“Professional competence of a primary school teacher in the context of the implementation of the Federal State Educational Standard for Educational Education”

Work plan for primary school teachers' educational organizations in the 2020/21 academic year

Work plan of the primary school teachers' educational organization for the 2020/21 academic year

The problem that the Ministry of Education will work on:
“Formation of the professional competence of a primary school teacher for high-quality training and education according to the second generation Federal State Educational Standard,
the formation of universal educational actions of students and the development of children's talent
.”
Goal of the work:

1. Organization of a system of socio-psychological and pedagogical conditions that promotes the harmonious development of the child’s personality, the development of creative thinking based on differentiated and individualized approaches that contribute to the successful socialization and self-realization of the individual at the next stages of education and in later life.

2. Increasing the level of methodological training of teachers and their professionalism. Improving the quality of training sessions based on optimal combinations of traditional and innovative methods.

Job objectives:

1. Study theoretical and practical materials about modern forms, methods and technologies for the development of primary schoolchildren.

2. Increase the competence of teachers on the topic of MO.

3. Introduce into the educational process modern technologies, forms, methods and techniques of pedagogical activity that contribute to the successful socialization and self-realization of the individual at the next stages of education and in later life.

4. Analyze the results of implementation by selecting and analyzing methodological topics.

Areas of work for primary school teachers' education organizations:

Information activities:

1 . Analyze the modern technologies used

2. Outline the main stages in teaching activities

3. Preparation and selection of certification works for intermediate certification

Organizational and educational activities:

1. Study regulatory and methodological documentation on this problem

2. Organize mutual attendance at lessons on a specific topic in order to exchange experiences.

3. Organize and conduct subject weeks at school.

4. Organize and conduct subject Olympiads, competitions, shows.

4. Improve the qualifications of teachers through courses.

5. Provide social and pedagogical support to children in the “special attention” group.

6. Preserve and strengthen the health of students and teachers, cultivate the need for a healthy lifestyle.

Analytical activities:

1. Analysis of methodological activities for the 2020-2020 academic year and planning for the 2020-2020 academic year.

2. Studying the areas of activity of teachers (the topic of self-education).

3. Self-analysis of the work of teachers.

Methodological activities:

1. Methodological support for teaching on new educational technologies and work on a methodological topic that is of real need and professional interest for the teacher.

2. Improving the methodological level of teachers in mastering new pedagogical technologies, through a system of advanced training and self-education for each teacher. Implementation of technology for developing semantic reading skills into the work practice of all teachers of educational institutions.

3. Organization of systematic work with children with increased intellectual abilities.

4. Search, generalization, analysis and implementation of advanced pedagogical experience in various forms.

5. Replenishment of the methodological piggy bank to assist the teacher in his work.

6. Mutual attendance at lessons.

Advisory activities:

1. Consulting teachers on thematic planning issues.

2. Consulting teachers in order to eliminate difficulties in teaching activities.

3. Consulting teachers on issues in the field of formation of universal educational activities within the framework of the Federal State Educational Standard

Working with students.

1. Organization and conduct of subject weeks in primary classes.

2. Organization and holding of municipal, regional, federal and international competitions

Succession work.

1. Inviting preschool teachers to first-graders to familiarize themselves with school programs and requirements.

2. Conducting open lessons for teachers of kindergarten preparatory groups.

3. Visits by future class teachers and subject teachers to lessons and activities for 4th graders.

4. Primary school teachers visit the lessons of 5th graders.

5. Conducting a pedagogical consultation on the adaptation of 5th graders.

Diagnostic support. In-school control.

1. Approval of work programs.

2. Diagnostics of students in grades 1-4.

3. Conducting and analyzing intermediate certification in subjects.

4. Identification of difficulties, methodological support and provision of practical assistance to teachers during preparation for certification.

Organizational forms of work:

1. Meetings of the methodological association.

2. Methodological assistance and individual consultations on teaching primary school subjects and organizing extracurricular activities.

3. Mutual attendance of lessons by teachers.

4. Speeches by primary school teachers at educational institutions, practice-oriented seminars, and pedagogical councils.

5. Advanced training of teachers in courses. Passing certification of teaching staff.

Expected results of the work of the ShMO:

—

Improving and deepening interdisciplinary connections through the introduction and dissemination of integrated lessons that contribute to the development of students’ functional literacy

—

creating optimal conditions for the development of a full-fledged mentally and physically healthy personality with stable moral behavior, capable of self-realization and self-determination in society.

— positive change in the quality indicators of the work of the teaching staff with students through the development of modern technologies

— improving the professional competence of the teaching staff, motivating their growth and success.

Work planning

Head of the Ministry of Defense

“Professional competence of a primary school teacher in the context of the implementation of the Federal State Educational Standard for Educational Education”

Pedagogy

The role of the teacher in the educational process is changing and it is important for every teacher not to “get lost” in new conditions, to remain a professional, no matter what requirements are placed on him.

“Professional competence of a primary school teacher in the context of the implementation of the Federal State Educational Standard for Educational Education”

The education system at the present stage is undergoing fundamental changes. The world is changing rapidly, and people along with it, so the gradually outdated traditional education system is unable to meet the new demands of society. New standards inevitably entail updating the entire learning process. And this, in turn, requires the creation of new methods and techniques, new approaches to teaching children and, accordingly, new requirements for teachers.

The system-activity approach becomes fundamental when introducing the Federal State Educational Standard - such an organization of the educational process in which the leading place is given to the versatile active, maximally independent cognitive activity of the student. The central element of this approach is a gradual shift from reproductive information knowledge to conscious action. At the same time, the teacher’s task becomes such an organization of children’s activities that allows each child to be included in the process of active activity. According to Doctor of Philology, Professor A.A. Leontyev: “Teaching activity means making learning motivated, teaching the child to independently set a goal and find ways, including means, to achieve it (i.e., optimally organize one’s activities ), help to develop the skills of control and self-control, assessment and self-esteem.”

When implementing an activity-based approach to teaching, the teacher must completely change the methodology of his activities. The traditional role of the teacher as a source of knowledge fades into the background; he becomes a consultant, expert, tutor, and organizer of the educational process. The student comes to the fore, becoming the “architect and builder” of his learning. The teacher must have certain competencies and professionalism that allow him to fulfill a new role in the learning process. Meeting the requirements of the Federal State Educational Standard for Primary General Education (GES), the teacher must be able to organize the child’s cognitive activity, joint collective and pair work in class and in extracurricular activities. When learning according to new standards, group work becomes important, since it allows you to more effectively form both communicative and regulatory learning skills, as well as subject ones. The student, from being an object of learning, becomes a subject who is able to set the goal of his activity, reason, look for ways to solve a learning problem, correct the course of its solution, and reflect on the result obtained during the solution.

A modern teacher has professional competence, the concept of which in reference literature is formulated as follows: this is “the teacher’s possession of the necessary amount of knowledge, skills and abilities that determine the formation of his pedagogical activity, pedagogical communication and the teacher’s personality as a bearer of certain values, ideals and pedagogical consciousness.” The knowledge, skills and abilities of a teacher when organizing training according to the Federal State Educational Standard of Education should be primarily aimed at the formation of universal learning activities (ULA), which are the main result of mastering the basic educational program. In modern educational theory, it is customary to distinguish three types of educational learning: subject, meta-subject (regulatory, cognitive, communicative) and personal.

What professional competencies should a teacher have in order to develop a student’s learning skills? First of all, the teacher must promote the development of children's reflection, and for this he must be able to: assess the current state of development of the student's learning skills in order to set adequate goals for the further achievement of subject and meta-subject results; correctly assess the reasons for the insufficient development of certain UUDs; analyze and compare existing programs and apply modern educational technologies in their activities. On the other hand, the teacher must have the ability for self-reflection, that is, be able to evaluate his activities from the point of view of its effectiveness and compliance with the requirements of the Federal State Educational Standard.

A modern teacher knows how to create conditions for the development of a child’s creative abilities and must teach him to think independently through formulating problematic issues and solving them. The teacher, undoubtedly, must have professionalism, which is expressed in a clear understanding of the goals of modern education, tasks and means by which the achievement of set goals can be achieved. In order to always “keep abreast” of innovations in the field of education, a teacher must strive for constant professional self-improvement, self-development aimed at developing those qualities that help ensure his professional activities. Self-development occurs constantly and is expressed in advanced training in special courses, participation in seminars, master classes, professional competitions, holding open lessons, studying special methodological literature, etc. Moreover, the main condition here is the readiness and ability to apply the acquired professional knowledge in teaching activities.

Thus, the professional competence of a teacher is not limited solely to knowledge and skills - it is a theoretical and practical readiness to carry out teaching activities, manifested in the implementation of knowledge, skills, professional and personal qualities in practice. Moreover, an important clarification here is that the teacher must be fluent in both the content of the subject and the methods of teaching it.

A teacher, whose goal today is the implementation of the Federal State Educational Standard, must be able to structure his activities so that its result is the fulfillment of the requirements for the development of the general educational educational system. To do this, he needs, first of all, to implement a system-activity approach to teaching, building individual educational trajectories for students, using modern methods and teaching aids and using means of assessing individual difficulties and achievements of students, that is, using the resources available at school as efficiently as possible and your methodological potential. In the process of achieving the planned result, it is important to be able to diagnose the existing learning conditions, on the one hand, and the educational capabilities of the child, on the other, in order to determine the causes of violations in the learning, behavior and development of children and be able to adjust and optimize the educational process.

The use of health-saving technologies is also becoming important, since today much attention is paid not only to the education of the younger generation, but also to the preservation of their health. In particular, for the implementation of health-saving technologies, it becomes important for the teacher to know the age-related psychological characteristics of the child and the ability to provide him with timely psychological assistance and support.

The professional competence of a modern teacher is realized in the mastery of information and communication technologies, because today the information literacy of children is constantly increasing, and if earlier this literacy increased due to the mentor-teacher, then today - due to the media, the Internet, smartphones and tablets, and an information illiterate teacher simply cannot organize, control and regulate such literacy.

A modern teacher must be motivated to work with students, since his motivation allows him to create motivation for learning in a child: a person who does not love his job is not able to captivate another. In creating motivation, communication skills come first - the ability to communicate with other participants in the educational process, both teachers and students. The teacher must be able to build effective interaction with accompanying services (psychologist, social worker, defectologist) for the timely correction of difficulties that arise during the learning process.

Another area of ​​professional competence of a modern teacher today is the ability to interact with parents of students, conduct educational work with them, and involve them in jointly solving the problems of training and education.

And finally, to ensure professional competence, it is not enough for a teacher to master only the theory and teaching methods. The main thing for a teacher has always been and remains a special worldview: a teacher must be a teacher at heart, love his job, only in this case the learning process will be truly effective both for the student and for the teacher himself. My deep conviction: teachers are not made, they are born. The teacher is a creator and his creativity plays an important role in organizing the learning process. To the extent that he himself is creatively developed, he will be able to develop the creativity necessary in modern conditions in a child.

To summarize the above, I would like to say that today, in a rapidly developing world, new demands are placed on teachers, which entails a qualitative change in the teacher himself as a professional. The role of the teacher in the educational process is changing and it is important for every teacher not to “get lost” in new conditions, to remain a professional, no matter what requirements are placed on him.

Primary school teacher work system

Work system

primary school teachers

Stashevskaya Elena Anatolyevna

I came to work at school according to the calling of my soul. I have always liked the work of a teacher, although I could never have imagined how difficult it was. A real teacher must be “sick” of his profession: when the teacher himself “burns,” then his students also light up.

Working as a primary school teacher, I came to the conclusion that the most effective means of involving a child in the creative process in the classroom are: play activities, creating positive emotional situations, and the use of ICT.

The goal of my teaching activity is

the formation of educational independence of junior schoolchildren and the development of creative abilities, the creation of a children's team with its own traditions and the development of the personality of each child
.
Including games and playful moments in the lesson makes the learning process entertaining, creates a working mood in children, and makes it easier to overcome difficulties in learning. At first, students are interested only in the form of the game itself, and then in the educational material, without which it is impossible to participate in the game. During the game, students quietly perform various types of exercises, where they practice mental calculation, solve problems, study geometric material, and compare sets.

The game awakens interest in winning, so students try to accurately complete tasks, following the rules of the game. At the same time, they have a desire to be fast, collected, and resourceful. In games, especially collective ones, the moral qualities of an individual are also formed. Children learn to help their comrades and take into account the interests of others. They develop a sense of responsibility, discipline, will, character, and kindness.

A primary school teacher is a special profession. A little person comes to school, often breaking away from his mother for the first time. And you must become a “second mother”, because without complete trust, understanding, love, teach and

impossible to educate.

Sure,

that the path from heart to heart can be paved on the basis of sincerity, mutual understanding, and mutual trust. Any pedagogical concept can be brought to life under one main condition: you must love children and accept them for who they are, love them simply because they are children! Days, months, years go by, but children always remain children, and my task is to be their friend, to open their souls.

To achieve this goal, I solve the following pedagogical tasks:

1. To form the foundations of the ability to learn, to create conditions for the individual development and self-realization of each student.
2. Improve the organization of the educational process through the introduction of modern pedagogical technologies.

3. Foster citizenship, a culture of communication, determination, and tolerance.

I model my lessons within the framework of modern educational technologies: gaming, information and communication, health-saving, creative development, problem-based learning. In my opinion, in the process of working with younger schoolchildren, it is important to create favorable conditions for the development of individual abilities.

I constantly use situations where the student must defend his point of view and enter into dialogue. I chose group work as the main form of organizing the educational process. From the 1st grade, children learn to observe, compare, prove, juxtapose, identify patterns, look for different ways to solve a problem - and in the end, as a result of the activity, the child not only assimilates information, but experiences a sense of participation in the collective search and satisfaction from its results.

In my work I use developmental and creative tasks, crosswords, puzzles, and quizzes, which contribute to the formation of a sustainable interest in the subject, successful intellectual development and the formation of positive motivation for learning.

To develop educational interests, I follow the principle: the younger the students, the more visual the learning and the greater the role active activity plays. I select tasks and materials so that they are accessible in presentation, colorfully designed, have elements of entertainment and competition, and contain information and facts that go beyond the educational scope

programs. Support diagrams, tables, signal cards, handouts, and entertaining exercises have long become faithful assistants in my work. They evoke feelings of surprise, novelty, unusualness, unexpectedness, develop intelligence, initiative, and ignite the flame of inquisitiveness.

In my lessons, I cultivate tolerance and respect for each other, which makes it possible to freely express one’s point of view and argue one’s position.

I consider the main task in the learning process to be the development of positive emotions, so that no one feels deprived of attention, so that every child can respond, so that he receives support for his efforts with a word, a look. You can’t force someone to study; you have to get them excited about learning.

Academic success is the basis of mutual understanding between teacher and student. I always follow this rule. Children should feel the need to learn, the desire to learn new things. I teach children to hear and listen to each other, to “acquire” new knowledge, I teach them to communicate and respect each other.

Each child has a notebook for additional tasks. In it, he performs various types of additional work that he wants to do himself in various subjects. I consider reading skill to be a very important link in the primary education course. As soon as the children begin to read, I give each child such a tablet at the beginning of each week, where he records all his reading work. I have been tracking reading techniques since 1st grade. For control, I use a summary table, which helps to see the dynamics of the development of reading skills for each student. After analyzing the achievement test, based on the results obtained, I plan individual work with each student. This gives me the opportunity to observe the formation of the reading method, both for the whole class and for each student individually.

The use of
ICT
in various lessons allows students to develop their ability to navigate information flows, contributes to the development of information competence, increases the entertainment and emotionality of the lesson, and makes the material being studied more exciting for the student. In my work, I use ICT in lessons in all subjects. Children are eager to prepare presentations and messages, completing them on the computer and using Internet resources. My students have been doing this kind of work since 2nd grade. The main purposes of using computers

technologies in my lessons I see: increasing motivation to study, deepening knowledge, developing the psychophysical qualities of students in the process of their practical activities in a gaming computer environment.

The class has a favorable psychological climate, an atmosphere of camaraderie, mutual assistance, and tolerance reigns. We have developed many cool traditions. These include annual trips to the local history museum, planetarium, zoo, “get-togethers”, birthday days, open days. Children themselves can come up with the course of the holiday, compose poems and fairy tales. By participating in activities, children get closer, become friendlier, and their communication skills grow. They are always in constant search.

A clear beginning of the lesson especially disciplines children, which allows everyone to quickly get involved in work and also helps save time. That’s why I start every lesson with poetry:

We came here to study

Don't be lazy, but work hard

We work diligently

Let's listen carefully.

Preparing for such a lesson becomes a creative process. And the entertainment, brightness, and novelty of the computer elements of the lesson, in combination with other methodological techniques, make the lesson unusual, exciting and memorable.

I begin my literary reading lessons with articulatory gymnastics. For the correct pronunciation of individual sounds, I must include pure tongue twisters and tongue twisters. I teach most of my lessons in a playful way. At the same time, we manage to do a lot during the lesson together with the children and do not feel tired. When preparing for reading lessons, I try to organize the work so that the student thinks actively and creatively throughout the lesson. Problematic questions teach you to compare, analyze and draw correct conclusions, for example: whose quotation plan, written on the board, reflects the main idea of ​​the text?

I try so that children can discover something new for themselves in a text familiar from initial reading, something they have not previously noticed, and focus their attention on the main thing.

The use of creative games in Russian language lessons helps, to one degree or another, to remove a number of difficulties associated with memorizing material, to study and consolidate it at the level of emotional awareness, which undoubtedly contributes to the development of cognitive interest in the Russian language as an academic subject. Creative play enriches students' vocabulary, broadens their horizons, and develops speech culture.

In the first years of education, a child learns to navigate the flow of speech, distinguish sounds and letters, distinguish a text from a set of sentences, and acquire the skills of correct and conscious reading.

Acquaintance with literature begins with the first literacy lessons, in which I use various poetic material about sounds and letters, riddles, and fairy tales.

I continue to develop children’s creative abilities both in lessons about the world around them and during walks and excursions.

I inform you that during the excursion the children will look for answers to the mysteries of winter, and there are many of them - about snow, frost, ice on the river. Children not only solve riddles, but also observe the changes that occur in nature in winter.

Guessing riddles by primary schoolchildren can be considered as a creative process, and the riddle itself as a creative task.

In lessons about the surrounding world I also use information technologies that allow:

— to form deep and lasting knowledge;

— intensify the cognitive activity of students;

— increase students’ interest in the subject being studied;

- bring up

a sense of collectivism and mutual assistance;

- develop interdisciplinary connections.

Thus, the use of information technology in the educational process of primary school allows not only to modernize it, increase productivity, motivate students, but also differentiate the process, taking into account the individual characteristics of each child

Rest plays a huge role as it helps you get a new boost of energy. To prevent n in my lessons, I alternate different types

activities and be sure to include electronic physical exercises for the eyes in the lesson.

A healthy and untired student is active, willing to communicate, willingly involved in the work proposed by the teacher, and capable of better assimilation of knowledge.

As a class teacher, I try to monitor each of my students even outside of school hours. From the very first parent meeting I encourage parents to work together. I hold conversations with them, during which we jointly identify both positive and negative aspects of children’s behavior outside of school, and decide together how to overcome these difficulties. This communication helps me a lot in my educational work with children. I invite parents to extracurricular activities, in which many willingly take part.

Parents, whom I managed to organize and unite, play a huge role in raising children. In general, I believe that the more friendly and united the parents are, the more friendly the children are. Parents take an active part in all class events, help me, as the class teacher, in organizing and conducting, and the children in preparing events. Parents live the class life with their children.

And again I will continue to think about school, make plans, what needs to be done more, and more...

Each child is unique and inimitable. My task is to help him discover his talents. The student must go home victorious. Success is the best educator, as it gives the child confidence in his own abilities and in himself. A child is born for success.

I get great pleasure from our communication with the children. And, although the results of our upbringing and training will appear in a few more years, I would like to hope that my students in their free time will not go mocking the shrines, but will take a volume of poetry familiar from childhood from the bookshelf or write a few kind lines for their relatives, friends or just for

own pleasant memories.

I am confident that I am on the right path with my students, although this path cannot be called easy. But we will try to ensure that each of the guys becomes a good person and finds their place in life.

I am a happy person, because my profession is the joy of communicating with children. These are moments of happiness when I see children’s eyes wide open in surprise, I see gratitude and smiles on the children’s faces.

Yes, I am a happy person, because in the morning I happily go to school to meet again and again with children, colleagues - my like-minded people who live with me in the same rhythm of life. And in the evening, tired but happy, I go home, where my wonderful family is waiting for me.