybe it was they, my teachers, who helped me choose the teaching profession, which I am immensely glad about. And now my teachers are my colleagues.

It turns out that for me being a teacher is important, expensive, and I can’t do without it. Being a teacher for me means being happy. I am sure that I justified the hopes of my parents: I am happy myself and I try to bring happiness to the people around me who are dear to me, my students.

And tomorrow my children are waiting for me at school again...

Physics teacher essay

The teacher is. What do I bring with me: good or harm? Only heaven knows, it’s not for me to judge. But I just want to leave a mark in life, and God forbid, at least somehow...

I am an educator. Physics teacher. For several years now, every morning I have been rushing to work, because I know: they are waiting for me there, they are happy to see me there. Every day in physics lessons, children discover the world for themselves. And how they see it depends largely on me. I understand that it is my task to explain and teach, to help believe in oneself, to empathize with successes and failures. I understand all its responsibility and complexity. A child, indeed, “is not an empty vessel that needs to be filled, but a torch that needs to be lit.” Two main questions always face education: what to teach and how to teach? The first part of this phrase is clear to many teachers thanks to state educational standards. But the main thing is how?

For me, the connection with life and the practical orientation of education are much more important. What does it mean? Knowledge can and, as a rule, arises as a result of practical activity. The experience of cognitive and research activities is the main content of education. Then everything immediately falls into place - the central link of pedagogy is the student’s independent work; only what he has passed through himself and worked through will be his real asset. The most important things cannot be taught, you can only learn them. Learning is the process of learning about the world, expanding one’s own boundaries of thought; This is a process of self-development, gaining experience, and the ability to act in this world. To act, you need to be able and know.

My credo as a physics teacher is to make the study of the subject interesting, effective and unconventional. To raise a new generation of students capable of implementing the priority areas declared by the President of the Russian Federation. The physics teacher was, is and will remain the main intermediary between big science and the younger generation. Many people consider our science to be soulless and cold. Perhaps they were unlucky with their teacher. And I decided that it was necessary, first of all, to interest students in the subject.

I remember my first lesson well. I came to school in November to replace a teacher who was forced to leave the city forever. I came to get a job, and just like that, without preparation, I was sent to class, to grade 9 “B”! Words were difficult to come by, because thirty pairs of inquisitive children’s eyes were looking at me with interest and participation. The voice sounded tense and unnatural, and suddenly the excitement subsided, confidence came when I walked up to the table, showed the experience demonstrated to me as a student many years ago by my physics teacher, and wrote down the topic. The students watched and listened as if spellbound! My efforts were not in vain.

I often think what a modern teacher should be like? And I answer: a professional in his field, keeping up with the times, in constant creative search! You must study, try, master, look for your formula for success, never stop there, just live!

Tomorrow is a new day. Lead the boys again! No, don’t march at the head of the column and show the beaten path to knowledge! Help you find your own path, even a narrow and difficult one, using the entire arsenal of pedagogical techniques! Do not pull your hand up a mountain while you are at its top! Help overcome it, walk alongside, lend a reliable teacher’s shoulder in time. For me, “teacher” is not a profession, not a social position, not a hobby, not a job. For me, “teacher” is life. I don't work as a teacher, I live for it!

Teaching is a wonderful profession, but I would say that it is not just a profession, it is a real calling. Teachers are special people. Just think about the boundless, colossal responsibility that they carry on their shoulders! Why are most teachers so devoted to their work and convinced, although they do not always admit it openly, that they serve not only their Motherland, but also all of humanity? That their job is one of the most important in the world? After all, such a profession is not for everyone. Every day you have to deal with extraordinary situations, every day you are challenged by young talents, and sometimes geniuses! Every day we have to solve new problems. How else? After all, each student is a personality, individuality, unique and unrepeatable!

Of course, I understand that there will be mistakes and disappointments ahead, but I am ready for any situation, ready to learn, strive for something new and unexplored. I will be friendly and calm towards the child, I will develop in him interest in the world around him, in the process of learning it, and self-confidence. And then... I'll let you go. I will let you go on your further voyage on the not always calm waves of adult life.

We, teachers, work for the “future”; we are confident that our students will be able to solve the problems posed by time and contribute to improving the lives of Russians.

My pedagogical credo: Love children, appreciate colleagues. And the main thing in my work is that I am a teacher! I am human!

Essay “I am a teacher” (essay by a mathematics teacher)

It would be possible to successfully cope with this situation if all students were attentive in class, completed their homework efficiently, and demonstrated full understanding of what the teacher explained in class. This is ideal. Unfortunately, modern schoolchildren often have a passive attitude towards learning, have low motivation, and the older the student, the more problems he has related to his reluctance to study. We talk about increasing motivation to study, we offer various methods, innovative technologies, a large number of visual and animated materials, we literally “entertain” students, but children are increasingly resisting our desire to teach them.

There are a number of objective reasons that hinder the provision of high-quality fundamental training. One of them is overload, the main problem is not even the complexity of the material being studied, but its volume; in pursuit of completing the program, teachers are forced to only introduce students to the basic concepts of the proposed topics. Each child is individual, each has his own pace of learning the material being studied, and there is not enough time to develop solid knowledge, skills and abilities, all this leads to a loss of interest in learning.

ICT helps us partially solve the problem; it is, of course, not a panacea, but only a tool that cannot do anything on its own. Schoolchildren have a great interest in computer technology, and using the Internet makes it possible to find almost all the necessary materials. In a word, we teach while entertaining.

But the main difficulty I encountered when working with children is the inability to use the Internet for educational purposes; most children use web services and social networks for communication and entertainment. Therefore, there was a need to attract students and parents to use the Internet for educational purposes. The most useful and convenient way for me to communicate with students and their parents was maintaining a subject blog.

Firstly, it became possible to reuse ready-made material. You can post on the blog pages a presentation or background summary that was discussed in the lesson, provide a link to the necessary educational resource, develop and offer a test and additional tasks for completion. There are functions for organizing distance learning in mathematics and web consultations for students and parents. Of course, all this does not solve the problem of student motivation, but there is a potential opportunity for good preparation, and whether the student takes advantage of it depends only on him.

Secondly, posting homework on the website allows you to solve the problem with typical explanations like “I didn’t know”, “I missed it due to illness”, “I didn’t have time to write it down”.

Thirdly, the blog can be used to organize students’ preparation for the final certification. The placement of reference material, recommendations and assignments for preparing for the Unified State Exam and State Examination helps to enhance the independent work of students and improves the quality of preparation.

Fourthly, a good prerequisite is created for parental participation in the learning process. It is known that many parents who want to help their children experience difficulties in selecting the necessary methodological support. The presence of the necessary information on the website pages (methodological material, links to educational resources, tasks for preparing for tests) helps parents in organizing assistance to their child.

Fifthly, on the site’s pages it is quite easy to organize online testing, which I use as one of the homework forms. Experience shows that this form of homework arouses interest on the part of students. When completing a task at home, a child can use a textbook, reference materials, and get advice from a teacher. In addition, checking such homework takes little time.

But familiarity with educational resources on the Internet should not be limited for students only to the pages of the site. Since today the Internet is the most developing area of education, you can find a variety of interactive learning tools on its many sites. In my work, I actively use the capabilities of several sites, which, in particular, provide a good opportunity for organizing preparation for the Unified State Exam and Unified State Exam.

But all this work is impossible without fundamental training of students and therefore it is impossible to destroy the old education system to the ground; it is necessary to use traditional education in your work, which even today gives good results, especially to achieve such goals as the assimilation of factual information and the formation of practical skills, without for whom it is impossible to develop self-education skills.

About the author: Anna Yurievna Pereshivkina, mathematics teacher, GBOU school No. 494, St. Petersburg.

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Essay by a mathematics teacher on the topic “I am a teacher”

Essay “I am a teacher”

The wise words of Confucius: “Do what you love, and you will never have to work a day in your life” expresses how I feel about my profession as a mathematics teacher.

I imbibed a special attitude towards this subject in my early childhood in my family. I come from a large family (I have three older brothers) with wonderful and very hardworking parents. As a child, I watched my brothers prepare their homework. Sometimes they were unable to solve the problem. And then dad came to the rescue. He took on a difficult task with such exciting passion, he could spend a lot of time looking for the right solution and was very happy when he found it, and we rejoiced along with him. So, from childhood I grew up in an atmosphere of love and respect for mathematics as an exciting science.

I studied well at school, mathematics was easy, and therefore teachers assigned low-performing children to me. I worked with them long and hard. I was surprised why these children did not understand such simple, in my opinion, things. And even then I was looking for different ways to explain educational material. My work was not in vain: all my “mentees” had a solid “C”, and I was proud of them and glad that I was able to help them. Thus, my choice of profession was obvious.

I have been working at school for over twenty years. The main task of my work is to teach children to reason, think, and analyze.

The first and most important thing, in my opinion, is the fact that the student who comes to the lesson is an individual. A person with his own views, intellectual and creative potential, with his own character, and on this basis alone has the right to respect and understanding.

The changes taking place in modern society require accelerated improvement of the educational process. Personal development in the education system is ensured, first of all, through the formation of universal educational actions - the ability for self-development and self-improvement through the conscious and active appropriation of new social experience.

Achieving the necessary developmental effect of teaching mathematics is possible on the basis of implementing an activity-based approach, which is aimed at the development of each student and the formation of individual abilities of students.

In my opinion, the point of teaching mathematics in school is to make every child a bit of a mathematician - to develop the ability to think logically and demonstratively. A lot depends on the level of mathematical education. It is necessary not only for those who will subsequently study mathematics professionally, but for everyone without exception. This is my main tool for studying the subject of mathematics, for cultivating interest in the subject. I try to prove that mathematics is life, mathematics is the science of all sciences. I try to start new topics with a problematic question, and pose them based on real-life examples.

It cannot be argued that it is necessary to do this and that in order to achieve a certain result: the same, or perhaps better, result can be achieved by organizing the assimilation of the material in a completely different way. Moreover, each “portion of knowledge” corresponds to a strictly defined job. My task is to organize this work correctly, that is, to make sure that all students learn the material. It is necessary to teach a child to learn so that the student not only acts, but also sets goals, is able to control and evaluate his own and others’ actions, has a creative approach to doing work, and sees the product of his activities.

Very often in the classroom you come across a situation: several students are “excluded” from the educational process. They do not perceive explanations of new material and cannot solve the simplest examples on a new topic. Therefore, in my lessons I pay great attention to differentiated tasks, I use the methodology of cooperation pedagogy, as a result of which all, without exception, students are active in the lesson, and their work is never fruitless.

Through various types of activity, personal life experience is acquired, and the richer it is, the easier it is for him to build relationships between himself and people, the more humane his attitude towards the world around him, the more meaningful his inner world.

I am convinced that the process of development of a child’s personality should be built on close spiritual communication, when the teacher, together with his students, experiences the joy of victories and the bitterness of losses, when the teacher loves his students for who they are, when communication is built on trust and respect, when the teacher does his knowledge is the property of students. And then the fire of the soul, which is given to children from birth, will flare up, become brighter and warmer, warming our lives.

I believe that the expended strength of my soul will return to me through victories and the successes of my students!

Pedagogical essay by a mathematics teacher.

Municipal educational institution

"School No. 94 in Donetsk"

PEDAGOGICAL ESSAY

math teachers

Litvyak Svetlana Anatolyevna

If you successfully choose work and put your soul into it, then happiness will find you on its own.

Aristotle

Many of the current generation of students often cannot decide on their choice of profession, so they ask the same questions: “Why did you become a teacher?”, “Why did you become a mathematics teacher?” I remember myself in the distant 90s, then it was very difficult to decide on the choice of profession at the age of 17, and times were difficult: there was also the formation of an independent state, political and economic ties were broken, the difficult financial situation of the family made its own adjustments. But realizing that you had to choose the direction in which you could reveal yourself the most, or at least what you liked to do most and what you had the ability for. I liked mathematics. It’s so simple: everything is clear according to the rules, laws, there is no need to invent anything extra, everything lends itself to logical reasoning, evidence, and conclusions. Albert Chamisso noted very correctly:

The truth will remain eternal, as soon as a weak person knows everything! And now the Pythagorean theorem is true, as in his distant age.

But this can be said about mathematics as a whole: it cannot be affected by changes in the political system, economic crises and the like in the same way that this can affect the presentation and interpretation of history, languages, literature, or how new discoveries can make a revolution in biology and physics . Mathematics is a constant “quantity” at all times. Only approaches and teaching methods change – not always for the better. And then you remember your first mathematics teacher, who was able to awaken a love for this subject, it was he who first left the idea of teaching methods, it is still very often you use his methods and approaches in teaching, you improve, you use new things. Having worked at school for seventeen years, I come to the conclusion once again: you are not only a subject teacher, you are also a mentor, a friend and a psychologist, an educator and a student. And all this for the sake of children, to help them find themselves in life, to understand themselves. In my work I strive to develop a creative personality through a system of educational and educational work. But mathematics helps in many ways, because in my lessons I try to teach children to think, reason, prove, analyze, draw conclusions, and not mindlessly memorize a lot of formulas and theorems .

Mathematics lessons develop logic and intelligence, eye and imagination, the ability to defend one’s point of view and find contradictions and errors in the reasoning of others, which is so necessary in any profession.

And for this, you must improve in order to be a worthy example, since “Children need a role model more than criticism.” (J. Joubert)

Every teacher knows the aphorism: “By teaching others, we learn ourselves.” This has the most direct relation to mathematics lessons: it is not so interesting to unravel the mysteries of science, to control the magic of numbers. It’s especially nice when your students do this, using the knowledge gained with your help. This refraction of knowledge, skills and abilities is especially dear to every teacher.

I am dealing with the problem: “Organization of self-educational activities of students in mathematics”

The main goal is: - harmonious development of the individual; — development of logical thinking and creative abilities, information culture; — formation of skills in various languages of mathematics (verbal, symbolic, graphic); — practical use of mathematical knowledge.

The pace of modern scientific and technological progress pushes a person throughout his life towards the need for self-education.

The immediate task of the school is to develop in students universal educational knowledge, components of the ability to learn, to form in students the basics of self-organization of their educational and cognitive activities, as well as psychological and practical preparation for self-educational activities.

One of the necessary conditions for high-quality learning for students is their active participation in the learning process, a stable interest in the subject being studied, and a desire to learn new things. Since the mathematical training of students is focused on a broad disclosure of the connections between mathematics and the outside world, and mathematical skills are directly applied in production and scientific activities, therefore one of the main tasks of a modern school is the development of mathematical abilities and creative potential of the student. A lesson is the creativity of a teacher, whose active collaborator in achieving the goal is the students’ interest in the subject. Interest, as a stimulus to action, to overcome difficulties, has a positive effect on attention, memory, and thinking. It increases performance, activates abilities, promotes perseverance, will, and is a guarantee of the student’s desire to educate himself. To interest the whole class and each student in particular, to awaken imagination, thought, to develop the desire to explore, prove, discover, find is the immediate task of the teacher.

A modern lesson is a democratic lesson, which is conducted not for students, but together with students, deeply thought out, organized and managed, taking into account children's capabilities, needs and interests.

In my practice, I use a person-centered approach to teaching in the process of the student’s specific work, based on his free choice, taking into account his interests.

To achieve these goals, I use the methods of diagrams, algorithms, reference drawings and notes when teaching mathematics. This approach is of great importance for mastering the material, developing the student’s life, social, informational, and subject competencies. The technique allows:

• ensure a productive connection between theory and practice in the learning process and the acquisition of life experience;

• develop the ability to analyze, systematize, and generalize the studied material;

• carry out organized search and research activities based on the joint and individual work of students;

• teach students to independently work with additional literature;

• teach the ability to independently work on creative tasks;

• increase students' interest in learning mathematics;

• cultivate respect and the ability to work in a team;

• form your own life position.

The effective results are that my students are active participants in the mathematical competitions “Kangaroo”, “Golden Chest”, various Internet Olympiads, mathematical games, they select interesting and meaningful material during mathematics weeks; The quality of student learning is improving.

I think that I have succeeded as a person. The school has become like home, the mathematicians’ colleagues are truly extraordinary individuals with whom we have established friendly relations, diligent students, grateful parents, and favorite work—these are the components of inspiration, self-development, success, creativity and pedagogical skill.

Pedagogical credo: “Create, try, search and develop.”

Math teacher essay

Essay “New School Teacher”

“No conqueror can change the essence of the masses, no statesman can raise world affairs above the ideas and abilities of the generation of adults with whom he deals. But a teacher, I use this word in a broad sense, can accomplish more than a conqueror and heads of state. They, the teachers, can create new imaginations and release the hidden powers of humanity." N. Roerich

I am a teacher at a new school, and I am proud of it. We were all students, and probably each had a teacher whom we loved and respected more than others. He was not just a teacher, but also a mother, a sister, and often an older friend. It was this teacher who influenced my choice of profession. Since childhood, I have shown an interest in mathematics, but I did not know in what field of activity it would be best to apply it. In high school, our class teacher talked to us about choosing a profession, talking about the pros and cons of different professions. And it was then that I understood the meaning of the statement: “A teacher sounds proud.” Therefore, having chosen the profession of a teacher, on the one hand, I will study my favorite subject, and on the other, I will be able to pass on my knowledge to future generations. November 5, 2008 President of the Russian Federation D.A. Medvedev, in his message to the Federal Assembly, formulated the requirements for a modern school in the national educational initiative “Our New School,” asking the question: “What role does the teacher play in it, what new learning goals are emerging?” The teacher guides the future engineer and doctor, lawyer and builder through the steps of growing up. Forms the foundation of their knowledge and skills, the foundations of their worldview and character. The teacher is working for tomorrow. “A good teacher is, first of all, a person who loves children and finds joy in communicating with them. He believes that every child can become a good person, knows how to be friends with children, takes children’s joys and sorrows to heart, knows the soul of a child, never forgets that he himself was a child,” said V. Sukhomlinsky. These words of a wonderful teacher are my guide in working with children. What should a modern teacher be like? A modern teacher must be intelligent and erudite, energetic and desperate. Strive to raise a free, independent, responsible, critically thinking and happy citizen. Be able to combine traditional methods aimed at developing knowledge, skills, abilities and modern teaching tools. A teacher is only a teacher when his students are happy to attend his lesson, when they know that they are about to encounter something new, exciting, and unusual. One of the most powerful levers in learning is the child’s interest. Therefore, it is necessary to use all opportunities for “learning with pleasure.” I believe that the main difference between our “new” school is that a large number of information and network technologies have appeared that simply need to be used in the educational process. My methodology is based on a student-centered paradigm in the learning process using information and communication technologies. I use interactive models of processes and phenomena, computer experiments, presentations, processing information obtained on educational sites in the form of tables and diagrams. In my work, I constantly use electronic educational resources, which allows me to increase the educational motivation of schoolchildren and expand their educational space. The traditional education system must be modernized, and in the future, I believe it is necessary to create individual educational trajectories for each student. I think that the use of information and communication technologies creates new prospects for an individual approach to each child and helps to reveal his inner potential. Our school regularly monitors students' attitudes towards the subject, which show that mathematics is of great interest to my students. In order to use the latest technologies in the classroom, the teacher himself must constantly improve and develop. Therefore, after graduating from the university, I decided to continue my studies in graduate school, specializing in “Mathematical Software,” which, on the one hand, helps me develop scientifically, and on the other, allows me to apply new skills in practice. Of course, in the flow of scientific information, one should not forget about the moral and patriotic education of students. Use a palette of colors of philanthropy, kindness and pride for your cultural heritage, for your small Motherland, for your Fatherland. To develop these shades of human character, modern students often do not have enough necessary information, and the teacher’s task is to help them find and comprehend it. You can contrast “yesterday” and “today” as much as you like. But for one and the most important thing, perhaps, it is impossible to find a contrast - for the main trait of a teacher’s character. It is the love for children that brought me to this noble profession. You can have excellent command of various modern teaching technologies, command a computer like the most “advanced” user, but, having only one desire - to establish yourself as an intelligent specialist, you will never become a Teacher with a capital T. In conclusion, I would like to quote the words of Confucius: “Whoever comprehends the new while cherishing the old can be a teacher.”

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Physics teacher essay physics article

Essay “I teach physics”

I'am a teacher! Why did I become a teacher? Many would answer this question simply - out of love for children. But this is a simple axiom, as a mandatory addition to the profession. My subjective criterion of the profession is determined by those principles that I consider basic for a teacher: - the principle of cooperation between teachers and schoolchildren on the basis of mutual respect and trust;

- the principle of teaching based on the discovery of a new world - the science of physics;

- the principle of maximum assistance and support to the student in knowledge and self-affirmation,

- the principle of personal teacher example.

But I’m a physics teacher!

Why physics? As a junior high school student, I couldn’t understand why planes fly and don’t fall, why large cruise ships sail on the sea and don’t sink, why the sky is blue, and so on. It all seemed like some kind of magic. There were a lot of questions, and not all questions had answers. When physics teaching began in the 7th grade, the number of answers gradually increased. The physics teacher seemed like a person who knew absolutely all the secrets of what was happening around him, and my classmates and I looked at him with delight. Moving from class to class, physics became more and more interesting, clearer and brighter. Despite the difficult tasks that had to be solved, interest in the subject was not lost.

When in the 11th grade the question arose about choosing a profession, there was no doubt - definitely a teacher, and a physics teacher! How I wanted to be a kind of magician for my students, to explain to them what others could not explain.

I see my task as a physics teacher as stimulating students’ search for explanations of the mysteries of nature in every lesson. Physics is an experimental science. Therefore, my students comprehend the laws of the structure of the Universe through experiments, observations and experiments, and are happy to carry out home experiments, laboratory and practical work. They give examples on the topic they have studied, without leaving the office they are in, or from the home kitchen, where most of all they like to be in a home environment, and only then do we mentally go outside, rise higher, or vice versa, go deeper into the ground. It must be remembered that every child is, at its core, a researcher, so my task as a teacher is not to impose truths on him, but to assist him in discovering them. I think this is relevant in teaching physics.

I want my students to see in physics not dry laws and formulas, but to see through the eyes of science the beauty of nature, its harmony. I try to reveal to children any topic that seems dry and difficult at first glance as necessary, exciting and interesting. Virtual workshops and simulators on which children learn to assemble electrical circuits and build various models are very helpful in this regard.

My pedagogical credo is “Learn and develop yourself always and everywhere!” Times change, society changes, students change. We teachers have to change a little faster to teach today's kids. Sometimes you have to learn from children in order to keep up with life. Yes, in children. I don’t believe those teachers who say that children have nothing to learn. Sometimes students come up with such unexpected ideas in class that they themselves do not immediately realize their creativity. Obviously, this is also a certain result of our pedagogical activities. It is for the sake of such episodes that it is worth working with even more energy; you want to go to class.

Of course, not all the children I teach will become physicists or connect their future profession with it, but to graduate from the school a student who knows the principles by which life is built in the near future and some prospects - that’s what I should go to every lesson with , be it a lesson in learning new knowledge, laboratory work or a lesson in consolidating knowledge. I must create conditions where the student can teach himself.

Of course, I am very far from being a real professional teacher, because I have only been teaching physics for the second year. I understand that there will be mistakes and disappointments ahead. I am ready for any situation, ready to learn, I will always be friendly and calm towards the child. I want to accomplish the main task - to teach the child the basics of science, to create in him an interest in the world around him, in the process of learning it, self-confidence and let him go. Let go on a further voyage through the not always calm waves of school life.

I'am a teacher! Is it a lot or a little? This is not much and not little, this is just the beginning! What if we start over? No, I know for sure - I wouldn’t work for anyone else! Tomorrow will be a new school day, and tomorrow in the classroom the eyes of my students will look at me again. I believe that the expended strength of my soul will return to me through victories and the successes of my students.

“I’m going to class” - essay by a math teacher

A math lesson can be more than math itself if it is the person shaping the lesson.

There was a time when I thought: the main thing is to teach! There will be education, it follows from the knowledge we give. And she did. More and more. And less and less came out. Then I realized: training and education must occur simultaneously. And the main criterion for work should be not the methodological setting, but the student’s attitude to the subject. At some stage it is more important than the subject itself.

Today my main reference point is the student. I don’t go to mathematics, but to him with mathematics, believing that there are no problems that I cannot solve in class.

There are children who want and can study, others want and cannot, or can but do not want, and there are also those who do not want and cannot study. But be that as it may, for each of these children the lesson should be a discovery.

I wish every student good luck in the lesson.
I want every student to be an interested traveler in the world of mathematics.
I want the lesson to be a discovery for every student.
I want every student to come to class tomorrow with a desire, and not because they have to.

The theorem that I have proven and am proving is the following: every student can and wants to learn if he feels the practical benefit and value of what he is doing.

This is where something more than knowledge is born - an attitude towards it. No concepts, structures, methods can be implemented if there is no activity of the student himself, if there is no attitude towards the subject. Today I build lessons using the activity method in the technology of personality-oriented learning.

Pedagogical science and school practice direct their efforts to finding ways to improve the lesson. The main directions are as follows.

Strengthening the focus of teacher and student activities in the classroom. One of the important tasks of a teacher is to mobilize students to complete assigned tasks and achieve goals directly in the lesson. To do this, it is necessary to plan each lesson so that it provides the shortest paths to the goal, and first of all, the structure, methodology and means of teaching are outlined in strict accordance with the goal.
Implementation of organizational clarity of each lesson from the first to the last minute. During recess, visual aids, technical aids, student supplies, reference and additional literature necessary for the lesson are prepared in advance, and everything necessary is laid out at each workstation. It is also possible to set an interesting task for the students, involving them in the work from the first minute of the lesson. Instead of homework, various methods of frontal accelerated testing are used - written tests, programming, punch cards, etc.
Increasing cognitive independence and creative activity of students. The most interesting direction is related to the use of problem-based learning methods and techniques in the classroom and the creation of problem situations as a means of increasing the cognitive activity of students, this helps improve the quality of knowledge and develop the necessary skills and abilities. It also provides for independent work of students with educational and scientific literature, dictionaries, reference books and encyclopedias, tables, diagrams, graphs, maps.
Optimization of the educational process. Purposeful selection of the best option for constructing a process that ensures, within a certain time, maximum efficiency in solving educational problems in the given specific conditions of a school, a certain class. It is necessary to choose the best options for combining various methods, techniques, and teaching aids that lead to the shortest path to achieving the goals of the lesson.
Intensification of the teaching and educational process in the classroom. The more educational and cognitive actions and operations performed by students during a lesson, the higher the intensity of educational work. The degree of intensity of educational work depends on the productivity of using every minute of the lesson, the skill of the teacher, the preparation of students, the organization of the class team, the availability of the necessary equipment and its rational placement, the correct alternation of work and rest, etc. In conditions of intensified learning, students master knowledge mainly in class, and there is no need to memorize material at home. Instead of memorizing, students get the opportunity to better comprehend and consolidate it, to complete creative tasks that arouse their interest and a sense of intellectual satisfaction from successfully completed work.
Implementation of intersubject and intrasubject connections. When moving to new material, tasks and questions are set for reproduction and subsequent correction, knowledge and practical skills and abilities that support the assimilation of new material. This knowledge is acquired by students in the learning process or on the basis of personal observations while studying a given subject or related disciplines. These can be ideas, concepts, laws, formulas, numerical data that create a support, a foundation for the full perception and understanding of new knowledge. But the reproduction of basic knowledge must be accompanied by its improvement: the addition of incomplete knowledge, the deepening of superficial knowledge, the expansion of narrow knowledge, and the correction of erroneous knowledge. Intrasubject and intersubject connections are also carried out in order to achieve generalization and systematization of a wide range of knowledge. Interdisciplinary connections contribute to the assimilation of a system of knowledge about objects that are studied as separate elements in various academic disciplines.

Typology and structure of a modern lesson.

A lesson is a complex pedagogical object. Like any complex objects, lessons can be divided into types according to various criteria.

Approximate typology of lessons in a modern school:

lesson in learning new knowledge;
lesson in mastering skills and abilities;
a lesson in the integrated application of knowledge;
lesson of generalization and systematization of knowledge;
lesson of testing, assessing and correcting knowledge, skills and abilities.

Based on this typology, a calendar or thematic plan is built with the distribution of lessons into separate sections and topics in accordance with educational goals.

The ratio of lessons of different types is not the same and depends on the nature of the academic discipline, the specifics of knowledge, skills and abilities, the goals and objectives of individual academic subjects. Each type of lesson has a specific, clearly defined, main educational goal and methodology that corresponds to its goals and objectives.

The classification of lessons is rational and allows you to more clearly define the goals, objectives and structure of each lesson and mobilize students to successfully solve them.

So, if a lesson is planned to learn new knowledge, then students are given appropriate tasks to perceive and comprehend certain concepts, laws, theories;
If there is a lesson in the application of knowledge, skills and abilities, students are prepared to creatively solve a number of practical problems based on the knowledge acquired in previous lessons.
In the lesson of the integrated application of knowledge and skills, students learn to apply the acquired knowledge and skills in life conditions, which forms creative activity in solving various life problems and tasks.
In the lesson of generalization and systematization of knowledge, students not only repeat the material they have covered, but also bring concepts into a coherent system that provides for the disclosure and assimilation of connections and relationships between its elements.

General requirements for a modern lesson.

The general requirements can be briefly formulated as follows:

equip students with conscious, deep and lasting knowledge;
to develop in students strong skills and abilities that help prepare them for life;
•increase the educational effect of teaching in the classroom, develop personality traits in students during the learning process;
carry out the comprehensive development of students, develop their general and special characteristics;
to develop in students independence, creative activity, initiative, as stable personality traits, and the ability to creatively solve problems that arise in life;
develop the ability to study independently, acquire and deepen or expand knowledge, work with a book, master skills and abilities and creatively apply them in practice;
to form in students positive motives for learning activities, cognitive interest, desire to learn, the need to expand and acquire knowledge, a positive attitude towards learning.

These requirements can be divided into four groups.

Educational requirements. To cultivate moral qualities, to form aesthetic tastes, to ensure a close connection between learning and life, its needs and requirements, to form an active attitude towards it.

Didactic requirements. Ensure cognitive activity in the classroom, rationally combine verbal, visual and practical methods with problems, work with a textbook, and solve cognitive problems. To implement the requirements of the unity of training, education and development through a close connection between theory and practice, learning with life, with the application of knowledge in various life situations. It is necessary to carry out systematic monitoring of the quality of assimilation of knowledge, skills and abilities and correction of their educational efforts. Constantly receiving feedback allows you to influence the course of the educational process and correct it. When gaps in knowledge are identified, you need to analyze their causes and find ways to eliminate them. To accustom students to independence and self-control in the process of independent cognitive activity. Constantly involving students in active cognitive activity and performing practical tasks in class helps to consolidate knowledge, skills and abilities.

Psychological requirements. The teacher monitors the accuracy, thoroughness and timeliness of students' fulfillment of each requirement. The will and character of the teacher are manifested in the lesson in all his activities. Students especially value the teacher’s exactingness, combined with fairness and goodwill, respect and pedagogical tact. The teacher must have self-control and self-control in order to overcome the negative mental state in the lesson - uncertainty, constraint or, conversely, excessive self-confidence, playfulness, increased excitability.

Hygienic requirements. Maintaining temperature conditions in the classroom and proper lighting standards. You should avoid monotony in work, monotony of presentation, alternate listening to educational information with performing practical work. Changing types of work brings rest and allows you to include various senses in cognitive activity.

The skill of a teacher in the classroom lies mainly in skillful mastery of teaching and upbringing methods, creative application of the latest achievements of pedagogy and advanced pedagogical experience, rational guidance of students’ cognitive and practical activities, and their intellectual development.

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 preparation and readiness of students;
predicting 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 of 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.

Requirements for lesson construction

The lesson corresponds to the program in place and time.
The structure of the lesson and the appropriateness of the stages, their relationship in time.
Ideological and scientific.
Aesthetic education, emotional aspects of the lesson.
Submission of new material.
Compliance with the principles of developmental education.
Connection with life.
Visualization of training, use of TSO.
Working with a book.
The emergence of new concepts, the joy of learning.
Organization of training exercises.
Independence in student work.
Student activity and initiative.
Reaching students with a variety of forms of work.
Coverage of oral and speech practice.
Individual approach (attention to the capable, work with those lagging behind).
Organization of testing students' knowledge.
Depth and strength of students' knowledge.
Correspondence of assessments and annotations to them.
Organizing homework.
Pace of the lesson.
Pedagogical tact of the teacher.
The teacher's speech, his subjective merits.
Working on pronunciation.
Vocabulary, phraseological and stylistic work.
Development of coherent speech, practical orientation.
Studying grammar and vocabulary.
Reading technique.
Culture of speech and writing.
Study of literary works.
System of written works.

Determining the purpose of the lesson.

A lesson is a pedagogical work, and therefore it must be characterized by integrity, internal interconnectedness of parts, and a unified logic for the unfolding of the activities of the teacher and students. This ensures the management of students’ cognitive activity” (Didactics of secondary school / Edited by M.N. Skatkin. 2nd ed. M., 1982. P. 227).

The birth of any lesson begins with the awareness and correct, clear definition of its ultimate goal - what the teacher wants to achieve; then establishing the means - what will help the teacher achieve the goal, and then determining the method - how the teacher will act so that the goal is achieved.

The educational goal presupposes a system of terms and rules, concepts or laws that all students need to remember. This is the development of educational skills and abilities in the subject and rules for organizing educational work.

It needs to be specified, for example:

ensure that students master the law..., concepts..., signs, properties, features;
summarize and systematize knowledge about..;
practice skills (which ones?);
eliminate knowledge gaps (which ones?)
to achieve students’ assimilation of new concepts (questions).

Developmental tasks are a complex of creative (comparison, determination of causes and consequences, planning and analysis of activities, determination of relationships between structural elements and functions, etc.) and general intellectual skills (rules of memorization, speech, attention, imagination).

The goal of development involves mainly the development of students’ mental qualities (logic of thinking, cognitive, general labor skills), will and independence:

development of thinking: to develop the ability to establish common, common features and properties of the whole, to draw up a plan for the material being studied, to develop the ability to classify facts, make generalizations and conclusions;
development of cognitive skills: to develop the ability to plan activities, write abstracts, observe; develop practical skills, skills of partially search cognitive activity (posing a problem, putting forward a hypothesis and solving it)
development of general labor and polytechnic skills: development of skills in an unconventional, creative approach to solving a wide variety of problems, development of the ability to use instruments and tools, the ability to plan and evaluate the results of work;
development of educational skills: working at the proper pace, reading, writing, calculating, development of observation techniques and its sequence.

The educational goal is the rules of morality and culture of behavior that are formed and developed based on the material of the topic. The goal of education involves the formation in a person of a comprehensive education and certain personality traits and character traits. This:

education of patriotism;
education of internationalism;
education of humanity;
education of labor motives;
nurturing learning motives;
education of discipline;
education of aesthetic views;
fostering a culture of healthy lifestyle;
fostering teamwork;
education of will and independence: initiative, self-confidence, development of resourcefulness, perseverance, ability to overcome difficulties, development of abilities to control oneself, independence.

The valueological goal involves compliance with hygienic requirements for the lesson:

temperature conditions;
physical and chemical properties of air (the need for ventilation);
lighting;
prevention of fatigue and overwork;
alternation of activities;
timely and high-quality physical exercises and valeological pauses;
maintaining the correct working posture of students;
correspondence of classroom furniture to the height of schoolchildren;
taking into account the age and individual characteristics of students;
differentiated approach to strong and weak students.

To implement a health-preserving approach to training, it is necessary to take into account the hygienic requirements for the organization of training sessions and evaluate:

lesson density (% of time spent by schoolchildren on academic work)
number of types of learning activities (writing, reading, listening, storytelling, visual aids, answering questions, looking at examples)
duration of each type of educational activity
frequency of alternation of types of educational activities
number of types of teaching (verbal, visual, audiovisual through technical teaching aids) duration of independent work
place, duration and conditions of application of TSO
frequency of teaching rotation
availability, timeliness, content and duration of physical education minutes.

Matrix of modern teaching methods in the educational process

A story is a monologue presentation of educational material, not interrupted by questions, containing mainly practical material - introduction, narration, conclusion.

A conversation is a dialogue between a teacher and students, encouraging them to remember already known facts and achieve new knowledge through conclusions and reasoning.

Types of conversations:

introductory;
conversation-message;
reinforcing conversation;
conversation - reflection;
situational conversation;
heuristic conversation.

A lecture is a teacher’s monologue, characterized by a more strict structure, logic of presentation, abundance of information, systematic coverage, well-reasoned conclusions and examples. Clearly define the topic, the purpose of the lecture, draw up an outline, select arguments and facts. Logically coherent and consistent presentation of theoretical material, generalization. Taking notes from the teacher's lecture. Use of “living” language, clarity (demonstrations, illustrations, videos). Skillfully chosen conditions: time, place, not being overloaded with facts, culture and emotionality of speech, contact with the audience, optimal pace of presentation, use of clarity, combination of lectures with seminars and practical classes.

Educational discussion – exchange of views on a specific topic; helps to organize the studied material and acquire new knowledge. Discussion develops the ability to defend one’s views, argue one’s point of view, and acquire communication skills. Teach students to justify their statements, tactfully conduct a dialogue, clearly and accurately express their thoughts, clearly formulate questions, listen to the interlocutor.

Working with a book is the student’s ability to repeatedly process educational information, obtain information, and work with reference literature. Functions: teaching, developing, stimulating, control and correction.

Demonstration is a visual and sensory acquaintance with phenomena, processes, objects. Use of audio-video-television-computer equipment, models, dummies, diagrams and posters.