The use of modern technologies in the educational work of the class teacher in the conditions of the Federal State Educational Standard

Master class for the competition “Class Teacher” on the topic: “Successful Personality”

Epigraph on the screen: If you can imagine it, you can achieve it. John Ron.

The picture on the slide is the growth of a successful person, a ladder.

Teacher: Children are the flowers of life. Every parent dreams that his child will be a hardworking, educated, responsible, honest, talented, master of his craft in the future. And the role of the class teacher is to help children develop these qualities and try to reveal them.

And today in our master class we will continue to develop these qualities.

And so we begin. ———————————————————————————————- 1.5 min

Pay attention to the board here there is a chamomile that we will fill in as we progress. So I propose to divide into four groups and complete the tasks. I'll give you 3 minutes and then we'll sum it up. ----------------------- 3 min

music and slide show successful people

So

first group what skills did you need to complete this task. ( education)

Group Two What skills did you use to complete this task? (creation)

Third group what form of work did you complete? Conflict resolution speaking skills (communication skills)

The fourth group, what skills did you need (logic, thinking) means (non-standard thinking.)

Everyone stood up together, I ask you to exercise (physically healthy person) 4 min

And take a blank sheet of paper, bend it and tear off the right corner, bend it again and tear off the right corner, and tear it off again. Now open it and find the same snowflakes. No. Absolutely right. Each person is individual.

Guys: What kind of personality do you think these qualities form?

Absolutely right: Successful.

The concept of a successful person is individual for everyone. I suggest seeing what my students think about this. Video clip. 2 minutes.

Conclusion: So, one of the main tools of the class teacher is the classroom hour. And since today the priority direction in the educational work of the class teacher is the formation of a successful personality, at today’s master class I tried to cover part of the main direction of my work as a class teacher of grade 6b. Thank you for your attention.!

Tasks

1 group

1. Whose portrait is this?
2. An ancient Greek hero who performed twelve labors?
3. What is the first and last name of the actor who played the main role in the film “Terminator”?
4. What crafts is Tula famous for?
5. The capital of Great Britain?
6. Who is the President of the Republic of Tatarstan?

Second group

Come up with and design the Universiade 2013 emblem. Something from my own imagination.

Third group

There is one computer in the house.
You've been dreaming all day long when classes will end and you'll come home and play your favorite game War craft .
Arriving home, you saw that your older brother was typing an essay at the computer. How will you behave in this situation? Assignment: Act out the dialogue.

Fourth group

Logical problem:

WEIGHT SEV

3768

After one minute, name 7 parts of the body that are represented in writing in three letters.

Perestroika.
Come up with as many words as possible.
Guess the riddles

1. They beat him with a hand and a stick - No one feels sorry for him. Why are they beating the poor guy? And for the fact that he is inflated.

2.Come on guys, who can guess: Two fur coats are enough for ten brothers?

3. A warm wave splashes, There is whiteness under the wave. Guess, remember, What kind of sea is in the room?

4. I’m knocking on wood, I want to get a worm, Even though it’s hidden under the bark, it will still be mine!

5. Inside is empty, And the voice is thick. He himself is silent, but when they beat him, he grumbles.

6. Two very fast horses carry me through the snow - through the meadow to the birch tree, pulling two stripes.

7. In our house under the window there is a hot accordion: It doesn’t sing or play - it heats the house.

8. He himself does not know the days, but tells others.

Master class on the topic “The experience of a class teacher working with parents of first-graders” 1st grade

Maryina Anna Anatolyevna

MBOU secondary school No. 64

Yekaterinburg city

primary school teacher

Master class on the topic “The experience of a class teacher working with parents of first-graders” 1st grade

Target -

introduce young specialists to the experience of working as a class teacher.

Progress of the master class

1.Greeting, introduction, topic message.

2. Main part.

I want to start my conversation with a question:

- Who is the class teacher?

The class teacher is a teacher who serves as the organizer of the student body at school.

— What duties does he perform?

Summarizing all the statements, we can highlight several functions of the class teacher. ON THE BOARD

• Organizing the activities of the class team (assignments in the class, organizing the work of the attendants, organizing meals, working with class activists, etc.)

• Organization of educational activities of the class (creating an environment conducive to favorable learning of educational material, helping sick students study, etc.)

• Organization of class life activities during extracurricular hours (organization and implementation of creative activities, class hours in accordance with the educational work plan...)

• Study and education of personality (cultivation of aesthetic, moral culture of students...)

• Work with parents (individual and group, holding meetings...)

Almost all teachers agree on one thing - without effective interaction between teachers and parents, neither educational nor educational problems can be solved

.

One of the important areas in the activity of the class teacher is working with the family in which the child grows and is educated. And no matter what aspect of children’s development we consider, it will always turn out that the family plays the main role in its effectiveness at different age stages, therefore the main educators are parents, and the task of the class teacher is to help and advise them. Let's be honest, the task is very difficult.

But how can we involve parents who hardly go to school and don’t go to school events? What is the reason for such parental passivity? It is possible that the class teachers do not know how to interest parents. Therefore, it is important to organize work with parents so that they are interested in coming to school, to choose methods and techniques that activate the attention of tired parents, make it easier to remember the essence, and create a special mood for a friendly, frank and business-like conversation.

— Tell me what forms of interaction

teachers with parents?

(meetings, consultations, home visits, parent readings, holidays, etc.) ON THE BOARD

One of the most common links in cooperation between parents and teachers is the class parent-teacher meeting.

.

— What types of meetings do you know?

Among the species

can be distinguished:

• organizational (dedicated, for example, to an upcoming excursion or preparation for a trip),
• meetings on the plan of psychological and pedagogical education (for example, a lecture with the participation of a psychologist, doctor, physical education worker, etc.), thematic,
• debate meetings on current issues of the educational process,
• finals (quarters), etc.

I suggest you take part in a business game called “Parents Meeting”. To do this, we need to divide into groups. (DIVISION INTO GROUPS, TRANSPLANTATION)

The most difficult thing for me is the first parent meeting.

, since you have to communicate with more than twenty unfamiliar adults at the same time. And my relationship with the parents of my students will depend on how the meeting goes: will they be willing to go to class meetings and take part in preparing class events, will I achieve interaction and agreement with parents in education, in creating an emotionally favorable environment? climate oriented towards universal human values. I want to share some tricks that you can use in the future.

• To parent meetings I invite you

  in advance, sending out invitations to parents, where the topic and time of the meeting should be (DISTRIBUTE INVITATIONS TO SUBGROUPS).

You can use other forms of invitation: a call, a message in your diary...

• How do I meet parents and introduce them to each other?

We play the techniques in subgroups:

Subgroup 1 -
Game of names
Participants take turns saying their name and characterizing themselves by the first letter of their name or, by agreement, by any letter, by all letters. For example, the name Oleg - a dazzling smile, easy-going, eats only raw vegetables, blue eyes. (Anna – artistic, naive, nervous, neat)

Subgroup 2 - Introducing yourself and your neighbor

First, parents talk about themselves in pairs, then you need to create small groups and introduce each other. The one about whom they speak, if necessary, complements what was said. The small group then introduces its members to the entire group of parents.

Subgroup 3 – Getting to know each other

A more complicated version of the dating game is to name the previous participants in the appropriate sequence, if possible repeating their intonation and gestures.

Subgroup 4 - What am I like?

In this game, an adjective is used, preferably with a visualization of the image: “I am modest”, “I am strong”, “I am scary and formidable”, “I am romantic”, etc.

• At the first meeting we accepted meeting rules

  . These adopted rules were written down and posted in a visible place for the duration of the meeting.

But before accepting the rules of the meeting, I familiarized the parents with the rules about the rules. You have reminders on the tables in your groups about what you should adhere to when formulating the rules. ON THE TABLES

I suggest you play the role of parents and come up with the rules of the meeting yourself.

Work in groups (write down their proposals on sheets of paper) 2 min.

Let's read it out.

Since the rules in groups are repeated and there are many of them, you will need to determine the most important ones. We write down the most important rules on the board.

We had these rules in our class:

• be on time
• take off outerwear
• be correct
• don't force anyone to do anything
• be brief
• When rejecting an offer, you must make a counter offer

All participants in the parent meeting adhere to the established rules. If the rules are not followed for some reason, the group can review them and, if necessary, change them. The rules are addressed at every parent meeting. The rules can serve as help and support for each participant in the parent meeting.

• In order to get to know the children in my class and families better, I conduct a survey. Questionnaire for parents of first-graders

  helps the class teacher to find out the child’s characteristics.
  I give out such questionnaires at the first meeting, parents calmly fill them out at home and bring them. From this questionnaire you can obtain the information necessary to fill out school documentation, information about the composition of the family, the social status of the family, information about the child’s health and psychological characteristics
  . After some time, I fill out a similar questionnaire (block about the child) myself for each child and give the parents the opportunity to compare their ideas with the teacher’s observations. These are topics for personal conversations and individual consultations.

So, when preparing and conducting a class parent meeting, I try to adhere to some rules:

1. To hold a parent meeting, I choose the most favorable day and hour so that neither I nor my parents have any important things planned at this time.

2. I identify the one most important problem affecting the students in my class. The first meeting may be devoted to the child’s adaptation to school.

3. I draw attention to the placement of parents in the classroom. For example, you can arrange tables and chairs in a circle so that all participants in the parent meeting can clearly see and hear each other. You can work in groups like we do today.

4. During the meeting, I sometimes use games and group forms of organizing parent interaction.

5. I protect the time of people invited to the meeting.

6. Sometimes a cup of tea helps make communication at a meeting relaxed and frank.

7. When discussing problematic issues, I rely on the life and pedagogical experience of parents, on the opinion of members of the parent committee and the school council.

8. I strive to ensure that specific decisions are made at the meeting.

• I would like to offer you one way to discuss the problem at a parent meeting "Carousel".

  This technique is suitable for any grade meeting from 1 to 4.

All participants in the parent meeting are divided into subgroups. The overall problem is divided into smaller problems according to the number of groups. The essence of a small problem is written at the top of a large sheet of paper so that there is room to write down ways to solve it. Each group receives one such sheet. For three to five minutes, each small group discusses the problem and writes down their approach to solving it. Then the sheets are exchanged clockwise or counterclockwise, so that each group works on each highlighted problem. As soon as their first sheets are returned to the groups, the discussion work stops and each group summarizes the answers received and presents them to all participants. Discussion of all the highlighted problems provides an idea of ​​how to solve the overall problem. It is advisable to formulate the problem in line with the general theme of the parent meeting.

So, the topic of the parent meeting is “How to help your child study well” (I give the subgroups sheets with questions)

Subgroup 1 – how to teach a child to be independent

Subgroup 2 – how to teach a child to be attentive

Subgroup 3 – when it is more appropriate to complete a task together

Subgroup 4 – how to control your child’s studies.

Discussion.

With this form of holding a parent meeting, we do not give ready-made answers, but give the parents the opportunity to propose a solution to the problem. You can also plan educational work in the classroom (the teacher writes directions, and parents write suggestions).

In this way, it is possible to plan educational work during the academic year (in the areas: sports and recreational, civil-patriotic, intellectual, moral, or according to the forms of events: holidays, excursions, class hours, ...).

• Another way of discussion can be used - "Word relay race."

  Parents should continue the sentence started by the teacher “My child will study well if I...”. For greater organization, it is better if they pass some object to each other. (A GAME)

Another way to interact with parents at a meeting is

Solving specific situations

contributes to the formation of analytical skills, the ability to highlight the main thing, listen and interact. This type of work allows you to show the capabilities of a consultation and demonstrate many approaches to solving one problem. For a successful solution, it is necessary that the situation be real, problematic and described concisely and succinctly. When solving situations, it is necessary to rely on the theoretical knowledge and experience of parents.

Circle.

Participants are given the opportunity to express their opinions in a circle. If someone does not want to speak out, then he can be given the opportunity to speak out a little later. This exercise is useful when it is necessary to find out in a short period of time the participants’ level of proficiency on a specific topic or problem.

Seminar-communication.

For this form of work, it is necessary to think through a list of questions in advance. It is advisable to connect this list with the topic of the parent meeting, perhaps with the professional activities of the parents, with their age characteristics, and other factors can be taken into account. It all depends on the intended goal. There should be no more than 7-10 questions. A very large number of questions tires the participants. Each participant receives small strips of paper. Their number corresponds to the number of questions. The teacher reads the first question, all participants put the number 1 on one of the strips and write down their answer to the question. Answers to all other questions are recorded in the same way.

At the next stage, parents are divided into groups according to the number of questions. Each group chooses one card with a question written on it and collects all the answers under that number. Then the answers received are systematized, and the information received is recorded on a card. After the discussion, each group reads out the information received on the issue under consideration to all participants.

In such a situation, no one is afraid to answer; everyone’s opinion is reflected. This is especially important at parent-teacher conferences, when many parents feel unsure or awkward.

Wonderful question.

Participants in the parent meeting are located in a circle. The teacher is in the center. He encourages parents to talk about what kind of children they like best. The teacher listens carefully, emotionally supports the participants, repeats some of the mentioned qualities, asks again and clarifies what children their parents like look like, how they speak, and what mood they are most often in.

Then the teacher says: “Let's imagine. A miracle happened! All our children became what we saw, heard, felt in our imagination. What would you do differently? What new words will appear in your speech? What will your voice be? What will you look like? In conclusion, the teacher asks parents to share their impressions: whether this exercise was useful, what discoveries they made for themselves while performing this exercise.

At the first meeting, families can self-introduce themselves.

How to end a parent meeting?

• Blitz survey.

  The teacher asks questions about the topic of the parent-teacher conference, and parents give quick and short answers, answering as they wish.

• Anonymous advice
• Questioning
• Reception "Letter"

  (to be held at the end of the master class)
  A written answer
  to one of the questions of the participant’s choice: “What new did you learn today? What caught your attention at the meeting? Which speech do you consider the most constructive and why? What was difficult? What hindered your work and why?” There may be other questions - at the discretion of the teacher or the organizers of the parent meeting.

Conclusion:

The teacher should not forget that the parent meeting, at which a personal meeting of the class teacher with the parents of his charges takes place, is an important means of forming the opinion of fathers and mothers about the school and the teachers to whom they entrust their child. You should carefully prepare for the meeting, thoroughly thinking through its methodology and content.

Discussion, exchange of opinions.

List of used literature:

• Derekleeva N.I. Handbook of the class teacher. 1-4 grades. M., Vako, 2008
• How to conduct a parent-teacher meeting at school/auth.-comp. O.S. Olendar - M., AST, Donetsk, Stalker, 2005
• Parent meeting. / Comp. L.P. Kibardina, E.P. Alekseeva. M., VLADOS, 2004

Master class “Use of case technology in educational work.”

Goryachikh Oksana Ivanovna

Master Class

“Use of case technology in educational work”

Author:

English teacher,

classroom teacher

MBOU "Gymnasium No. 80"

Goryachikh Oksana Ivanovna

Using case technology in educational work

Target:

updating teachers’ knowledge about the application of the case method in the educational process

Tasks:

1. Expand knowledge about the case method and their application in the educational process. 2. Develop skills in practical work on a case.

Didactic material:

cases (by number of participants), presentation on the topic.

Equipment and materials:

multimedia projector, screen, briefcase

Expected results:

Will gain knowledge:

• what is case technology;
• features of the application of this method in teaching;
• what educational tasks are solved when using case technologies in the educational process;
• varieties of case technologies that correspond to different learning goals;
• rules and algorithm for developing cases for training;

Develop skills:

• analyze specific situations (cases);
• apply the method of analyzing a specific learning situation;
• select case options for a specific training course.

Course of the master class

An interesting lesson can be created due to the following conditions:

• the personality of the teacher (even boring material explained by your favorite teacher is well absorbed);
• content of educational material;
• application of modern teaching technologies.

I think that each of us understands that the first two points are not always in our control, but the last one is a field for the creative activity of any teacher. During the transition to new standards and in accordance with the requirements of the Professional Standard “Teacher”, one of the main tasks facing the teacher is to improve the teacher’s pedagogical skills by mastering modern educational technologies of teaching and upbringing. which corresponds to the system-activity approach

Case technology was first used at the beginning of the last century in America and was used most of all when working with students.

For the first time, working with cases as part of the educational process was implemented at Harvard Business School in 1908.

The term “case method”, “case technology” means:

• a description of a specific practical situation, a methodological teaching method according to the principle “from typical situations, examples - to the rule, and not vice versa”, presupposes an active teaching method based on the consideration of specific (real) situations from the practice of students’ future activities, i.e. use of situational training methodology “case – study”;
• a set of specially developed educational and methodological materials on various media (printed, audio, video and electronic materials) issued to students for independent work.

It should be noted that in the methodological literature there are definitions of both case technology and case method.

The case method is based on the following principles:

• The method is intended for teaching disciplines in which the truth is pluralistic, i.e. there is no clear answer to the question posed
• the emphasis in teaching is shifted from mastering ready-made knowledge to its development, to co-creation between the student and the teacher.
• The results of applying the case method, in addition to knowledge, are practical skills.

Objectives of the case method:

• Development of analytical and critical thinking skills
• Connecting theory and practice
• Showcasing different positions and points of view
• Presenting the consequences of decisions made
• Formation of skills for evaluating alternative options under conditions of uncertainty

These goals correspond to the system-activity approach and the formation of UUD.

When solving problems, various competencies are formed:

• Communication skills are being developed
• Developing skills in using counterargumentation
• Presentation skills and information presentation skills are developed
• Develops self-confidence and self-confidence;
• Sustainable skills of rational behavior are formed in conditions of incomplete information when solving complex problems
• Self-assessment and, on its basis, self-correction of individual communication style and behavior are carried out
• Partnerships are mastered and cooperation skills are acquired, etc.

Case technology methods that activate the learning process:

• Incident Method;
• Method of situational role-playing games;
• Method of analyzing business correspondence;
• Game design;
• Discussion method.
• Case study.

Incident method.

The focus is on the process of obtaining information.

The purpose of the method is the search for information by the student himself, and - as a result - training him to work with the necessary information, its collection, systematization and analysis.

• Trainees do not receive the case in full. The message can be written or oral, like: “It happened...” or “It happened...”.
• Although this form of work is time-consuming, it can be seen as particularly close to practice, where obtaining information is an essential part of the entire decision-making process.

A method for parsing business correspondence.

• The method is based on working with documents and papers related to a particular organization, situation, problem.
• Students receive from the teacher folders with the same set of documents, depending on the topic and subject.

The student’s goal is to take the position of a person responsible for working with “incoming documents” and cope with all the tasks that it implies.

Game programming.

Goal is the process of creating or improving projects.

• Class participants can be divided into groups, each of which will develop their own project.

Situational role-playing game.

The goal is to create in front of the audience a true historical, legal, socio-psychological situation in the form of a dramatization and then provide an opportunity to evaluate the actions and behavior of the participants in the game.

• One of the varieties of the staging method is role-playing.

Discussion method.

Discussion is an exchange of opinions on any issue in accordance with more or less certain rules of procedure.

Intensive learning technologies include group and intergroup discussions.

Case study.

The goal of the case study method is to work together with a group of students to analyze the presented situation, develop variants of problems, find their practical solution, and end with evaluating the proposed algorithms and choosing the best one.

Any of these methods can be used not only in the educational process, but also in working with parents.

Types of cases:

-Practical

Real life situations, depicted in detail and in detail. At the same time, their educational purpose can be reduced to training students, consolidating knowledge, skills and behavior skills (decision making) in a given situation. Cases should be as clear and detailed as possible.

-Educational:

Reflect typical situations that are most common in life. The situation, problem and plot here are not real, and as they may be in life, they do not reflect life “one to one”

—Research:

They act as models for obtaining new knowledge about the situation and behavior in it. The teaching function is reduced to research procedures.

In educational work, you can use both ready-made cases and develop a case yourself, taking into account existing needs.

What should the case contain?

• A problem with several possible solutions
• Supporting Information
• Exercise

In order to create a case, the teacher must answer the following questions:

• For whom and what is the case written?
• What should children learn?
• What lessons will they learn from this?

As sources of information you can use:

• Life
• Fiction and journalistic literature;
• Works of art - music, art, cinema;
• Statistical data;
• Scientific articles, monographs.
• Internet

When working with the case, it is recommended to follow the following stages of work:

• creating a case or using an existing one
• distribution of students into small groups (4-6 people)
• introducing students to the situation and identifying the problem
• organizing student work in small groups
• identification of speakers
• organizing presentation of solutions in small groups
• organization of general discussion
• teacher’s summary speech, his analysis of the situation
• teacher assessment of students

I offer you one of the cases, which presents a problematic situation from the work of a class teacher. To do this, you need to unite in mini groups, discuss the problem and find a solution. Then one representative from the group will present your solution, and we will have to come up with a common option.

Work in mini groups. Time for discussion is 10 minutes.

Dear colleagues, today you got acquainted with case technology. Was everything clear, what questions do you still have? What surprised you and what did you like the most? Do you plan to use this method in your work? How?

During our collective work, I offered you only one of the options, but you can continue working and for this I have prepared a case for you. It contains all the theoretical information, as well as tasks - situations that you can analyze at meetings of the methodological association or teachers' councils.

A smart person learns from mistakes, and a very smart person learns from cases.

Cases

Situation tasks by keyword

Structure of the task-situation:

1. The name of the task-situation, reflecting the main problem

2. Information on this issue, presented in various forms: quotes, excerpts from artistic, scientific, journalistic works, invented dialogues

3. List of questions for reflection, discussion, discussion and adoption

pedagogical decision.

Competence-oriented tasks of the situation based on B. Bloom's taxonomy

Taxonomy of goals
(familiarization - understanding - application - analysis - synthesis - evaluation)
Structure of the task-situation:

1. Title of the task

2. Personally significant cognitive question

3. Information on this issue, presented in a variety of forms (text,

table, graph, statistics, etc.)

4. Tasks for working with this information.

Socio-pedagogical tasks of the situation based on a level approach

(Galaguzova M.A., Larionova I.A., Galaguzov A.N.)

Thesaurus approach to compilation and solution

socio-pedagogical

tasks - situations

(Ivanova N.P.)

Structure of the task-situation:

1. The teacher or the students themselves select and describe typical

professional situations

2. The goals and objectives of the social teacher’s activities in solving this problem are determined.

task-situations

3. The parameters of the situation are described: type of problem, types of assistance provided,

internal communication, external communication, time to resolve the situation)

4. Methods and forms of work of the social teacher to solve this situation are selected.

Contextual approach to solving pedagogical problems

tasks-situations (Pisareva S.A.)

Tasks - situations

on the formation of a pedagogical style

thinking (Yu.V.Senko)

Structure of the task-situation:

1. Aphorisms, philosophical ideas, excerpts from fiction and psychological-pedagogical literature on this issue

2. A list of questions for reflection and discussion that contribute to the formation

a certain value attitude to the problem.

Source:

Savelyeva M.G.

Pedagogical cases: construction and use in the learning process and

assessment of student competencies: Educational and methodological manual / Izhevsk, Udmurt State University, 2013.-

94s.

Master class on the topic “Active forms of educational work with children”

Master class on the topic:

“Active forms of educational work with children”

Prepared

primary teacher

classes of Zimin S.N.

ACTIVE FORMS OF EDUCATION

WORKING WITH CHILDREN

PURPOSE: a visual demonstration of the methods of organizing the activities of the class teacher within the framework of the implementation of the program “Education and Socialization of Students”, allowing to develop children’s ability to adapt to the modern world, the ability to find their place in it, make independent decisions, express their opinions, and think creatively.

Master class plan

Theoretical part

Demonstration of active forms of organizing the educational process

Bottom line

Reflection

In recent years, many non-traditional forms of educational work have appeared in the practice of school teachers, which can be used in organizing various types of extracurricular activities for schoolchildren.

What is a form of organization of activity?

The form of organization of activity is a system of means by which the teacher achieves the inclusion of students in active activities based on a combination of different types of work.

The number of forms ranges from 1200 to 4000 - (according to S.A. Shmakov and V.A. Karakovsky)

We will consider the classification of forms of educational work

according to N.E. Shchurkova:

simple (meetings, rallies, information, conversations, disputes, debates, etc.), during which verbal methods and types of communication are used

short-term and long-term;

traditional (schools that have become part of practice);

creative (non-traditional, created by teachers and students in joint life activities);

spontaneously arising during the educational process and specially organized and planned.

The class teacher himself chooses the forms of work with students.

In my work, I use the following structure of extracurricular activities: greeting, warm-up, main part, reflection.

And at my master class I want to show some active forms of organizing the educational process with children.

1. In the first and fifth grades, we first need to get to know each other, so the first stage of our work will be an acquaintance-game

according to the method of N.P. Nechaev.

I suggest you introduce yourself by name and name the brightest adjective (based on the first letter of the name) that most accurately characterizes you. My name is Anna. I'm neat. What's your name?

All this allows us to unite group members and create an atmosphere of mutual trust and understanding. This is relevant at the first stage of meeting a new class teacher when moving to the middle level or when a new student comes to the class.

2. To develop conflict-free communication and a positive attitude towards other people and yourself, any activity should begin with a greeting.

Master class “Secrets of parent meetings”

Second rule I explain!

For me, interaction as a class teacher with parents has the character of a counter movement (I’m a mathematician), movement,

coinciding both in its focus and goals.

The success (or failure) of pedagogical interaction between the class teacher and the family is largely determined by the chosen position of the teacher, the style and tone of his relationship

.
Therefore, communication techniques with parents are important.
For myself, I discovered the communication technique according to N.V. Samukina. She advises the class teacher to master the following exercises (techniques): “Neutralization”, “Equality”, “Interaction”.

Therefore, keeping this technique in mind, when communicating with parents I try:

1) Use neutral phrases (calm down, I’m listening to you, I understand you...)

2) I don’t try to defend my own position, but I hear the position of my parents.

3) I discuss the problems that have arisen. We always solve them together, rather than confront each other.

How to hear parents, how to organize a discussion of the problem?

After all, most often parents do not engage in dialogue at meetings; they are more willing to listen to the teacher than to speak out themselves.

For each parent meeting, I prepare a topic for discussion, which is written in the invitation, and use various techniques to organize communication. I would like to introduce you to some techniques now.

Imagine that you, as parents, came to my meeting.

On the screen

"Thinking Glasses"

Topic: Book in Human Life

Dear parents, today I brought glasses to the parent meeting. They are needed to solve a pressing problem. (showing glasses)

Pink glasses

– optimist glasses, everyone knows the expression “look at the world through rose-colored glasses”

Black glasses

– pessimist glasses, they usually exaggerate

White glasses

– realist glasses

Distribute glasses alone on the desk.

Try on glasses and feel like an optimist, a pessimist or a realist. Thank you! I see that you have already gotten used to the role. So let's start the discussion.

I was very interested in Daniel Penacca's phrase. He wrote that reading is time stolen from life. Do you agree with this?

Give me a minute to think.

What will pessimists say about this phrase... Thank you!

I would like to hear the opinion of optimists.. Thank you!

What the realists saw... Thank you!

Or the discussion of the meeting topic could have been organized differently

On the screen

"A Tangle of Questions"

Topic: Book in Human Life

Dear parents! I ask you to answer my questions

What is the role of books in your family?

What book is your child currently reading?

How do you understand this statement: It doesn’t matter what children read, IT IS IMPORTANT that they READ at all...

Master class for class teachers

Main part (Comprehension of the material)

—4 slide

-This school year, 5 students from our school have already been involved in traffic accidents. The five black stripes remind us that these children could have died. We suggest you add white stripes to create a “Zebra” - a safety island for our children. On the white stripes, write down what measures could have prevented these accidents.

-Groups are given two white stripes on which participants jointly write down the names of the events.

-We invite you to play the entertaining game “Put puzzles together.” To do this, each of you will take a part of the cut picture, find colleagues with whose help you can assemble the picture - the whole puzzle. This way you will unite into new working groups.

-What did you get? Images of road signs.

—5 slide

-Each sign belongs to its own group. According to its name, you receive the following tasks. (See Appendix No. 2)

-Participants discuss the task, and then one representative announces the group’s work.

Final stage (Reflection)

-To sum up the results of our master class, we invite you to unite in the initial groups: “green, yellow, red.” We propose to analyze the event using the table proposed by Edward de Bono, “Plus, minus, interesting.”

6 slide

-Participants of the event sum up the results and share their impressions.

Appendix No. 1

Parable "About the fish and the fisherman"

Once upon a time, there lived two brothers. One was a fisherman, he caught fish, sold it at the market and lived well. The second brother was a farm laborer. He worked a lot and hard, but could not make ends meet. In the end, exhausted and seeing the hardships of his family, the farm laborer decided to go to his fisherman brother and ask for money. “Hello brother, I didn’t come to you from an easy life! Please, help, you are my brother! My children don’t go to school, they have nothing to buy notebooks and pencils with! My wife can't leave the house because her clothes are worn out! Our hut is all lopsided and is about to collapse! We haven’t eaten anything for three days, and there’s still no work!” - said the farmhand and began to cry. The fisherman took pity and gave the farm laborer fish and money so that he could improve his affairs. A couple of months passed, and again the farmhand came to the fisherman asking for help. And again the fisherman helped his brother. The next time, a farm laborer came a month later, with a prayer for salvation. But the fisherman answered him: “Come on, I’ll give you a fishing rod and teach you how to fish!”

Appendix No. 2

1. Warning – warn in advance about dangers on the road.

Group assignment

-What activities, in your opinion, will help prevent traffic violations?