Model of student self-government in elementary school.

Self-government in primary school

The educational significance of student self-government

The development of student self-government is one of the most important areas for improving the educational process in a modern school.

Today, every creative teacher cannot imagine the effectiveness of his work without collaboration with the children's team, without teaching children the skills of collective work, and the development of their creative initiatives. Children's self-government is a specific activity of schoolchildren. Responsible for individual sections of the work of their team, taking part in duty, children organize others to complete certain tasks, participate in planning, control and check each other. This activity of students can be called organizational. Every activity is a kind of exercise of his strengths and abilities and, therefore, causes a certain development of them. By participating in the work of classroom self-government, students acquire a number of habits and skills, abilities and knowledge. They develop certain moral qualities and character traits. When a student criticizes his classmate, boldly and openly pointing out his shortcomings, he develops integrity and the ability to correctly evaluate a particular action. The educational significance of student self-government lies in preparing students to participate in public self-government, in educating organizers, and in developing in children the most important qualities of a new person. It is clear that it is impossible to solve this problem through verbal education alone, through explanations and conversations: no books, no persuasion and teachings from adults can replace a child’s direct life experience, personal participation in socially useful activities. However, if only adults act as organizers, and the children themselves are in the position of being organized and only passively fulfill other people’s demands, then there can be no question of achieving the goals of student self-government. Organizational work consists of a number of specific skills and abilities. This is the ability to plan, choose the main thing in work, correctly distribute the responsibilities of comrades, as well as skills such as performing duties. Any of the above-mentioned skills and abilities should be the subject of special concern of the teacher: it is difficult to expect that they will appear in children by themselves. Therefore, every teacher must be a good organizer; without this, it is impossible to successfully solve the problems of developing children's self-government in the classroom and school. Finally, the educational significance of student self-government lies in the fact that, practically speaking in a certain role in their team, students acquire a number of moral qualities necessary for a modern person. Students develop such an important quality as integrity in relationships with other members of the team and constantly growing demands on themselves and their classmates. The real meaning of educational work is not in fruitless conversations with the child, but in creating life situations in which the best personality traits are manifested. However, one should not think that positive personality traits will be cultivated in children spontaneously, on their own, one has only to introduce children's collective self-government. Where teachers are removed from the serious work of leading student self-government and its development, educational results that are completely opposite to those expected are possible. With the correct organization of self-government, children, its direct participants, may develop such negative qualities as arrogance, arrogance, individualism. The immediate reasons for this can be various: incorrect implementation of election, when the same duties are performed for a number of years by the same children, lack of reporting to other children about their work. But there is only one main reason: the weakening or complete absence of pedagogical leadership. Therefore, an important condition for achieving positive educational results in the development of children’s self-government is skillful pedagogical guidance of students’ activities, and teachers’ consistent implementation of the basic requirements for the school self-government system.

General organization of self-government in the school community

Just as primary teams are the basis of a school-wide educational team, self-government of a class or group serves as the basis of school self-government.
Class self-government consists of the distribution of specific responsibilities between individual students. Usually at one of the first class meetings, at the beginning of the school year, an activist is elected. These can be individual students, each of whom is assigned certain responsibilities, for example: akim, deputy akim, deputy for social issues, deputy for culture, deputies for science (subjects), florist, physical educator, orderlies responsible for the safety of furniture and textbooks, deputies for justice and law, informants, etc. In other cases, at a higher level of development of self-government, groups of students are elected for individual areas of work: the sector of social and political work, which includes political informants, editors, wall newspaper correspondents; the educational sector, which unites laboratory technicians, teaching assistants; sector of cultural work, etc. Each of the sectors is headed by someone responsible for its work. Such a group organization of activists has a number of advantages: it allows individual students to compete with their organizational functions, helps to involve the majority of students in self-government, and prevents individual members of the activists from being overloaded with social work. Of course, all this work is not only built depending on the experience and traditions of the school team, but also has its own specifics in different classes; and self-government in elementary grades will differ from the organizational activities of student activists in high school. In the first grades, involving students in performing the simplest functions can be successful starting from the second quarter (the first two months of work are spent on accustoming students to their academic responsibilities, observing the basic rules of behavior at school, which lays the very foundations for organizing the class team). Self-government of first-graders begins with their performing the simplest duties of classroom duty officers. In this work, the teacher uses the duty officer's memo. It does not operate for a whole year, but only at the initial stage of teaching children to work in the classroom. In November, they can already perform the duties of akim, orderly, flower grower, game manager, business manager, etc. Children help the teacher by collecting notebooks for testing, distributing individual didactic material, etc. They do all this on direct instructions from the teacher. It is not recommended to assign any permanent responsibilities to individual students for long periods of time in the first grade. This is due both to the peculiarities of the psychology of younger schoolchildren and to the need for the teacher to become better acquainted with the class, and, consequently, to see more students at work. In addition, kids are very jealous of such assignments: everyone wants to be an orderly and take care of fish, be on duty, etc. And every student should be given this opportunity for a while. Obviously, for this, the teacher must keep special records of the distribution of temporary responsibilities of his students, so that everyone can be “assigned to a position” in due time. From the second grade , when individual groups of children take shape and begin their activities, it is advisable to assign already known assignments to groups of children for a certain period of time (again, not very long). New things in work and the collective nature of performing one’s duties. Here it is important to teach children to distribute work between performers. Experience shows that paraphernalia plays an extremely important role in stimulating the first steps of schoolchildren in self-government. Beautiful armbands, emblems with a flower, a fish, a red cross embroidered on them not only introduce an element of play into the work of children (which, by the way, is important in itself), but also make the work of the activist public, put children under the control of their comrades, and improve their responsibility for carrying out team assignments. From the fourth grade, self-government increasingly begins to fulfill its external function - including the class in the school community. Here, those responsible for the main areas of work are already elected for a relatively long period of time: as class representatives, they are part of the self-government bodies of the school collective. Groups and councils are created in classes, in which they become the guiding core of the student activists in the class. For both grades 4-8 and grades 9-11, the general organization of the asset’s work is maintained. However, with the transition to high school, self-government (together with students) gains maturity. Among the forms of classroom self-government, general meetings and student duty in the classroom play a particularly important role. General meetings teach children to collectively solve issues in their lives. It is at meetings that the power of public opinion is developed more and better than anywhere else, and every student is ensured the right to participate in the discussion and decision-making on issues of the team’s activities. Class meetings are the most flexible and accessible form of involving everyone in self-government. All-school assemblies are much more complex organizationally, and in some large schools they cannot function at all in a direct form. At the same time, sometimes class meetings are conducted poorly, formally, and are used only to inform students about certain events in the life of the school, class, or country. Of course, such information is needed, but it cannot constitute the main content of the student meeting. The main thing and the main thing in the work of class meetings is the discussion of important decisions about the activities of the class team, consideration and approval of its work plan, elections of student activists, hearing reports on the implementation of class decisions by individual students. You can draw the most beautiful diagrams of self-government, write many different documents about organizational work at school, but if the children in the class cannot prepare and actively hold a meeting themselves, then it is absolutely obvious: there is no self-government in this class. Meanwhile, in some schools, even in high school, the meeting is led by a teacher. A chairman and secretary are elected to conduct the meeting. At first, it will be better if these responsibilities are assigned to certain students for a long enough period of time so that they receive the necessary practice. With the help of the teacher, we learned how to conduct a meeting properly (to chair, take minutes, report on checking decisions, etc.). Meetings do not have to be very lengthy, with many complex issues discussed and taking up to an hour of time. It is better to hold short meetings (“operatives”) of 10-15 minutes more often to resolve one well-prepared issue, for example, organizing class participation in a cleanup event. With this practice, class meetings will truly become what they are meant to be—a vital form of collective self-government. Another form of self-government that allows all students to be involved in organizing class life is duty. What are the main, characteristic features of self-government in the classroom? First of all, it should be noted that here, as always, self-government performs two main functions: internal and external. The internal function of class self-government is to guide and manage the forces of students, the life of the class team, and various types of its activities. This is achieved by establishing responsible persons for sections of work. Each of them is in the position of an authorized team, subordinate to the active class (the association of those responsible for the main areas of work) and the general meeting. Management of the internal life of the class is ensured by the normal functioning of the activist council and the class meeting, the development and implementation of a work plan by them. The external function of class self-government is to establish connections between a given group and other primary groups of the school, and to determine its place in the school community.
School-wide planning also plays an important role here if it ensures interaction and contact in the work of classroom teams. By carrying out the main tasks of the school-wide plan, organizing the class team to participate in competitions and competitions with other classes, class self-government prevents the danger of the primary team being locked into the circle of its interests. Some teachers pay little attention to this side of self-government. Some even contrast, to some extent, their class activists with the school-wide ones, considering the election of the best class activists to school-wide bodies as a weakening of the social life of the class. But such a point of view can only arise where the teaching staff does not strive to create a single, cohesive school team. Meanwhile, the primary collective, being only a certain link in the transition from a single school collective to an individual, cannot by itself, being isolated from the latter, solve the main problems of educational influence on the child, because “only by creating a single school collective,” says A. S. Makarenko, it is possible to awaken in children’s consciousness the powerful force of public opinion as a regulating and disciplining educational factor.” An important condition for the normal functioning and progressive development of class self-government is its inclusion in the system of school self-government and work according to a unified plan. Control by the school community, exchange of experience with other classes - all this largely determines the success of the class team. The main task that school-wide self-government bodies solve is to unite the efforts of class groups in various types of activities: social - political, educational, labor, economic, cultural - mass, sports - tourist. School-wide bodies embody the idea of centralizing the leadership of primary teams. This function of school self-government largely determines its main features. The highest body of the school student body is the general meeting, which makes decisions on the most important issues of school life. Here, long-term plans for the work of the school team are discussed and approved, the results of competitions and class team competitions are heard and approved, the most important internal school documents regulating the life of the school team are approved: competition conditions, regulations and instructions on the work of the team’s bodies. Student duty at school has always been the most common type of self-government work. The experience of the best teachers suggests that by properly organizing duty in a children's team, you can teach children to see the special romance of everyday life. If other forms of self-government work are built at the beginning of work on a relatively constant distribution of responsibilities among a certain group of children, then student duty from the very beginning is organized on the principle of simple priority. The main task of class duty is to provide students with uniform requirements, as well as systematic daily cleaning of the classroom and preparation of the class for the lesson. All students are on duty in the classroom, usually two people each. The class duty schedule is approved by the class meeting and posted on a stand in the “Classroom Corner.” Supervises the work of the class akim on duty. Duty on the floor lasts for a certain period of time (a week). All students are on duty, except for those on duty in the classroom. It is important to note that as duty develops, it becomes increasingly included in its unified system of school-wide self-government. The involvement of students in the activities of leading and managing the life of their team is achieved through various methods of pedagogical influence - the public opinion of the children's team. This does not mean that teachers can withdraw from leading the public opinion of the children's collective. The leading role of the teacher always remains. But it is now that the teacher, instead of a guardian and nanny, becomes an older, wiser friend and adviser for children. How to plan educational work with a team in primary school

Planning educational work is an essential link in the overall activity of a teacher.
Thoughtful planning ensures its clear organization, outlines work prospects, and ensures the implementation of a certain educational system. The class does not live in isolation from the school community. When planning work, the teacher proceeds from the work plan of the entire school. To draw up a plan means to think through and imagine in general and in detail the entire course of educational work, its organization, and foresee its results. I start planning with the theme and goals of the school, which echo the theme of the primary classes: “Self-realization of the personal qualities of a primary education student through the formation of a healthy lifestyle.” Goal: “Creating conditions for self-realization of personal qualities through the development of creative, individual principles of the individual and the cultivation of communicative, independent qualities of a healthy lifestyle.” The plan itself is structured according to the following sections: 1. “Education of Kazakhstani patriotism and citizenship.” 2. “Formation of intellectual culture.” 3. “Education of spiritual and moral culture, understanding of universal human values.” 4. “Formation of a healthy lifestyle.” 5. “Formation of an ecological culture.” 6. “Formation of economic culture.” 7. “Formation of aesthetic culture.” 8. “Formation of a culture of family life.” 9. “Legal education” 10. “Work with parents” 11. “Individual work with parents.” 12. “Individual work with students.” 13. “Self-education.” 14. “Organizational measures.” Thus, isolating individual sections of the plan will make it possible to formulate the main educational tasks and present them in a specific system that reflects a more general task - the formation of a comprehensively developed personality of the child. The task of nurturing children’s independence in the educational process entails setting the same task in extracurricular activities. Fostering independence requires organizing children’s activities in such a way that will ensure their success and effectiveness. Moreover, children act without the direct guidance and control of the teacher. Children are prepared for independent activities from the first grade. They master it with the help of a teacher and adults: distributing responsibilities and roles among themselves. Another condition: the work is performed by a small group of 3-5 people. The group includes children connected by friendship, a feeling of sympathy, who want to work together in one team. Interest in the content of the activity is another condition that determines the success of children’s independent activity at first. When teaching children to engage in independent activities, the teacher himself or through other organizers gives children tasks to complete independently, sets tasks for them: to think, answer a question, solve a problem. Children will not always succeed in everything; they will ask for help and quarrel. They need help to establish friendly teamwork, resolve conflicts, and make peace. The guys always have a lot of initiative and desire, but little experience and collective skills. Therefore, it is very important that the organizers of small groups see the teacher as a benevolent ally, so that they themselves can look for helpers. At this stage, the teacher’s position requires subtle instrumentation. One of the most important duties of the attendants is to ensure that each student takes care of the safety of the furniture. During breaks, they ensure that all students leave the class on time, be sure to ventilate the room, and prepare the blackboard, chalk, and rag for the next lesson. The work of the class attendants is controlled by the class akim and those responsible for the safety of the furniture. Structural and functional model of independent work of the class

The teacher cannot be allowed to be a passive witness to the development of children's self-government, therefore I consider the most important rule to be self-government guidance. The teacher’s task is to encourage children to think about the reasons for success and failure, and learn to see the influence of relationships on the effectiveness of a common cause. Collective summing up contributes to the development of public opinion. The relationship of community between the teacher and children is a prerequisite for the fact that the pedagogical assessment of the teacher is a significant person for children and is capable of influencing the formation of their assessment and self-esteem. Experience suggests that the inclusion of children in collective creative activities activates them, which is expressed in independent judgments, helps to better understand the requirements placed on them, develops the desire to control their own actions and actions and thereby strengthen the relationships of community and exactingness between members of the team.

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“Organization of self-government in elementary schools (from work experience)”

Municipal educational institution

Secondary school No. 17

g.o. Orekhovo-Zuevo

“Organization of self-government in elementary schools (from work experience)”

primary school teacher of the highest category

Organization of self-government in primary school.

By the 3rd grade, elementary school students already quite clearly demonstrate their personal qualities and individual characteristics in the school environment - although study continues to be the leading activity, a significant place is already given to communication, creativity, and self-realization in the children's team. The children are already sufficiently capable of independent action in class and extracurricular activities: putting forward ideas, drawing up an action plan, proposing ways to implement it, organizing themselves and others, leading the actions of a couple or a small group. Moreover, by the age of 9-10 it is already clearly visible which of the students enjoys authority, who is a good organizer, and who remains in the shadows, being an outsider, and sometimes an outcast.

Therefore, some need to be given the opportunity to realize their leadership and organizational abilities, others - their creative potential, and others - to feel needed to implement a common idea, to feel confident in their abilities, to help them open up, to recognize their capabilities.

For many years, the basis of my educational work in grades 3-4 has been student self-government. In my opinion, it is inappropriate to begin self-government before the third grade; children simply will not understand the meaning of this work, and conflicts will begin. First-graders simply need to be taught to work in pairs and rotating groups, so that the children learn to interact, learn to listen to others. Therefore, the main work on organizing self-government begins in the third grade and continues in the fourth grade. By this time, children are ready for the new form and happily accept it. We have to take into account, of course, the characteristics and capabilities of children of this age. The undoubted advantages of this age category are the following: 1) the authority of the teacher and trust in him; 2) the desire to do something independently, without the help of adults; 3) activity and creative freedom; 4) have certain independent work skills and the ability to obtain information. There are also disadvantages, which creates difficulties in organizing self-government in the classroom: 1) children do not yet have sufficient experience of interacting with each other, do not always listen to others, and give in to others; 2) self-centeredness; 3) experience difficulties with speech, there is a problem in expressing their thoughts; 4) individual characteristics of character and upbringing that make it difficult to work in a team; 5) a small supply of knowledge and skills necessary to complete the assignment, which makes the help of adults inevitable.

The main stages of organizing self-government in the classroom.

Division into groups, choice of commander.

This usually occurs in the 1st or 2nd week of September. The children are given the task to independently, based on their preferences, divide into groups of 5-6 people. In 3rd grade, I do not limit the children in any way; I watch them make their choices: most often, girls and boys are grouped separately. But in 4th grade (in the second year of self-government) I set the condition that the groups be mixed. This is done so that in joint creative work, communication between boys and girls becomes softer and conflict-free, especially since at this age interest in representatives of the other sex arises. A few days after receiving the assignment, the children bring me 5 pieces of paper with the names of the members of their group.

Selection of group commanders and class commander.

This stage takes place at a class meeting, a class hour. Children are introduced to a form of choice - voting, and several stages of voting are possible. The teacher should explain in detail both the voting procedure itself and the voting rules, as well as give examples where this form is used.

Distribution of assignments between groups.

According to the number of groups, 5 assignments are distributed: flower growers, journalists, class attendants, canteen attendants, entertainers (by drawing lots). Flower growers care for class plants, prepare reports about them, and speak at class hours. Journalists prepare class newspapers about class events, students, teachers, and also select interesting and entertaining information. Classroom attendants distribute notebooks, maintain order, and carry out the teacher’s organizational instructions. The cafeteria attendants are required to monitor the condition in which the class leaves the tables after breakfast and lunch, and clean them as necessary. During class tea parties, the tables are set and the dishes are cleared away. Entertainers organize outdoor games during breaks, and during class hours they conduct quizzes and competitions. In different classes, the children offered other assignments: we had librarians, orderlies, physical educators, and teacher assistants. That is, children get involved in work and realize its necessity.

Change of orders.

Changes of instructions occur every 5-6 weeks, that is, before the next vacation. At the final class hour, team leaders first report on their assignment, give advice to those who will continue to carry out this task, and then blindly select one from the remaining unfulfilled assignments.

Teams report.

Every week during class, all teams take turns coming to the board, telling what they have been doing all week, the commanders evaluate the work of their team, share their doubts, and ask for advice in cases of disagreement within the team.

Competition screen “Our Affairs”.

Based on the results of their work, teams receive from 1 to 5 points every week (white flag - 1 point, yellow - 2 points, blue - 3 points, green - 4 points, red - 5 points). In addition, the team can receive points on any other day for any achievements or good deeds and deeds not related to completing the assignment. This could be victories in contests and competitions, helping someone, good grades for some important or difficult work, etc.

Publishing a cool newspaper.

For about 15 years now, children in my class have been publishing cool newspapers. At first it was a class-wide activity - everyone wrote something, drew something, took photographs, and found interesting material. I collected and printed the first newspapers myself, then the guys wanted to do it themselves. Now the newspaper is published by a team of journalists. The children themselves decide how the newspaper will be designed and distribute the responsibilities of the graphic designer, photographer, and journalist. The teacher determines the topic of the newspaper or individual sheets only in special cases, for example, after some activities or events.

Primary school teacher, Municipal Educational Institution Secondary School No. 17

Article “Learning to interact” model of student self-government in elementary school

"Learning to interact"

model of student self-government in elementary school

“Children should be involved in all school life.

To do this, they must exercise the right of self-government and show constant active mutual assistance. In preparing to become citizens of the state, they should perhaps feel like citizens of their school earlier.”

“Basic principles of the unified labor school”, October 16, 1918.

The development of student self-government is within the competence of educational authorities in accordance with the Law of the Russian Federation “On Education” (Article 50, paragraph 4). The development of self-government in educational institutions is considered as one of the priority areas of state policy in the field of education. The end of the 20th century - the beginning of the 21st century is the time of formation of civil society and the rule of law. Issues of organizing student self-government are in the center of attention of the state and society.

Currently, the need to develop the civic competence of the younger generation is becoming obvious, as this will allow them to competently enter into relationships with society and public organizations, which is necessary for building a democratic society and the rule of law.

A modern school cannot deal only with education; it must teach a child to be independent, to perform actions and be responsible for them, to make decisions, to protect their rights. Today our children study, and tomorrow they will become adults and begin to live independently. Students come to school not only for knowledge, but to prepare for life. And student self-government plays an important role in this.

Much has been said about the importance of organizing school self-government. Student self-government opens up opportunities for millions of schoolchildren to demonstrate their personal abilities, find an interesting task, organize its implementation, taking personal responsibility for its implementation. In the past, schools had a wealth of experience in cooperation with pioneer and Komsomol organizations. Today, ideas about the intrinsic value of childhood

,
cooperation
, dialogue,
self-determination
and
self-actualization
of the individual, education
of social activity
, personal initiative, development of creativity and tolerance. Participation in school self-government or in the activities of a public organization contributes to the formation of citizenship and allows students to increase social competence; develops social behavior skills.

Currently, many educational institutions in Russia successfully operate various models of student self-government. Student self-government has really become one of the incentives for the development of the cultural environment of the school. Through various types of joint activities, the necessary skills of social interaction are developed, the ability to submit to collective discipline and at the same time to defend one’s rights, to correlate personal interests with public ones. In a community of peers, where interaction is based on equals and status must be earned and able to be maintained, a teenager develops the communication skills, partnership and leadership qualities necessary for an adult. The consciousness of group affiliation and solidarity gives a teenager an extremely important sense of emotional well-being, stability, and forms a sense of responsibility for himself and for others.

Principles of student self-government.

In my opinion, the principles of the activities of student self-government are those that determine the main directions, the entire system of functioning of student self-government bodies - content, methods, organization, as well as the relationships that develop between participants in self-government.

The principle of equality.

All participants in student self-government must have equal rights as subjects of school life;

The principle of election.

In accordance with it, self-government bodies acquire appropriate powers as a result of plenipotentiary elections;

The principle of renewal and continuity.

This principle requires periodic renewal of the composition of self-government bodies. At the same time, continuity in work between the previous and subsequent composition of a particular self-government body must be ensured.

The principle of democracy.

It is expected that all participants in the educational process will be involved in self-government activities;

The principle of expediency.

The activities of the self-government body should be aimed at realizing the personal and collective needs and interests of children, their parents and teachers;

The principle of criticism and self-criticism.

Freedom to express comments, without allowing the dignity of others to be humiliated;

The principle of advice and consent.

Before making a decision, it is necessary to consult, make a decision based on the consent of all or the majority of members of the self-government body;

The role of student self-government in personality development

The main purpose of student government is to satisfy the individual needs of students, aimed primarily at protecting their civil rights and interests. The educational significance of student self-government lies precisely in the creation of practically unlimited opportunities for the exercise of the team and each individual in social behavior.

The experience of recent years shows that the idea of school self-government sometimes does not work, fails somewhere, and does not fulfill the functions assigned to it. Students' interest in the work of school self-government bodies is declining. Why?

In my opinion the problem is this:

1. The idea of creating school self-government is not new for Russia, therefore, sometimes all values, types of activities with students, approaches to organizing school self-government are blindly transferred to the present time without taking into account the changed socio-economic conditions in society.

2. Sometimes teachers were not ready to cooperate and interact with students when solving issues related to management.

3. The children themselves are not ready to organize school self-government. After all, participation in school self-government presupposes the endowment of students with certain rights, and therefore a certain responsibility, which students are in no hurry to take on.

Work specifics.

Having analyzed and summarized the work experience of my colleagues, I came to the conclusion that the organization of student self-government is being actively introduced into the education system in the main middle and senior levels. Many people cannot clearly relate to the organization of student self-government in elementary schools. On the one hand, they believe, children are very active and want to take part in everything, but on the other hand, they are too young to participate in the self-government of elementary schools.

As a primary school teacher, I think that my responsibility is to lay the foundations of self-government in primary school, so that in middle and high school children can independently solve many issues that arise in school life. At primary school age, students can develop an active life position; sometimes it is too late to do this in middle and high school.

The organization of student self-government for younger schoolchildren can be presented in the form of a game model. I agree with the opinion of D.V. Rogatkin that primary school is an age level in which game models of self-government are simply irreplaceable. “This should be a game that is interesting to the children themselves and teaches them to be active. If, thanks to game models, children master the basics of self-government already in the elementary grades, then it will be much easier to establish real self-government at school.”

The game is not simple entertainment. Play plays a huge role in human life. She can teach, develop and even educate. It is no coincidence that game techniques occupy one of the most worthy places in pedagogy, since one of the main rules of any game is activity.

The game model allows you to teach self-government. But this will only work if such a game is organized correctly. It is necessary not only to write rules and assign roles. You need to competently manage the course of the game: start game processes at the start, then maintain interest in the game and, of course, complete it on time and successfully. And the main thing is to make sure that the guys not only play, but also analyze what is happening in the game. This is what will help them notice and appreciate the first shoots of self-government.

The peculiarity of gaming activity is that the personality of the player is simultaneously located in two planes: real and conditional (game). The connection with life is obvious, but the boundary between them is rather blurred and uncertain. This allows you to actively implement in the game the principle of a vibrant life, which creates conditions for the realization of children’s need for self-affirmation and self-realization, as well as providing a pedagogical effect of self-renewal and self-improvement of the individual, a focus on self-development in the process of improving the surrounding reality.

The mechanism of construction and functioning of the self-government system in primary school

Every time we primary school teachers experience difficulties when we take the 1st grade again and try, together with our students and their parents, to find the most effective ways to organize and manage the life of the classroom community. And here questions arise:

Which version of the self-government structure is advisable to choose in this class?
What is the best way to distribute assignments among this group of students?
How should you interact with class leaders in this situation?

Many class teachers propose self-government in primary school in the form of a fairy-tale kingdom, a space crew, an extraterrestrial civilization, or a trip to a distant country. I believe that it is possible to use more serious forms of children's self-government, in which the younger student will be able to try on real social roles, and not the roles of fairy-tale characters.

I would like to present the model of student self-government that I use in my practice in elementary school, “Classroom State.”

A children's team is a small country in which it is necessary to build life so that everyone feels the need and need of the other.

The action of the complex game “Classroom State” takes place in a conditional state created in the classroom for a certain period of time. A “class state” has all the necessary attributes of statehood: its own name, state emblem and flag, national anthem, structure of state authorities, etc.). The name of the state and all other attributes of statehood are invented, developed and accepted by the participants of the game themselves - citizens of the school democratic state.

The first stage of the game.

Election campaign. Elections of the President and Ministries

At the beginning of the game, the class teacher conducts an introductory lesson “State Symbols”, during the conversation he brings the children to the realization that the class is also a small classroom state with its own laws and orders.

The election of the asset class takes place in the form of a business game. The pre-election campaign is underway. Students prepare propaganda leaflets, which they then present to their classmates.

Then, after their performance, a general vote is taken. As a result, the asset class is determined: president, minister of culture, minister of education, minister of emergency situations, minister of health, minister of environment.

Second stage of the game.

Functions of self-government bodies by type of activity.

Organizing classroom activities requires constant student activity and the fulfillment of various assignments. These instructions and their implementation are very significant in the life of the entire team. In order to determine what tasks students will carry out in class, you can first determine the area of application of your efforts. To do this, students write words on the board that are significant for determining future assignments. For example, a library, a canteen, a gym, public organizations, a scientific society, concerts, intellectual marathons, etc. Then the guys determine which word they want to associate with completing assignments in the classroom and determine what standing assignment in the classroom they would like to complete. Permanent self-government bodies are being formed. Self-government bodies are elected for each type of activity so that all students are included in one or another body. Members of these bodies become organizers of work with students based on their interests. . During the year, it is possible to change activities, move from one group to another.

Council of Culture and Creativity:

— Participation in the discussion and drawing up of a class work plan. - Selects and appoints those responsible for various class activities. — Organizes class participation in CTD. — Selects topics and questions for conducting class events and thematic class hours.

Board of Education:

— Monitoring progress and class attendance. — Work to eliminate knowledge gaps in various subjects. — Issue of a “Combat List” based on the results of checking the progress and attendance of class students. — Participation in the organization and conduct of school Olympiads and subject weeks. — Participation in thematic evenings, exhibitions, competitions in subjects.

Sports and health advice:

- Promotion of healthy lifestyles. — Organization of extracurricular sports activities. — Participation in sports events of the school, city, district. — Sanitary and hygienic education. — Preparation and organization of competitions both within the class and with other classes.

Ecology advice:

Control and evaluation of office cleaning.

— Organization of duty in the classroom. — Organization of cleaning of the territory assigned to the class. — Organization and control of work in the school area outside the territory assigned to the class. — Organizing conversations on cleanliness, monitoring second shoes.

Emergency advice:

Works with violators of discipline and order.
Maintains order in the classroom.
Resolves conflict situations.

Class President

– an authorized representative of the class at meetings and sessions of any level, protects the interests of the class.

The class president is obliged to: supervise the work of each council; carry out the instructions of the class teacher related to the educational process.

Third stage.

At the third stage, work is being done to create the symbols of the “Class State”: a competition for sketches of the class coat of arms is announced. Next, the coat of arms and anthem of the class are selected on a competitive basis. During the selection of the coat of arms, it turned out that several sketches scored the same number of points. During the discussion, the guys suggested combining elements of their favorite sketches into one. And this is what we got:

As a result, student self-government receives a clear structure and meaningful completion. During the entire process, the teacher plays the role of a coordinator who helps with advice and unobtrusively directs the children’s activities in the right direction.

Expected Result:

1) Enriching the personal experience of younger schoolchildren with socially and personally significant content; 2) Manifestation of properties of characteristics, actions expected as a result of educational activities; 3) Formation of management thinking, which contributes to the formation of such skills as:

- foresee the consequences of your actions and the actions of the team;

— assess the current situation and find the optimal solution;

- analyze and synthesize perceived

management information;

- defend your opinion in a reasoned and logical manner;

- establish business relationships with friends and teachers.

4) Students acquire a number of moral qualities necessary

man of our time, such as:

— first of all, this is everyone’s personal responsibility for the common cause, for the successes of their team, and deep devotion to common tasks. Acting in the role of authorized representatives of the team when self-government is properly established, children learn to see their personal interests in the interests of the common cause.

5) Participation in self-government develops initiative in children, a constant desire to bring something new into the life of the team. In this case, the initiative is the personal contribution of each team member to improve the work and life of the school as a whole.

And in conclusion, I would like to say that school is a small model of society. The behavior of a child in a school community is the behavior of an adult in society. If a child is proactive and independent in school life, then I think such a child will be an initiative and independent member of society in adult life.

So, self-government in elementary school is possible, moreover, it is necessary, because by and large we will be able to raise the children of our own lives only if, at the very beginning of their lives, our students feel, understand, and are convinced that they can do something, they are capable of something, that they are free to organize their existence.

I often imagine what my children will be like - they will be SELF-independent and SELF-active individuals who have understood their SELF-worth, who have achieved SELF-determination and SELF-affirmation through SELF-development and SELF-realization.

Used Books:

Bochkarev, V.I. Experience of school self-government / V.I. Bochkarev // public education.-2004.-No. 8.- P.99-102.
Korotov, V.M. Self-government of schoolchildren / V.M. Korotov.- M.: Education, 2004.-280 p.
Novikova, L.I. Self-government in the school community / L.I. Novikova.- M.: Education, 2006.-190 p.
Prikhodko, N.I. Pedagogical foundations of student self-government: a book for teachers / N.I. Prikhodko. - M.: Education, 2004. - 190 p.
Prutchenkov, A.S. Development of children's self-government through socially significant activities / A.S. Prutchenkov // Out-of-school student: education and additional education of children and youth. - 2006. - No. 9. - P. 27-28.
Rozhkov, M.I. Development of self-government in children's groups: educational methodological manual / M.I. Rozhkov.- M.: Humanit.ed. VLADOS Center, 2002.-206 p.

7. Nechaev M.P. Methodology for creating and developing a school self-government system // Methodist No. 4/2006.

8. Prutchenkov A.S., Novikova T.G. Business game - a model of student self-government // Methodist No. 4/2006.

Self-government in primary school methodological development (grade 4) on the topic

SELF-GOVERNANCE IN PRIMARY SCHOOL.

Our children are our old age.

Proper upbringing is our happy old age,

bad upbringing is our future grief, these are our tears,

This is our fault before other people, before the whole country.

A.S. Makarenko

And the student’s activities at school are very multifaceted: classroom, extracurricular, leisure, etc.

* First of all, students acquire knowledge in the classroom. The results of studies are summarized in a class journal, and a system for calculating the average score has been developed.

* The same ones will succeed in studies, while others will not be interested, but they can succeed in the other eight types of activities that are taken into account in our school life, and they can even be leaders.

* For cleanliness in the offices and a neat appearance.

* You take part in school celebrations, and it will be seen and celebrated.

* Sports activities and activities in clubs are also assessed according to a special

developed rating system. And they always gave grades for being on duty at school.

* And finally, “offence” is an undesirable “activity”, but unfortunately it happens and very sharply reduces productivity

The mechanism of construction and functioning of the self-government system in primary school

Such a component of the educational system as children's self-government has a special influence on the development of a student's life positions. Student self-government is an opportunity for students themselves to plan, organize their activities and sum up their results, participate in solving issues of school life, and conduct events that interest them. Participation in the work of student self-government contributes to the development of a sense of belonging to everything that happens in the classroom, school, and, therefore, to what is happening in the country. This is an opportunity to demonstrate the uniqueness of your personality, gain experience in communication, overcoming difficulties, experience responsibility for your actions, master social experience, and learn to cooperate with people.

My task as a class teacher is to teach students to be independent, to do good deeds, to be responsible for their actions, to make decisions, to protect their rights.

The dream of any class teacher is to create a united, friendly team. The individual success of each student and the satisfaction with life at school of all children depend on the level of team cohesion and the emotional mood of the class. It is easy for the teacher to work in a friendly team.

As a class teacher, I see my task in helping students organize self-government and teach them how to work in it, gradually giving children more and more independence; help everyone in preparing any case; build trusting relationships with children.

I begin to form a system of classroom self-government in 1st grade as soon as the children arrive at school. At first, as a class teacher, my main focus was on studying the individual characteristics of students and identifying interest groups. Group commanders are selected and a class asset is formed. Each student receives his own area of activity, and he is given responsibility for its implementation.

Usually children approach this matter responsibly, as they understand

the significance of this process. We hold a class hour “We mean the class,” where together we solve all organizational issues, elect a class leader and his assistant.

Then we form groups. Groups are created to organize cognitive, artistic and creative, physical education, recreational, labor and other types of activities in the classroom.

Groups bring together students based on common interests and friendships existing between them. Every student in the class must be a member of some group.

Goals and objectives of self-government activities.

When creating classroom self-government bodies, I set myself the following goals and objectives.

TARGET:

involve every child in the social life of the class and school;

developing students' initiative, creativity and independence;

instilling responsibility for assigned work.

TASKS:

Creating conditions for self-expression and self-affirmation of each individual through participation in specific class activities;
Formation of democratic foundations of student self-government bodies with specific, defined and feasible functions for them
Development of organizational and management abilities, independence and responsibility in children
Raising worthy creative leaders.
Make school life interesting and exciting, be useful to people around you

Program for the implementation of set goals and objectives

Class self-government consists of the distribution of specific responsibilities between individual students and the selection of those responsible for the most important sectors of work.

By carrying out a public assignment, the child acquires the social experience necessary for the development of citizenship, skills in social activities, and lessons in democratic culture. This contributes to the spiritual growth of the student, expands the range of his needs, and increases personal responsibility.

When distributing assignments, I take into account the age and individual characteristics of the child, his interests and abilities, which I constantly and gradually develop and complicate with the content of the assignments, expanding the rights and responsibilities of the student. An assignment is vital if it is understandable, accessible, socially significant, and interesting. And the turnover of children in various types of activities occurs through changes in areas of work, re-elections, and the order of priority in completing tasks.

For students to successfully carry out public assignments, my constant pedagogical support is necessary. The system of public assignments allows me to expand my understanding of the student, to see in him a personality in a wide variety of social and age-related manifestations.

Analyzing the tasks children carry out helps me diagnose their development and determine the prospects for individual work with students. Organization of self-government:

Teaches children the ability to lead and obey;
Teaches to be demanding, objective, independent;
Promotes the development of a sense of responsibility and collectivism;
Develops the right attitude towards criticism;
Creates conditions for the manifestation and development of the abilities of each student;
Makes it possible to clearly and efficiently organize work in classes and schools.
Self-government activities are carried out in different types:
participation in planning, development, and implementation of key team activities;
execution of collective, group and individual assignments;
duty in the classroom and around the school;
participation in school and class activities: leisure time, class and school holidays, sports and sporting events,
self-service in the canteen;
activities of the school press;
cleaning the school grounds.

The chosen form of self-government corresponds to the form of the educational system operating in the classroom:

The structure of self-government bodies in the class is flexible and variable (changes in the class council are possible during the year), includes various groups that provide each student with the right to participate in the life of the team. Along with permanent ones, temporary action councils can also operate in the classroom, the creation of which is determined by a specific task. The task of all self-government bodies under the leadership of the class council is to organize such a way of life within the walls of the class, where everything is for the student and everything that is done comes from the student.

The highest body of self-government is the class meeting

The main purpose of a class meeting is to discuss issues of the life of the team, problems that arise in organizing the activities of class students. It provides each student with the right to participate in preparation, discussion and decision-making on the most important issues in the life of the class. The main functions of a class meeting are stimulating and organizing. The result of the meeting is specific decisions aimed at positive changes in the team.

We hold class meetings once a month. At the meeting, children learn democracy, communication, cooperation, independence and responsibility.

The class teacher teaches the children the procedure for holding a meeting, the ability to lead it, listen to their comrades, ask for the floor, participate in the discussion of issues, develop collective decisions and vote for their adoption, i.e. Teaches democratic conduct of meetings.

The competence of the class meeting includes the following issues:

determining the program of activities of your student body;

election of self-government bodies, determination of their structure and functional responsibilities;

election of executive bodies of self-government (sectors);

establishing specific tasks for the activities of the student body for a certain period and adopting specific work programs;

coordinating the work of executive bodies of self-government (sectors), hearing reports on their work and assessing their activities;

establishing forms of encouragement and reprimand in the classroom;

making proposals to the school administration and school self-government bodies to improve the functioning of their staff.

All students in the class and the class teacher participate in the class meeting, and in the case of consideration of particularly important issues, the parents of the students.

The purpose of class meetings is to help solve pressing problems and develop students’ ability to solve these problems independently.

Objectives: to challenge children to have a frank conversation with each other, to form honest discipline among schoolchildren.

Rules for organizing and holding a class meeting:

try to solve the problem yourself;
not to put any pressure on each other - neither legal nor verbal;
do not punish the whole class for the behavior of individual children
listen to each other and don't interrupt
do not judge, do not blame others;
create an atmosphere of cooperation.
Class meeting structure:
presentation of the problem under discussion (by the class teacher or students);
presentation of information on the problem;
beginning of the discussion: “What do we need to do in order to...”, “The result turned out this way because...”;
proposing a solution to the problem;
choice of solution;
discussion of the expected outcome of the decision;
closing of the meeting

Types of meetings:

installation, thematic, working, traditional, joint, emergency, solemn,

Installation - distribution of public assignments occurs at the first class meeting of the school year by secret ballot. Lists of assignments are drawn up in advance and everyone is asked to write the name of the worthy person next to each position. When analyzing questionnaires, the personal desire to carry out this or that task, as well as the majority of votes, are first taken into account. Assignments can be changed every academic quarter so that each student can try themselves in different roles. A work plan for the first quarter is drawn up.

Thematic - dedicated to specific problems of the life of the class.

Workers - organizational issues are discussed (approval of the plan, current issues, summing up results for a specific period of time, discussion of documents regulating the life of the class and the actions of the children, etc.), the implementation of public orders is heard and analyzed.

Traditional - associated with the traditions of the class, school, district, annual reporting and election meetings.

Joint with teams of other classes (for example, parallels), with parents (in resolving, for example, issues of repairing a classroom, preparing for excursions, a hike, determining prospects for the team’s activities).

Emergency (extraordinary) - when some issues need to be discussed and resolved immediately (an important socio-political event, an incident that requires a general assessment, the need for the team to do something urgently, participation in a large-scale company).

The class meeting is led by its chairman. As a rule, he is the class teacher, but may also be the chairman of the Class Council or the parent committee. He prepares questions for discussion and brings them to the Class Council.

The class meeting makes decisions by voting (open or secret). A decision is considered adopted if more than half of the participants vote for it. The Chairman of the Class Council, together with the class teacher, draws up a work plan for the quarter (based on student suggestions). It should be taken into account that not all issues brought up for meetings can be planned for a year in advance; much will be suggested by current affairs.

Between meetings, the work is organized and controlled by the class council, which meets once a week.

The class council is the main executive body, elected at a class meeting for one year. He leads and coordinates all work. It consists of a headman, an assistant headman and group leaders. The class council meets once a week to coordinate the activities of the class team, resolve various issues, and hear reports on the work done by those responsible for the work of the sectors. The Class Council is elected at a meeting by open voting, which contributes to the formation of experience in civil legal behavior and the creation of conditions for the implementation of civil rights of students, incl. “to choose and be elected to governing bodies.” At the council meeting, the guys talk about carrying out assignments, implementing previous decisions, analyzing how things are going, planning upcoming work, distributing tasks among students, considering issues of encouraging active students, etc. The entire class team is informed about the decision made by the council; it is placed in the classroom information corner. The class council reports to the team on the work done once a month.

STRUCTURE OF CLASS SELF-GOVERNMENT

GOVERNING BODY: Class Council

Class monitor

Replaces the class teacher in his absence.
Responsible for the state of discipline in the lesson.
Provides communication between the class and teachers and administration.
He is a class representative in school bodies.
Coordinates the work of student government bodies in the classroom.
Together with the class teacher, draws up a work plan for the quarter (based on student suggestions);
Forms teams to prepare and conduct class events.

Assistant Warden

The assistant prefect performs the functions of the prefect in his absence, and is also the class representative in the school government system.

Sectors of classroom self-government:

Sector "Educational"

Monitors the presence of students in a uniform that corresponds to the official business style.
Monitors progress.
Responsible for issuing a newspaper based on the results of checking the progress and attendance of class students.
Organizes assistance to those who are lagging behind in their studies.
Responsible for the timely delivery of textbooks and their receipt in the school library
Monitors the availability and verification of diaries
Organizes work to develop cognitive interests.
She prepares classmates for intellectual competitions, Olympiads and subject weeks.
Engaged in forming teams to participate in quizzes and intellectual marathons.
Prepares interesting themed classes and quizzes.
Introduces modern achievements of science and culture

Sector "Patriot"

Organizes and conducts events on civil and patriotic topics (Day of Accord and Reconciliation, withdrawal of Soviet troops from Afghanistan, liberation of the Rostov region from the Nazi invaders, Defender of the Fatherland Day, Victory Day and other memorable dates),
Lays flowers at the monument to the liberators from the Nazi invaders
Organizes class participation in the annual song and formation show
Organizes patronage assistance to veterans and children of war
Responsible for congratulating veterans

Sector "Order"

.Organizes class duty: draws up a duty schedule, promptly informs classmates about the upcoming duty and reminds them about it.
2Responsible to teachers for preparing the classroom for each lesson: ventilation, arrangement of furniture, cleanliness of window sills, blackboards.
Responsible for the condition of the furniture and landscaping in the classroom.
Responsible for class participation in labor actions.
Organizes a review of duty results at the end of the day
Organizes classes for community cleanups and general cleaning.
Organizes cleaning of the area assigned to the classroom.
Conducts conversations about cleanliness, monitors the second shoes.

Sector "Sport"

Organizes sports and recreational work: ensures class participation in sports and recreational activities and forms teams.
Maintains contact with physical education teachers and informs the class about all sporting events planned at school.
Takes part in the development and preparation of scenarios for sports events, sports competitions, and Olympic games in the classroom
Prepares applications and class lists for participation in sports competitions
Responsible for preparing equipment and determining the class’s hiking route.
Analyzes students' work in physical education lessons (attendance, uniform, workload, health group, academic performance).
Responsible for conducting physical education sessions in the classroom.
Responsible for the safety of sports equipment.

Sector "Leisure"

Engaged in the selection of necessary material for the development and preparation of scripts for school holidays, amateur performances, selection of musical material;
Organizes music competitions and evenings in school and classroom
The script group participates in the jury of various competitions in school and class
Organizes excursions to museums, theaters, exhibitions (together with the class teacher).
Prepares conversations about trends in music
Introduces the work of singers and musicians, musical groups

Sector "Editor"

Collects information and is responsible for issuing congratulatory, thematic wall newspapers or based on the results of class activities;
Responsible for the design of the classroom;
Responsible for the design of the classroom corner;
They prepare photographs and videos in preparation for birthday celebrations, humor events, meetings with parents, knowledge shows, excursions and trips.
Engaged in the selection of material (photo, video, audio of holidays, trips, performances) for the class chronicle book.
Responsible for organizing and conducting drawing and poster competitions in the classroom;

Sector "Care":

records student absences
submits medical certificates to the medical office
collects information about the health status of the class
organizes visits to children who have been undergoing treatment in hospital or at home for a long time
is responsible for organizing hot meals and discipline in the canteen
prepares messages, oral journals, watching presentations on healthy lifestyles
During disease epidemics, messages on disease prevention are prepared for classmates

In all my work, the idea of developing the individual qualities of a student’s personality, his creative abilities is realized, and most importantly, an active life position and citizenship are formed.

The implementation of the idea of cooperation contributes to the enrichment of children, the promotion of a favorable moral and psychological climate in the team, strengthens and develops the relationships “Teacher-student”, “Student-parent”, “Teacher-parent”. Such work contributes to the achievement of positive results in the educational process: an atmosphere of goodwill and mutual understanding prevails in the classroom; most students carried out certain social assignments; Based on the results of their work during the school year, the team was awarded a Certificate for active participation in the life of the school - this indicates the self-organization of students.

In the class, together with the children, we developed and approved the rules of conduct for students in our class. After discussion and adoption, we not only visualized these classroom laws, but also brought them to the attention of teachers working in the classroom and parents. Students learned that they created rules in order to make fewer mistakes, not to do things that interfere with others, and not to make wrong decisions. The guys know that if they don’t like a rule, they can discuss it with their friends and make changes, but if it is approved by the majority of students, they must follow the rule and try not to break it, even for a good reason.

Stages of development of self-government in grade 1A of GBOU Central Educational Institution No. 656 named after A.S. Makarenko

As a result of the inclusion of children in organizational and managerial activities in the classroom, I observe the development of the student’s personality in the system of classroom self-government.

Three stages in the development of self-government can be distinguished:

1st stage of activity development – emergence:

The activity of an individual in conscientiously fulfilling an assignment forms conscientiousness towards the assigned task.

2nd stage of activity development - formation:

Carrying out public assignments, in which he himself finds and uses some ways to carry them out, develops the skill of self-control and self-demandingness.

3rd stage of activity development - self-improvement:

The student himself chooses the task and determines the ways of its implementation; characterizes the creative attitude of an individual to a specific matter.

At each stage, a higher level of team self-government is achieved. It is they who determine the structural characteristics of the process of self-government development. Each stage differs from the previous one in the level of complexity of the management problems being solved. The transition from one stage to another corresponds to the achievement by the team of a certain level of development of self-government.

Having successfully passed these stages of development of student self-government, I can sum up our activities.

An analysis of the activities of student self-government bodies in our class shows that we are at the second stage of development, the stage of formation.

Gradually, from year to year, traditions, a system of values and mutual responsibility are formed, the self-awareness of the class team grows, and, consequently, the joint activity itself becomes more complicated.

The results of the class’s work on the introduction and implementation of the model of student self-government for the period 2012-2014.

.A model of self-government has been developed and the process of implementing this model in practice has been organized
.The foundations of the regulatory framework for the development of classroom self-government have been formed
An organizational mechanism for democratic management in the classroom has been created and operates stably
Clear interaction between all structures of the classroom self-government system has been established
The preparation of schoolchildren for conscious participation in the activities of student self-government bodies is being deepened
The methodological preparation of the class teacher for working with student self-government bodies is being improved.
The mechanism for selecting members of class self-government bodies has been developed
The main directions of activity have been developed, functional responsibilities have been distributed and measures for their implementation have been outlined.
Information support for the activities of class self-government has been developed through a newspaper, stands, exhibitions

1. Problems are solved through self-government

development, cohesion and coordination of the student body
formation of a culture of business relations, skills in maintaining business documentation
problem solving skills
self-disclosure and self-realization of personality
principle of equality in joint activities
ability to plan work activities rationally
use working time and place, keep records of labor results, increase demands on yourself and your comrades, develop an intolerant attitude towards violators of labor discipline
revealing schoolchildren as thinkers capable of predicting their lives

2. Students do:

duty at school and in classes
organization of labor affairs (cleaning, cleanup days, repair work,
improvement of the school grounds...)
search and research work
organization of leisure
keeping diaries
carrying out actions
holding thematic competitions (drawing, songs, readers, poets, creative works, theatrical performances, etc.)

3. Students believe that the development of self-government in the classroom:

acquired real-time communication skills
developed personal responsibility
formed and united the student team
coordinated the action of the student team
formed responsibility for one’s own development (spiritual, moral, intellectual, physical)
provided protection from negative phenomena (drug addiction, alcoholism, neglect)
allowed us to identify our capabilities and realize them
contributed to identifying leaders
increased the level of education of children

Conclusions:

Self-government in the classroom is a necessary component of modern education

Its goal in modern conditions is to adapt schoolchildren to constantly changing living conditions

Self-government contributes to the personal growth of schoolchildren, the development of their responsibility and independence

The most successful is a multi-level approach to organizing self-government, when the personal needs of students are taken into account. Self-government contributes to the discovery of schoolchildren as

thinkers who are able to predict not only their lives, but also countries

Self-government creates readiness to participate in various projects

EXPECTED RESULTS

1. Creating an atmosphere of friendship, mutual understanding and cooperation, and psychological comfort in the classroom.

2. Development of the creative capabilities of each child, taking into account his internal psychological inclinations.

3. Carrying out systematic monitoring of the health status of students, monitoring the reasons for missing lessons.

4. Formation of the basic rules of conduct in public places.

5. Fostering love for the native land and the Motherland.

6. Uniting the children's team; development of students' creative abilities, self-development, personal self-expression based on cognitive activity.

Self-government in primary school

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