Tasks and principles of work of a teacher
After a short introduction in the introduction, you can begin to highlight your goals and fundamental principles.
The main credo of any teacher can be formulated as follows:
- the educational process should be structured in accordance with the age and psychological characteristics of children;
- education should be a means of developing children’s independence and activity;
- systematicity is the main factor of success in learning;
- training should be feasible for any child;
- The teacher must feel the emotional mood of the class and accept it.
Every teacher necessarily has a leading problem. For example, “Formation of the ecological culture of junior schoolchildren”, “Game methods and teaching techniques”, “Interaction between school and family in nurturing the moral culture of junior schoolchildren”, etc.
For students, this is the topic of their coursework or dissertation, which they write throughout their studies at the university. Practicing teachers usually receive their topic at a methodological association and spend years studying it. Some work on it throughout their entire teaching career.
It is important to choose a relevant and modern topic that will be interesting to develop. After all, first of all, the work should be useful to the author himself, and we need to build on this.
Study a summary of best teaching experience, analyze important aspects of the work of famous methodologists and teachers. This will help you cope with your own global work.
It is important to indicate intermediate and global goals of the work and describe ways to achieve them. What might this look like in practice?
If your main topic is “Formation of cognitive activity in primary schoolchildren through the use of various methods and techniques of a creative nature in the classroom,” the goals and objectives will be something like this:
- studying the productivity of introducing creative techniques into mathematics lessons;
- formation of cognitive activity in children through creative tasks;
- systematization of methods and techniques aimed at developing cognitive activity in primary schoolchildren.
It is very important for a teacher to create a so-called “methodological piggy bank”, where all the key developments are stored: lesson plans, teaching materials, articles, etc.
This will significantly simplify the task and help correctly systematize the source data. Otherwise, you may lose sight of something important, because experience accumulates over a long time and it will be almost impossible to recall all your achievements from memory.
Pedagogical experience of primary school teacher Svetlana Anatolyevna Lysenko
Topic: Development of creative abilities of junior schoolchildren in the process of education and upbringing
Main idea:
development of students' creative abilities.
.
Target:
The main goal of developing creative abilities is to educate a truly creative, free personality.
About the author:
Svetlana Anatolyevna Lysenko – primary school teacher
Education:
Ordzhonikidze Pedagogical School No. 1, 1982.
Diploma specialty:
Primary school teacher.
Place of work:
Municipal educational institution Secondary school No. 1 village. Oktyabrskoe
Job title:
Primary school teacher.
Teaching experience:
32 years.
Work experience in current position:
32 years.
Qualification: first
qualification category
“Children should live in a world of beauty,
games, fairy tales, music, drawings,
fantasy, creativity"
(V.A. Sukhomlinsky)
1. Relevance and prospects of experience
The Federal State Standard for Primary General Education is aimed at implementing a qualitatively new personality-oriented developmental model of a mass primary school, and one of the goals of the Federal State Educational Standard is the development of the student’s personality and his creative abilities.
Our time is a time of change. Now Russia needs people who can make non-standard decisions and who can think creatively. School should prepare children for life. Therefore, the development of students’ creative abilities is the most important task of a modern school. This process permeates all stages of the child’s personality development, awakens initiative and independence in decision-making, the habit of free self-expression, and self-confidence.
It is easier for a person with a creative mind to find a creative “zest” in any business. Only where they are not in a hurry to isolate a child from life and save him from difficulties, where they try to give him scope for research and creative activity, can a truly creative personality grow up, ready for life in modern society. A creative person can successfully adapt to society, resist negative circumstances, find positive ways out of difficult situations, he is capable of self-realization of his capabilities and self-development. Therefore, the education of a creative personality, a person with creative thinking, is of particular relevance and is one of the main goals of the education system.
And from the first days of teaching students at school, I try to make them creators of the educational process.
2. Conceptuality of experience
In order to create conditions conducive to the formation of creative abilities and the development of a spiritually rich personality, it is necessary to teach children to understand and master new things, to be open and be able to make decisions and help each other, to formulate interests and to recognize opportunities.
The main goal of developing creative abilities is to educate a truly creative, free personality. To achieve this goal, I identified the following tasks:
— to develop in children the ability to think independently, acquire and apply knowledge;
— develop cognitive, research and creative activities;
— find non-standard solutions to any emerging problems;
- cultivate interest in participating in creative activities.
The novelty of my experience lies in the fact that the disclosure and development of creative abilities is not carried out periodically, but systematically and step by step, which stimulates the child’s interest in learning.
3. Availability of a theoretical basis of experience.
In the history of pedagogy, the problem of creativity has always been one of the most pressing. However, the problem still remains the least studied in theory and insufficiently represented in the practice of raising children. This is due to the complexity of this phenomenon and the secrecy of the mechanisms of creativity. As a rule, all definitions of creativity note that creativity is human activity aimed at creating a new, original product in the field of science, art, technology, production and organization. Creativity by nature is based on the desire to do something that has never been done before, or to do it in a new, better way.
Psychologists define creativity as going beyond existing knowledge, overcoming, overturning boundaries. This is the highest form of active and independent human activity. In creativity, self-expression and self-disclosure of the child’s personality are carried out.
Psychologists have long come to the conclusion that all children have a wide variety of creative abilities. Creative potential is inherent and exists in every person. Under favorable conditions, every child can express himself. There are no untalented children. The school's task is to identify and develop these abilities in accessible and interesting activities. Famous teacher I.P. Volkov once expressed his opinion that “to develop abilities means equipping a child with a method of activity, giving him the key, the principle of doing work, creating conditions for the identification and flourishing of his talent.”
Creativity educates and develops. It is no coincidence that all the outstanding thinkers on the planet consider the ability to create to be a core quality. Romain Roland wrote: “Joy is the sun that illuminates everything that is and everything that will be—the divine joy of creativity! All the joys of life are in creativity..."
Having studied the literature on the problem of “Development of creative abilities of junior schoolchildren,” I was convinced that the problem attracts the attention of teachers and scientists, such as: L.S. Vygotsky, M.R. Lvov, L.V. Zankov, T.V. Zelenkova, Z.N. Novlyanskaya. They attach great importance to the development of a creative personality. With all the diversity of concepts and approaches to research on this problem, all authors are unanimous that teaching children at school should become an effective means of comprehensive personal development.
I work in the educational system “School of Russia”. I would like to say that the content of the material presented in this system allows the teacher, without violating the system, to organize creative activities with children so that they become active participants in the educational and educational process.
Who can be considered a creative person? What personal qualities of people ensure their success in creativity? As a basis for a creative personality, I took the generalized characteristic proposed by Savenkov and created by him on the basis of foreign and domestic researchers. According to A.I. Savenkov, this is:
• The ability to be surprised and see problems.
• Curiosity and inquisitiveness.
• Ability to solve divergent problems (problems that have not one, but many correct answers).
• Originality of thinking (the ability to put forward new, unexpected ideas that differ from well-known, banal ones).
• Flexibility of thinking (the ability to quickly and easily find new strategies of action and establish associative connections).
• Productivity of thinking (the ability to easily and in large quantities generate new ideas). The more ideas, the more creative opportunities for their development.
These theoretical principles became the basis of my experience.
4. Leading pedagogical idea.
The leading pedagogical idea is the development of a holistic, harmonious personality of the student, the formation of creative abilities in accordance with the individual capabilities and characteristics of each. I accept the child as he is, I see in each a person with his own characteristics and character. In this regard, I pay special attention to creating conditions for the development of the creative potential of each student.
I believe that it is necessary to take into account the child’s physiological characteristics, different levels of learning ability, and readiness to participate in creative activities. I base my work on humane pedagogy. The main postulates are faith in the child’s capabilities, the revelation of his original nature, respect and affirmation of his personality, and a focus on serving goodness and justice.
5. Optimality and effectiveness of funds.
V.A. Sukhomlinsky wrote: “Teaching should not be reduced to the continuous accumulation of knowledge, to memory training... I want children to be travelers, discoverers and creators in this world.”
And from the first days of school, my children travel to the world of numbers, to different countries, discover new stars (even if this is only in children's fantasies), and perform various creative tasks. How many interesting creative tasks for second-graders are offered by the author of the textbook “The World Around us” Pleshakov A.A.: prepare a photo story about your city, come up with a fairy-tale story about a wild or domestic animal that you like, draw a verbal portrait of your pet, find it in additional literature an interesting fact about cats, compile your own Red Book, depict production chains using models, draw up rules for friends of nature, etc.
The need to solve the problem of developing a creative personality in my teaching activities prompted me to use the project method of teaching
as a new modern pedagogical technology that makes it possible to develop effective means of independent learning activity, combining into a system the theoretical and practical components of students’ activities, allowing everyone to discover, develop and realize the creative potential of their personality. The first place comes to forms of independent work of students, based not only on the application of acquired knowledge and skills, but also on obtaining new ones based on them. The project method is based on creativity, the ability to navigate the information space and independently construct one’s knowledge. There are many interesting projects offered at the School of Russia educational complex. In Russian: “Tongue Twisters”, “Family of Words”, “Winter Page”, “Adjective Names in Riddles”. This includes “Native Village”, “My Small Motherland”, “My Family”, “Pedigree”, “Cities of Russia”, “Countries of the World”, “Professions” in the world around us. The final stage of project activity—the presentation (defense) of the project—requires special attention in elementary school.
Children’s messages prepared independently based on materials from scientific and fiction literature are actively included in the lesson. Children make up crosswords, riddles, living chains of connections that exist in nature; write abstracts on topics of interest. There are many ways to develop a child’s creative abilities, but one’s own research practice is undoubtedly one of the most effective. The skills and abilities of research and independent creative comprehension of the truth are easily instilled and transferred in the future to all types of activities. The motto of this activity can be the words of the outstanding German playwright and philosopher G.E. Lessing: “Argue, be mistaken, but for God’s sake, think, and, although crookedly, do it yourself.”
It is impossible not to note the enormous importance for the development of creative abilities of the level of development of mental mechanisms - memory, attention, imagination, etc. It is these qualities that are the basis for the development of productive thinking and creative abilities of students. Mathematics was responsible for the intensification of mental activity and the development of logical thinking. You can develop mental activity both in class and outside of class (various events, class hours, electives...) Geometric material has a lot in common with the artistic perception of the world, since a large place in geometry belongs to figurative thinking. This can be used because The thinking of younger schoolchildren is visual-figurative and visual-effective. How many different didactic and role-playing games!
It is in the game that flexibility and originality of thinking are demonstrated. Geometric puzzles, crosswords on various topics, graphic dictations, solving partial search problems of various levels, tasks to identify patterns... The game puts students in search conditions, arouses interest in winning, they strive to be fast, collected, dexterous, resourceful, and perform accurately tasks, follow the rules of the game. In games, the activity and moral qualities of the individual are formed. Children develop a sense of responsibility, collectivism, discipline and will. By solving creative, non-standard tasks, children experience the joy of being introduced to creative thinking.
In the process of teaching and educating junior schoolchildren, I attach special importance to health-saving technologies
. An effective method of working in this direction can be considered physical education sessions, music therapy, finger games, relaxation breaks in the lesson, conditioned by the physiological needs for physical activity of children. Physical education sessions help relieve static fatigue of various muscles, ease mental stress, and relieve visual fatigue. Weekly health lessons, where children gain knowledge about a healthy lifestyle, contribute to fostering an attentive attitude towards one’s health. During class hours we discuss issues of proper nutrition, talk about bad habits, and create a daily routine. There are many holidays where the task of developing a child’s moral attitude towards his health, which is expressed in the desire and need to be healthy and lead a healthy lifestyle, is solved. The following events have become traditional: “Health Day”, “Mom, Dad, I am a sports family”. I give a special place in the educational process to children’s creative work, especially composition, as I believe that this is an invaluable material not only for students’ written speech and literacy development , but also for the formation of the personality as a whole (creative thinking, emotional and volitional sphere). Essays on various subjects allow you to view the dynamics of growth in the development of students’ creative abilities, to learn not only the child’s inner world, but also his interests, the degree of his observation, which are an indicator of the child’s overall development.
Preparation begins long before children write an essay. They write out excerpts from poems, collect illustrations, observe, go to the library and look for the necessary articles. During the lesson, everyone tries to share the knowledge they have acquired. This line of work develops in schoolchildren creative search, the ability to select the necessary material for a lesson, and independently obtain knowledge.
Essays help children gain a deeper understanding of their feelings, teach them harmonious and consistent thinking, increase self-esteem, and develop interest in literary creativity. They help to better understand the inner world of children. Creative work in a well-thought-out system leads to gradual mastery of the richness of the Russian language and the ability to use this richness.
Such work brings children pleasure from their own discoveries, which is a subjective creative process.
Purpose and purpose of problem-based learning
— to overcome the elements of mechanical assimilation of buildings in teaching, to intensify the mental activity of students and to familiarize them with the methods of scientific research. The impetus for productive thinking, aimed at finding a way out of the state of difficulty that a student experiences when confronted with something that raises a question, is a problematic situation. The means of creating any problematic situation in the educational process are educational problems (problematic task, problematic task, problematic question).
Differentiated learning
- the main direction of work, since it creates conditions for the maximum development of children with different levels of abilities: for the rehabilitation of those who are lagging behind, and for the advanced training of those who are able to learn ahead of schedule.
In my teaching activities, I actively use technologies of a person-oriented approach in training and education, the originality of which lies in the focus on the properties of the individual, its formation and development not according to someone’s order, but in accordance with natural capabilities and abilities.
Since in the classroom I work simultaneously with students with different backgrounds, characteristics of mental activity, types of memory, and ability to learn, I have developed a system of tasks of different levels of difficulty. In addition, the child’s individual educational activity is combined with his work in a pair or in a group, where the student acts either as a learner, or as a teacher, or as an organizer of a learning situation. Moreover, if a student cannot complete something individually, he will be able to do it with the help of a neighbor at his desk or in a group. And what is difficult for a particular group becomes understandable in the process of collective activity.
The development of students' abilities in elementary school depends on many factors, including how visual and easy for them to perceive the educational material is. It is known that younger schoolchildren have better developed involuntary attention, which becomes especially concentrated when the educational material is clear, bright, and evokes an emotional attitude in the students. Computer technology gives teachers such opportunities, blurring the line between study and play and turning the study of the most difficult topics into an exciting journey through the land of knowledge.
An indispensable teacher's assistant is the Power Point program, which allows you to prepare multimedia presentations for lessons in any subject. Using slide films, you can carry out a differentiated, individual approach to working with primary schoolchildren who have varying degrees of mastery of educational material. I use multimedia presentations to explain a new topic, control knowledge and as a means of presenting information.
In extracurricular activities I conduct various competitions that give every child the opportunity to open up. The following have become traditional in our class: reading competitions, drawing competitions, various crafts competitions, and staged fairy tale competitions.
I concluded that if you use all the variety of available methods and techniques aimed at developing students’ creativity and do this within the system, you can achieve better results.
The development of all human abilities, including creative ones, usually occurs through activity. Educational activities, as the main activity of younger schoolchildren, help develop the creative abilities of the latter.
6. Effectiveness of the experience
(experience focused on specific practical results, successes and achievements of students)
My students are actively exploring the educational space of the school - clubs, sections. The acquired knowledge, skills and abilities have a positive impact on their studies.
Students actively participate in various competitions of municipal, republican, Russian and international significance.
Students in my class conduct research in such areas as the world around them, history, technology, literary reading, etc., which certainly contributes to the development of children's creative abilities.
Project activities
– the driving force behind the development and education of junior schoolchildren, the development of their creative abilities and the education of their moral, labor, intellectual, informational, environmental, artistic, and aesthetic culture. Therefore, I pay special attention to education and training based on this method. After all, the foundations of creative thinking, independence, self-esteem and evaluative activity, communication skills and other qualities should be laid precisely at primary school age.
Finally
There is a great “formula” that lifts the veil on the secret of the birth of a creative mind: “First, discover the truth known to many, then discover truths known to some, and finally discover truths unknown to anyone.” Apparently, this is the path to the development of the creative side of the intellect, the path to the development of inventive talent. Our responsibility is to help the child take this path.
The school always has a goal: to create conditions for the formation of an individual capable of creativity and ready to serve modern production. Therefore, an elementary school working for the future should be focused on developing the creative abilities of the individual.
8. List of used literature
.
• Bogoyavlenskaya D.B. Intellectual activity as a problem of creativity. Rostov: Rostov University Publishing House, 1983.
• Belozerskikh G.M. Development of the creative potential of the individual.// Primary school. - 1994. - No. 11. — P.22-24.
• Vinokurova N.K. Development of students' creative abilities. M.: Educational, 1999.
• Afonina R. M. Development of creative thinking of students in the process
performing experiments / Magazine “Primary School”. 2007 No. 6, p. 56-60.
• Dmitrieva N.Ya. Kazakova A.N. We and the world around us, grades 1 - 4.
• A.A. Pleshakov. The world around us, M.: Education, 2012.
• New time - new didactics: Pedagogical ideas of L. V. Zankov and school practice. Sat. articles dedicated to the 100th anniversary of the birth of L. V. Zankov.//Samara, 2001.
• Stepanovskaya V.M. Education through creativity.//Magazine “Primary School”. 2007 No. 6, p. 60-62.
• Levin V.A. Nurturing creativity. - Tomsk: Peleng, 1993. - 563 p.
Generalization of the pedagogical experience of a primary school teacher
A generalization of teaching experience is a kind of summing up the results of a teacher’s work over a certain period of time, which may well become a methodological guide for colleagues. This is not just a report for management and higher authorities that no one else will read. You should approach its writing responsibly, since the document can help the author himself to structure and analyze his activities, look at himself from the outside, and share his achievements with others.
In this part of the project, try to describe in detail how the teacher’s work was structured over the allotted period of time, what types of activities brought the best results, and what was not entirely successful. There is no need to focus on unsuccessful experiments, but you can carefully analyze them and draw certain conclusions. Think about what you did best, what are you a true professional at? Start from this and gradually move on to less important things.
Indicate the means of activating cognitive activity in the classroom and the leading teaching techniques.
They might look like this:
- Game is the leading activity.
- Work in pairs and groups as an integral part of the lesson.
- Problem-based learning helps to master the material well.
- Competitions are a great way to maintain interest in subjects and diversify the learning process.
- The use of ICT is an important part of modern occupation.
Generalizing the experience of a primary school teacher also sometimes involves providing notes of several lessons or fragments thereof. Give specific examples from life, from your daily activities and support all this with didactic materials. The regulatory authorities always welcome it if “the word is confirmed by deeds.” This is where a folder with the teacher’s work and portfolio comes in handy.
It is necessary to include in the chapter all open lessons, in-class holidays, sports competitions and extracurricular activities.
To avoid any controversial issues or misunderstandings, be sure to agree on the draft text with the school administration and clarify all the details. The fact is that some schools have very strict rules for writing such works, while the management of other institutions gives teachers complete freedom of action.
Generalization of the work experience of a primary school teacher
Computer technology can be used in almost any school subject. One thing is important - to find the line that will make the lesson truly developing and educational. The use of information technology allows me to implement my plans and make the lesson modern. The use of computer technologies in the learning process affects the growth of the teacher’s professional competence, this contributes to a significant increase in the quality of education, which leads to the solution of the main task of educational policy.
I believe that my style of work is characterized by the ability to pick up an interesting idea from the guys, whenever it arises, and direct it in the right direction. This includes research work, reference to primary sources, project work, and generalization in the form of events. The use of group and pair work is very effective.
My strategy: planning lesson content based on the final result and evoking positive emotions from learning.
Analyzing the experience of using ICT in various lessons in primary school, we can say with confidence that the use of information and communication technologies allows:
provide positive motivation for learning;
conduct lessons at a high aesthetic and emotional level (music, animation);
ensure a high degree of differentiation of training (almost individualization);
increase the volume of work performed in class by 1.5 - 2 times;
improve knowledge control;
rationally organize the educational process, increase the effectiveness of the lesson;
develop skills of genuine research activity;
provide access to various reference systems, electronic libraries, and other information resources.
I will list the types of educational activities that I use when working with a computer:
• working with text and images;
•testing; • creating your own tasks for tests; • demonstration of video clips; • demonstration of presentations created by the teacher and students.
• working with electronic textbooks;
•diagnostics
Using a computer and a multimedia projector, I use the following computer programs in my lessons:
• educational,
• controlling,
• demonstrative,
• reference and information,
• multimedia.
All these training programs are implemented through educational presentations created in the PowerPoint program, with the help of this program the created presentations bring the lesson to life and make it more accessible.
I believe that multimedia presentations are a convenient and effective way of presenting information using computer programs. It combines dynamics, sound and image, i.e. those factors that hold the child’s attention for the longest time. Simultaneous impact on the two most important organs of perception (hearing and vision) allows you to achieve a much greater effect. According to research, a person remembers 20% of what he hears and 30% of what he sees, and more than 50% of what he sees and hears at the same time. Thus, facilitating the process of perceiving and remembering information
using vivid imagery is the basis of any modern presentation. The methodological strength of multimedia lies precisely in the fact that it is easier to interest and teach a student when he perceives a coordinated stream of sound and visual images, and he is influenced not only by information, but also by emotional influence. Moreover, the presentation allows the teacher to independently compose educational material based on the characteristics of a particular class, topic, subject, which allows him to structure a lesson in such a way as to achieve maximum educational effect.
Results of work
This chapter presents the “fruits” of the teacher’s work. Everything that was achieved in the process of teaching activities in the allotted period of time. Describe how the students’ knowledge indicators have changed, how much their interest in the lessons has increased, which has affected the increase in grades and activity of children. If children participated in competitions, it is definitely worth mentioning this, regardless of whether prizes were taken.
It will be a big plus if the teacher has been published in specialized journals. You must attach your articles; they will be an excellent addition to the work.
To put a beautiful point in your story, it is best to summarize the work experience of a primary school teacher with conclusions and summing up. Include the theoretical basis of your experience, literature used, and other means of obtaining information.
When designing a title page, it is important to adhere to a business style. Choose gentle, calm tones, excluding bright acidic shades.
Now in the public domain you can find excerpts from the experience of a primary school teacher in the Federal State Educational Standard, examples of the correct design of work and presentations, study them and apply the acquired knowledge in practice.
We wish you success!
Map of Best Teaching Practices for Primary School Teachers
In the process of work, I came to the conclusion that new pedagogical technologies help:- attract passive children to activities in the lesson;
- make classes more visual;
— provide the educational process with new, previously unavailable materials that help students demonstrate their creative abilities;
— to accustom students to work independently with the material;
— provide instant feedback;
— increase the intensity of the educational process;
— cultivate tolerance and sensitivity to cultural diversity;
— to intensify the cognitive activity of students, and, consequently, the desire to study the subject;
— objectively evaluate students’ actions;
— accumulate statistical information during the educational process;
— implement student-centered and differentiated approaches to learning;
- to discipline the teacher himself, to form his interest in work.
Thus, the use of new pedagogical technologies in the classroom, cooperation between teacher and students contribute to increasing students’ motivation to learn, organizing an atmosphere of free development of each student, accompanied by joy and a high level of cognitive activity.
Today there should not be a teacher who would not think about the questions: “How to make the lesson interesting and bright? How to get kids interested in your subject? How to create a situation of success for each student in the classroom?” Teaching a child joyfully, without coercion, is possible if the teacher uses innovative technologies in his work.
In a modern primary school, it is not enough to teach a child only reading, counting and writing. It needs to be provided with new skills. Therefore, it is necessary to create conditions that will increase children’s interest in learning, teach them to realize what remains incomprehensible, and ultimately teach them how to learn. And then the student will begin to receive joy from the process of independent learning and from the result of his educational work.
An innovative approach to organizing training is one of the priority areas for improving subject methodology. Currently, in the educational process I use modern educational technologies:
- Pedagogical technologies based on personal orientation of the pedagogical process:
- Pedagogy of cooperation
- Humane-personal technology Sh. A. Amonashvili
- Pedagogical technologies based on the activation and intensification of student activities:
- Gaming technologies
- Problem-based learning
- Design and research technology
- Pedagogical technologies based on the effectiveness of management and organization of the educational process:
- Technology of level differentiation of training
- Group technologies
- Information and computer technologies
- Technology of developmental education:
- System of developmental education L. V. Zankova
- General fundamentals of developmental learning technologies
- Health saving technology
Tasks for developing the ability to see problems
- Assignment “Look at the world through someone else’s eyes”
We read an unfinished story to children:
“In the morning the sky was covered with black clouds and it began to snow. Large snow flakes fell on houses, trees, sidewalks, lawns, roads...”
Continue the story, imagine yourself walking in the yard with friends; a truck driver driving down the road; a pilot setting off on a flight; mayor of the city; a crow sitting on a tree; bunny in the forest.
- Task “Write a story on behalf of another character”
“Imagine that for a while you became a table in a classroom, a pebble on the road, an animal (domestic or wild), a person in a certain profession. Describe one day of this imaginary life of yours.”
This work can be done in writing by asking children to write an essay, but oral stories also have a good effect. When completing this task, the most interesting, most inventive, and original children's answers should be encouraged.
- Task “Make a story using this ending”
“...We never managed to go to the dacha.”
“...The orangutan sitting in the neighboring enclosure did not pay any attention to this.”
“...The bell rang from the lesson, and Dima continued to stand at the blackboard.”
Think and talk about what happened in the beginning and why it ended the way it did. The logic and originality of the presentation is assessed.
- Task “How many meanings does an object have”
An object that is familiar to children is offered (pencil, brick, chalk, box...) Find as many options as possible for non-traditional, but at the same time real use of this object.
- Assignment “One topic - many stories”
Come up with and draw as many stories as possible on the same topic. (For example, the theme is “Autumn”, “City”, “Forest”... you can draw a forest in autumn, birds flying away, work in the fields, schoolchildren going to school, etc.)
2. Development of skills to put forward hypotheses
Building hypotheses is the basis of research and creative thinking.
Tasks to develop the ability to develop hypotheses
- Assignment “Let’s think together”
How do birds find out the way to the south?
Hypotheses:
1. Maybe birds determine the road by the sun and stars.
2. Birds probably see plants (trees, grass, etc.) from above and indicate the direction of their flight.
3. Suppose that the birds are led by those who have already flown south and know the way.
4. Let's assume that birds find warm air currents and fly along them.
5. Or maybe they have an internal compass, almost like on an airplane or on a ship.
6. And if the birds definitely find their way to the south, it’s because they catch special signals from space. (provocative idea)
- Assignment “What would happen if a wizard granted the three most important wishes of every person on Earth?”
We need to come up with as many hypotheses and provocative ideas as possible to explain what would happen as a result.
3. Developing the ability to ask questions
Activities for developing the ability to ask questions
- Task “Find the mysterious word”
Children ask each other different questions about the same subject, starting with the words “what”, “how”, “why”, “why”. A mandatory rule is that there must be a clearly invisible connection in the question. For example: in a question about an orange, it is not “What kind of fruit is this?”, but “What kind of object is this?”
A more complex option is also possible. One of the participants thinks of a word, but tells everyone only the first letter (sound). Participants ask him questions. For example: “Is this what is in the house?”; “Is this object orange?”; “Is this item used in the transportation of goods?”; “Isn’t this an animal?” The child who thinks of the word answers “yes”, “no”.
- Game “Guess what they asked”
The student who comes to the board is given several cards with questions. Without reading the question out loud or showing what is written on the card, he answers it loudly.
For example: the card says “Do you like sports?” The child answers “I love sports.” Everyone else needs to guess what the question was. Before completing the task, you need to agree with the answering children so that they do not repeat the question when answering.
— Why do owls hunt at night?
— Why are commuter trains called “electric trains”?
—What do you call birds that can repeat human speech?
—Can people live without computers?
— Why do rivers flood in spring?
Development of skills to define concepts
To help children understand the importance of definitions, you can use the following task:
— Aliens have arrived on Earth. They know nothing about our world and have not seen anything. Tell them as clearly and briefly as possible what it is:
boat, apple, pencil, table, book, toy, newspaper, hero, catch, prickly.
5. Development of classification skills
Classification establishes a certain order. It divides the objects under consideration into groups in order to organize the area under consideration and make it visible. Classification gives our thinking rigor and precision.
Tasks for developing the ability to classify.
Task “The fourth odd one”, “Continue the series”, “Find objects and phenomena that can be divided into two”, “Find errors and comment on them.
In extracurricular activities in primary school, the use of ICT is simply necessary. The computer is indispensable in communicating with parents, who can ask questions on topics that interest them to my address on the Internet. On my page I post photographs from extracurricular activities and congratulate parents and children on their birthdays and holidays. This makes it possible to be closer to children and their parents, trusting relationships arise, and children are creative in their lessons and extracurricular activities.
Gaming technologies
are one of the unique forms of learning, which makes it possible to make interesting and exciting not only the work of students at the creative and exploratory level, but also the everyday steps of studying subjects.
I structure the learning process in such a way that the student obtains knowledge on his own, and the teacher only helps him and guides him on the right path. Students may disagree not only with the opinion of a friend, but also with the opinion of the teacher.
My work experience shows that modeling lessons in various technologies is not an easy matter, but today it is a requirement of the time. Already in elementary school, a teacher must demonstrate different teaching strategies in the classroom in order to form an individual’s ability to learn throughout life, the ability to self-development.
