Generalization of the work experience of a teacher of Russian language and literature Albina Tuzarbekovna Dzutseva

Generalization of the work experience of a teacher of Russian language and literature

Conditions for the emergence and development of experience

“We live in an era when the distance from the wildest fantasies to completely real reality is shrinking with incredible speed,” M. Gorky once wrote. And now, in the age of complete computerization, in an age when technology has stepped far forward, the words of M. Gorky ring especially true: “You can’t go anywhere in the carriage of the past...”

The development of technology in all spheres of human activity entails changes in the requirements for graduates of general education institutions. Currently, school graduates are required not only to have knowledge of a wide variety of sciences, but also to have the qualities of a free, creative and responsible individual, capable of optimally building their lives in a rapidly changing information society. Under these conditions, it is becoming increasingly obvious that traditional education, focused on the direct transfer of reference knowledge, is no longer fully capable of solving the tasks assigned to it. Speaking about the purpose of a modern school, D. Medvedev emphasized: “The essence and meaning is in creating a school that can reveal the personal potential of children, instill in them an interest in learning and knowledge, a desire for spiritual growth and a healthy lifestyle, and prepare children for professional activities.”

In the “Draft of a modern model of education, focused on solving the problems of innovative development of the economy and describing the strategy for the development of the education system until 2020,” it is written: “Analysis of development programs for educational institutions receiving support within the framework of NGOs shows that proficiency in ICT, the ability to take care of one’s health , enter into communication, solve problems - new components of the modern quality of education demanded by society. The most typical transition is from the mindset of memorizing a large amount of information to the development of new types of activities - design, creative, research. The basis of modern educational standards is the formation of the basic competencies of a modern person:

1. Information (the ability to search, analyze, transform, apply information to solve problems);

2. Communicative (the ability to effectively collaborate with other people);

3. Self-organization (the ability to set goals, plan, take a responsible approach to health, make full use of personal resources);

4. Self-education (readiness to design and implement one’s own educational trajectory throughout one’s life, ensuring success and competitiveness).”

Thus, the main goal of philological education is to achieve a new quality of general education training for schoolchildren.

Relevance of experience

It is no secret that students’ interest in learning their native language and literature is declining. One of the reasons for this situation is the discrepancy between the amount of information that a child must master and the time allocated for this during a school lesson.

The author of the experience sees another serious reason for the decline in students’ interest in studying the Russian language and literature in the predominance of reproductive tasks in most textbooks. Can such a situation contribute to the development of a creative personality?

Thus, a contradiction arises between traditional methods and forms of teaching, focused on the transfer of ready-made knowledge, and the need to use new means and methods to increase the level of development of the creative beginning of the student’s personality.

The introduction of information technology in Russian language and literature lessons can help resolve this contradiction.

The use of information technologies in teaching the Russian language and literature is not a tribute to fashion, but a necessity, since they contribute to the improvement of practical skills, make it possible to more effectively organize independent work and individualize the learning process, increase interest in the lessons of the Russian language and literature, and activate cognitive activity students.

The very fact of holding a Russian language lesson in an office equipped with computer equipment intrigues children, and they become motivated. The child feels the need for knowledge. He can't wait to find out what happens next. The student’s interest in the subject of the Russian language grows. Students are interested in learning new material using a computer, testing their level of competence and professional communication skills.

I am convinced that the task of every language teacher is to make each lesson attractive and truly modern. As part of achieving a new quality of training for schoolchildren in the Russian language and literature, I am actively introducing modern design and information technologies into the educational process.

Novelty of experience

The presented experience is based on the analysis and creative processing of materials presented in modern pedagogical literature, that is, it is reproductive and creative

The novelty lies in the creation of a system of work based on the use of information technology in Russian language and literature lessons with the aim of forming a creative personality capable of reflection.

Experience technology

The main goal is to create conditions in Russian language and literature lessons for the development of the creative personality of students as a result of the introduction of information technologies.

I set myself the following tasks:

As part of the lesson, help each student realize their potential, that is, set and achieve their educational goals.
So that students not only master the program, but also acquire the ability to consciously work with the proposed material.
Use the computer as a means for developing the personality of students, to increase the efficiency of the processes of self-knowledge, self-affirmation, self-determination, and self-realization.

I use the computer in different ways at work: in class, in extracurricular work on Russian language and literature.

For what purpose do I use a computer in the classroom?

Firstly, in order to solve practical problems written in the Russian language and literature program: - the formation of strong spelling and punctuation skills; — enrichment of vocabulary; — mastering the norms of the literary language; — knowledge of linguistic and literary terms;

Secondly, when organizing students’ independent work to develop fundamental knowledge of the school course, to correct and take into account students’ knowledge, I use computer-assisted teaching and testing. Test control and the formation of skills and abilities using a computer presupposes the ability to quickly and more objectively than with the traditional method identify whether the student knows or does not know the subject. This method of organizing the educational process is convenient and simple for assessment in a modern information processing system.

Thirdly, the use of information technology allows to develop key competencies. Computer educational programs in Russian language and literature also help solve these problems Quite a lot of them have now been created.

Next, we will focus on the methods of using ICT in Russian language lessons, literature and in extracurricular activities.

Using ICT in Russian language lessons

Teaching the native language at school is precisely the area where computerization can fundamentally change both the methods of work and, most importantly, its results. Improving the methods of teaching the Russian language using a computer makes it possible to intensify the learning process: it increases the pace of the lesson, increases the share of independent work by students.

One of the advantages of using new information technologies is a re-emphasis from verbal teaching methods to methods of search and creative activity. Information technology can be used for all types of lessons:

learning new knowledge and developing new skills;
practical application of knowledge and skills;
generalization and systematization of what has been studied;
control and correction of knowledge and skills;
combined (mixed);

Using a computer, we can organize the implementation of all known traditional types of exercises, namely:

- on visual perception;

— insertion of letters;

- placement of punctuation marks;

— graphic designation of language units of different levels;

- text editing.

Let us give examples of the use of ICT in Russian language lessons.

Multimedia presentations.

Using this technology allows you to:

1.Significantly save time in class.

2.Increase the level of visibility during training.

3. Introduce elements of entertainment and enliven the learning process.

Presentations can be used at any stage of the lesson:

At the stage of explaining new material (Appendix 1)
At the consolidation stage (Appendix 2)
At the repetition stage, when it is necessary to reproduce theoretical material in a short period of time (Appendix 3)
At the control stage (Appendix 4)

Test programs with reference material
Not only are they a means of testing the knowledge, skills and abilities of students, but also help to quickly and effectively fill gaps in knowledge. For example, the computer program “Phrase” has diagnostic tests for all sections, as well as a system of training exercises, assignments, and control dictations. The educational exercises are accompanied by reference theoretical material, the scientific basis of which corresponds to the school curriculum and the requirements of the Unified State Examination. (Appendix 5).
Interactive tables.

The use of interactive tables allows, on the one hand, to implement a systematic approach to teaching the Russian language, and on the other hand, to activate the attention and thinking of students in the lesson. An interactive table helps teach a student to independently describe observed objects and phenomena, and therefore relieves the student of the need to memorize all the definitions, as well as memorize detailed texts. If you teach students to independently observe phenomena, recognize their significant signs of similarity and difference, and on the basis of this formulate definitions and construct stories, then they will thereby learn to master descriptive material based on its prediction. They can only compare the results of their prognostic description with the data presented in textbooks, and in case of errors, make appropriate corrections and adjustments.

Electronic textbooks -
is a learning tool on a computer disk that stores and presents audio, video, text and graphic information. It is designed for independent work with a computer in interactive mode. The computer is assigned the functions of the teacher for management, training and control at all stages, i.e. he plays the role, as defined by G.I. Pashkova, of an “electronic teacher.” The “electronic teacher” carries out individual updating of knowledge with the student, the formation of new concepts and methods of action, as well as their application. The teacher acts as a consultant and manager. The student works with the electronic manual recommended by the teacher. In this case, the student himself chooses the method and pace of mastering the material being studied. Using an electronic manual, the teacher controls each student: monitors the degree of completion of the task, identifies difficulties, then advises each student individually, answers questions, diagnoses the causes of difficulties, gives recommendations, and helps determine the way to solve the problem.

Thus, the computer as a teaching tool makes changes not only in the content and methods of teaching, but also creates new forms of the educational process.

Using ICT in literature lessons

Literature lessons using a computer also become bright, interesting, and memorable.

Illustrations have always been an important means of perception. Due to the insufficient amount of illustrative material for textbooks and its low quality, I think it is appropriate to prepare visuals for the lesson in PowerPoint.

I use presentations when talking about the biography of writers (Appendix 6), during virtual excursions to literary places (Appendix 7), when testing knowledge of the texts of literary works (Appendix 8).

Using individual “highlights” of various types of electronic products, I show students videos on the topic (Appendix 9), and show fragments of films (Appendix 10). Sound files help you get acquainted with the author's reading of a poem or with a recitation of a work performed by a famous actor (Appendix 11). Such illustrative computer material is built systematically over time, being a good help in further work, both for the teacher himself and for other colleagues - language specialists.

The child not only sees and perceives, he experiences emotions. L.S. Vygotsky, the founder of developmental education, wrote: “It is emotional reactions that should form the basis of the educational process. Before imparting this or that knowledge, the teacher must evoke the corresponding emotion of the student and ensure that this emotion is associated with the new knowledge. Only that knowledge can be instilled that has passed through the student’s feelings.” In my teaching activities, I try to use the technique of a bright emotional beginning of the lesson. This technique used in a literature lesson develops the emotional and intellectual responsiveness of students.

Thus, in a literature lesson, ICT makes it possible to discover the active cognitive potential of students and gives them the opportunity to comprehensively prepare for the continuous process of education. The introduction of information technology into the lesson environment enriches its trophism (sound, visual, emotional, intellectual, spiritual). In addition, it creates the elements of interest, search, creativity, reproduction of knowledge, as well as the element of goodwill, in which the student and teacher act as partners.

Use of ICT in extracurricular activities

Distance Olympiads, quizzes and competitions

provide an opportunity for every schoolchild to express themselves, in contrast to the traditional subject Olympiad, in which only a small circle of children with “excellent” marks in the subject take part. Non-standard creative tasks allow students with different levels of training to show imagination, creativity, and ingenuity.

For the second year now, students have been participating in the Internet Olympiad “Carousel” in the Russian language. This academic year we will take part in the “Russian Bear Cub” competition.

Last academic year, I took part in the II open professional competition for teachers “Multimedia in a modern school” with the development of a speech development lesson “Preparation for an essay based on I.E. Grabar’s painting “February Azure” (website www/edu-reforma.ru) and received a Certificate of publication of this educational material.

ICTs are also widely used at various stages of students’ project and research activities.

It has been repeatedly proven that the project method allows schoolchildren to demonstrate independence in choosing a topic, sources of information, and the method of its presentation and presentation. The project methodology allows for individual work on a topic. The student himself chooses the object of study, decides for himself: whether to limit himself to the textbook (simply completing the next exercise), or turn to additional sources of information (special literature, encyclopedias, electronic resources). The guys analyze, compare, choosing the most important and entertaining.

The pedagogical functions of ICT tools allow us to make the assumption that they can be used in the course of schoolchildren’s project activities as:

source of information;
means of communication;
means for processing experimental results;
means of presenting research results.

Thus, information technologies open wide access to the vast resources of electronic libraries, various specialized sites and multimedia systems.

6th grade students developed the project “How our word will respond” (Appendix 12).

ICT has become indispensable in the preparation of classroom hours (Appendix 13) and extracurricular activities in the subject (Appendix 14).

I would also like to dwell on such a form of work as publishing a school newspaper.

Since one of the priority directions of the “Strategy for the Modernization of Education” is the education of an individual who strives for the maximum realization of their capabilities, is able to make the right decision in life situations, and is ready for full communication with people different in social group, education, age, this form of work extremely necessary.

Creating a school newspaper helps teach a child to solve certain communicative problems using linguistic means in different areas and communication situations, that is, to form his communicative competence, teach him to master all types of speech activity, and lay the foundations of a culture of oral and written speech.

The concept of communicative competence includes not only mastering the necessary set of speech and language knowledge, but also the formation of skills in the field of practical use of language in the process of speech activity. This also correlates with the implementation of educational tasks in the formation of a socially active personality oriented in the modern world.

Our newspaper is called “CHIZH” (Extremely Interesting Life). Its content is largely determined by its readers, since the publication was originally conceived not only as informational, but primarily as educational, affirming the unified spirit of the school, the general team of students, teachers and parents. All three of these categories are active contributors to the newspaper. Any student, teacher, or parent can speak in the newspaper.

The school newspaper makes it possible to inform families of schoolchildren about the most important events in school life.

The publication of a school newspaper, of course, also serves the development of school self-government. The composition of the newspaper's editorial staff is flexible: from ten to twenty people take part in the creation of one issue. These are guys from different grades, from fifth to eleventh. (see Appendix 15).

For the second year now, the editors of the school newspaper have been participating in the regional Media Forum of school printed publications and always return with diplomas.

Effectiveness of ICT use

Experimental experience of using ICT in Russian language lessons, literature and in extracurricular activities testifies to the effectiveness of this technology: • the student turns into an active person; • goal setting and motivation are realized; • the student is given freedom to choose activities and pace of work; • the form of control changes; • training becomes individual and differentiated; • various forms of work are used (pairs, groups); • the role of the teacher changes: he becomes a partner, “teaches how to learn.”

The results of a sociological survey of students about lessons in which information and communication technologies are actively used show that students have increased interest in the lessons (92%), students are satisfied with the quality of the subject taught (91%), and there is an opportunity to show their individuality and creative activity (84 %), freedom of choice of activity and pace of work has increased (85%).

In addition, the quality of knowledge in the Russian language is increasing. This can be seen in the following graphs:

Conclusion

Thus, we can conclude that the use of multimedia helps to implement a person-oriented approach to learning, ensures individualization and differentiation taking into account the characteristics of children, their level of learning, the use of ICT in lessons and in extracurricular activities gives good results:

develops the creative and research abilities of students, increases their activity;
promotes the intensification of the educational process, a more meaningful study of the material, the acquisition of self-organization skills, and the transformation of systematic knowledge into systemic ones; helps develop students’ cognitive activity and interest in the subject;
develops logical thinking in students and significantly increases the level of reflective actions with the material being studied.

The use of computer technology allows for an informed choice of the best training option.

Self-analysis of the pedagogical activity of a teacher of Russian language and literature

In the modern information society, the purpose of education is not the transfer of experience accumulated by previous generations, but the preparation of a person capable of lifelong learning.

The goal of the school is to prepare graduates who are able to navigate changing life situations, think critically on their own, see emerging problems and look for ways to rationally solve them, work competently with information, be sociable, and independently work on developing their own morality, intelligence, and cultural level.

The teaching staff of the Sampursky branch of the MBOU Satinskaya Secondary School is working on the topic “Individualization as a means of increasing the effectiveness of teaching and education of schoolchildren.” In accordance with the theme, a methodological plan for the school and educational organization has been drawn up, administrative meetings and seminars are held, and self-education of teachers is organized.

The goal of my professional activity is consistent with the goals and objectives of the educational institution in which I work: the education of a creatively developed, socially oriented personality capable of self-realization.

In my educational activities I rely on the Federal Law “On Education in the Russian Federation”, the Concept of the Rights of the Child, the Law “On Education in the Tambov Region”, the School Charter, local acts regulating the organization of educational activities of the school.

I build the educational process within the framework of a person-centered approach to learning, since it presupposes the teacher’s conscious orientation towards the student’s personality, which is a condition for his development.

Thus, the tasks facing me are as follows:

provide students with a quality education;
develop their creative and intellectual potential;
prepare students for an informed choice of profession;
instill independent work skills;
treat the child as an individual capable of learning without coercion;
use new educational technologies;
develop and strengthen interest in the subject;
improve your educational and professional level.

As a teacher and deputy director for educational work, I took part in the development and implementation of the School Development Program and school subprograms “Human. Personality. Citizen”, “Healthy Lifestyle”, “Ecological Program”, “Our Hope”, activity program of the resource center for patriotic education “Heritage” (I have been the head of the center since 09/01/2013 (Appendix 18)), projects “Drug-Free School” and “Raising patriots of Russia.”

As part of the implementation of the Programs, I carry out:

preparing students for passing state (final) certification;
I use elements of health-saving technologies in my lessons;
I work to organize interaction between family and school;
I actively participate in the work of RMO, SHMO, seminars at various levels, creative competitions and scientific and practical conferences, I am a member of the jury of the regional subject Olympiad, I give open lessons, and I speak at parent meetings.

In my professional activities I take into account the educational needs of children and their individual abilities. By identifying the cognitive and intellectual level of each student and the class as a whole, I plan my activities in accordance with this, setting specific goals and objectives for each level of child development. In my work, I try to bring weak students up to the level of average students, and average students to the level of good students. I select differentiated tasks in order to advance both strong and weak students. I try in every possible way to interest children in my subject, I use additional material, conduct KVN lessons, frames, seminars, lectures, workshops, I use techniques for creating clusters, syncwines, and algorithms. Children enjoy working in such lessons.

During the period since the last certification, the following problems have been resolved:

expand and deepen students’ knowledge;
develop and improve the psychological qualities of schoolchildren: curiosity, initiative, hard work, will, perseverance, independence in acquiring knowledge;
support and instill self-confidence among low-performing students in Russian language and literature; identify and support gifted students;
increase the activity and effectiveness of student participation in competitions at the school and municipal levels;
involve children in performing creative tasks (reports, multimedia presentations).

Took part in the public and state examination of federal textbooks. Review of the textbook “Russian Language” edited by V.V. Babaytseva, L.D. Chesnokov was sent to the website fsu-exprt.ru. (March 2010).

My students are winners of Olympiads at school and municipal levels.

Every year, up to 40% of students take an active part in the competition-game “Russian Teddy Bear - Linguistics for Everyone.”

In the 2013-2014 academic year, my students took the Russian language exam in the form of the OGE. The results of the final assessment show that the majority of students confirmed their annual grade, two improved their results.

The quality of knowledge in 9th grade in 2013, according to the results of the OGE, was 75% (Tekinsky branch), and in 2014 (Sampursky branch) - 63%.

The results of the final control in Russian language and literature (Appendix 9) show the stable quality of knowledge, as well as the fact that students themselves choose the Russian language as a subject for the final control.

In the implementation of the educational program of the municipal educational institution of the Satin secondary school, I am an executor (I carry out educational programs in the Russian language and literature in accordance with the educational standard of basic general and secondary general education), an active participant, the initiator of pedagogical ideas and initiatives. So, as part of the implementation of the educational program, I developed and tested programs for elective courses: “Insidious punctuation marks” (17 hours), “Russian language stylistics” (17 hours), “Complex cases of spelling”

To achieve this goal, I build training based on the development of universal educational activities, conduct classes in subjects in accordance with the requirements for a modern lesson, practice and introduce new technologies into the educational process, achieve a stable quality of knowledge in the Russian language (2010 -2011 - 61%, 2012 -2013 – 65%, 2013-2014 – 67%), literature (2010-2011 – 84%, 2012-2013 – 86%, 2013-2014 – 87%), I take part in regional Olympiads in the Russian language, creative competitions, I organize extracurricular activities in subjects, take part in the methodological work of the educational institution. The dynamics of student achievement are stable. Every year the training level is 100%. The quality of knowledge in the Russian language increased from 61% to 67%, in literature - from 84% to 87%. (Appendix 5)

The teacher and the student form a system of relationships where each acts for the other as a source of impulses for his personal self-development. Through questionnaires, oral and written surveys, I identify the educational needs of children and take them into account in my professional activities.

For those students who have a desire to study a subject at a higher level, to gain deeper and more lasting knowledge, I conduct individual and group classes, classes in elective courses, and clubs. These students do more independent work, creative tasks, using Internet resources and additional literature.

Students choose topics for messages, reports, presentations, projects independently during our joint discussion, where the cluster method is used and possible ways and directions of study and research are shown. In addition, given the heavy workload of schoolchildren, especially at the senior level, I try to prepare students for olympiads and competitions in the classroom, building a lesson, focusing on a strong student, and approaching homework in a differentiated manner.

With the help of certain techniques I develop creative imagination. In my lessons I often use the “Formulate a question” technique, since I believe that constructing questions is a complex mental activity. It requires the student to use everything previously learned, the ability to isolate the main thing, compare and generalize facts, phenomena, and episodes.

The development of creative thinking is facilitated by a dialogical form of communication, which allows each student to be not just a consumer of knowledge, but also an active participant in its acquisition, encourages students to defend their point of view on the problem under discussion, and teaches them to respect and tolerate the point of view of other participants in the dialogue.

All these methods and techniques help me develop cognitive interest and develop creative abilities.

When preparing for lessons, I remember that most children strive for knowledge and are able to assimilate material of a fairly high level of complexity. Therefore, in my work I use multi-level differentiation, which allows for the active participation of each student in the lesson, increasing the authority of knowledge and individual responsibility of schoolchildren for the results of educational work, and contributes to the creation of an atmosphere of cooperation and collectivism.

But there are children who lag behind in their studies and do not master the knowledge provided for by the curriculum at a satisfactory level. I pay special attention to working with such students. When conducting control tests of the class’s knowledge on the main sections of educational material from previous years of study, I determine the actual level of children’s knowledge and identify gaps in students’ knowledge that require elimination.

Work with low-performing students is based on a separate plan, drawn up together with the school psychologist, class teacher and parents. As a result of such work over the past five years, at the end of the year there is not a single underachiever; some students confirmed their level of success at the OGE.

Classes in the “History of the Russian Language” club help develop creative and cognitive abilities. In a Russian language lesson, students receive a minimum of theoretical information about the language, included in the “Vocabulary” section. The club program is aimed at language development, moral, patriotic, spiritual and aesthetic education of the student, the formation of his value orientation - to the awareness of the Russian language as a spiritual value, its significance in the life of modern society; to develop love and respect for the Russian language, it is expected to solve language problems, linguistic and philological analysis of the text, search for information from available sources, answer questions during the discussion, independent research work with language material, expressive reading.

As a teacher, I try to keep up with the times, so in my work I use elements of modern educational technologies, active forms and methods of teaching.

I have mastered the technology for developing methods of educational work, set out in the form of rules and algorithms, and are widely used.

The technology for forming schoolchildren's educational activities is aimed at acquiring knowledge by solving educational problems. At the beginning of the lesson, the class is offered learning tasks that are solved during class time, and at the end of the lesson, according to these tasks, a diagnostic check of learning results is carried out using tests.

Technology of differentiated learning, taking into account the personal attitude of schoolchildren to their studies, level of training, interest in studying the subject, and the personality of the teacher. Problem-based learning technology.

Computer information technologies are very relevant and necessary.

Modern children are turning less and less to books for information, but are trying to get it using a computer. I am sure that the use of new information technologies significantly increases the level of learning, given the low motivation of many students. With the development of multimedia technologies, the computer has become a teaching tool capable of visually presenting a wide variety of information. As a result, the student’s creative potential and experimental research skills develop; culture of educational activities; increasing the efficiency and quality of the educational process.

The use of ICT in teaching ensures:

the ability to effectively use lesson time;
intensification of all levels of the educational process;
multidimensional development of the student;
preparing school graduates for life in the information society;
a significant reduction in preparation time for lessons, due to the fact that searching for the necessary information on the Internet is much faster than, for example, in the library;
the relevance of the information received increases;
students learn to systematize information, highlight the main thing, and navigate large amounts of information

I have been using ICT in my work for several years.

The use of e-mail and the teacher’s personal website (https://yanichru.wordpress.com) provided the opportunity for extracurricular activities and individual work with both capable students and lagging behind: consultations in the preparation of research papers and projects. The personal website contains materials for students: instructions for completing various tasks to prepare for the Unified State Exam and the Unified State Exam.

After completing the courses, I began to use the project method in my activities. I create computer presentations about writers and poets for use in class and outside of school hours and teach children to do this work. I use DVDs on various topics of Russian language and literature and videos on works of fiction. I resort to the help of a computer disk in the Russian language “Electronic tutor-simulator”, containing more than 600 tasks on all topics of spelling and punctuation, a number of tasks of which are aimed at developing the creative abilities of children, the tutor - “Punctuation Tests”, “The Great Encyclopedia of Cyril and Methodius "

Our school uses the Dnevnik.ru service to work with the electronic journal. All activities are centered around it: grades, homework, linking files to homework. For a teacher, an electronic journal provides full access to the child’s school life and the opportunity to conduct a dialogue with parents, teaching staff and the child himself.

I am increasingly trying to use “social services” or “Web 2.0 services” in the educational process. Using Web 2.0 I organize the following collective activities:

joint search;
shared storage of bookmarks;
creation and sharing of media materials (photos, videos, audio recordings).

When preparing for lessons, I make links to didactic material from Internet resources in BobrDobr or MoeMesto, which allows you to quickly use digital educational resources at school.

Testing knowledge allows me to save time for teachers and students.

I don’t refuse “old” technologies either, for example, technology

V.F. Shatalov, the fundamental principle of which is the preparation of reference diagrams. It allows you to speed up the process of learning new material and integrate previously acquired knowledge into the system. I also turn to the technology of advanced advanced learning by S. N. Lysenkova. When using this technology, students learn even the most difficult material better and faster.

To effectively use children’s time and my own as a teacher, I use the following teaching methods and techniques in the classroom:

logic of lesson construction;
scientific nature, accessibility of presentation of educational material;
development of observation skills in the classroom;
independent creative activity;
consistent application of knowledge;
individual and differentiated tasks.

Along with traditional lessons, I use non-traditional ones: tests, quizzes, games (“Lucky Case”, “KVN”), lessons - competitions, seminars, conferences. Extra-curricular activities, including within the framework of the subject week, are of great interest.

I base all my work on the pedagogy of collaboration. After all, it is important to understand everyone, to be able to see their eyes, not to lose the train of their thoughts, to walk with them, to teach, to educate with every lesson, to teach them to learn, to include everyone in mental activity. Together with the children, I rejoice and wonder at new things, observe, perceive, comprehend, analyze, evaluate, draw conclusions, and sum up. In the lesson we are a single whole, interested and efficient, purposefully moving towards solving the assigned tasks. As a teacher, I am satisfied with the relationship with the children: they understand me, they consider my lessons interesting and useful. I believe that a dialogue between teacher and student, based on the principles of respect and co-creation, is always necessary.

As an organizational form of work I use traditional and non-standard lessons, and in extracurricular work I use individual, group and collective forms. I devote a special place in my work to design and research activities.

I consider the level of cognitive interest of students in my lessons to be high.

The knowledge, skills and abilities that my lessons provide remain socially necessary, since only in the lessons of the Russian language and literature are the secrets of the native word revealed to children.

Great opportunities for developing interest lie in a variety of pedagogical techniques and forms of teaching.

However, in the learning process you cannot rely only on interest. It is very important to simultaneously form the will, duty and sense of responsibility of students. At the same time, we must remember that it is not lectures, instructions and intimidation that evoke the actual motives of teaching, but genuine conviction and clarity of arguments.

The level of cognitive interest is supported by active forms of learning: modern information technology and project activities, which create conditions for the student’s personal interest not only in the final result of his activity, but also in the very process of achieving it. This is dictated by the times in which we live.

A rich learning atmosphere stimulates and encourages students to participate in additional developmental activities - olympiads and competitions.

My students take part in competitions and subject Olympiads. Participate in Internet competitions (projects, research papers, presentations) posted on the website www.uchportfolio.ru, www.proshkolu.ru

Assessing the educational activities of students plays a large educational role, as it helps to increase responsibility for the work performed not only by the student, but also by the teacher. Identification of students' knowledge is carried out using oral and written testing methods. Written work activates the testing of knowledge, skills and abilities, and makes it possible to monitor the level of knowledge of all students. I pay great attention to thematic control of knowledge. I have developed sets of test tasks for all sections of the Russian language and literature for grades 5-9.

I not only give assessments myself, but also practice mutual assessment and self-assessment - “self-diagnosis” of students. To do this, starting from the 6th grade, I develop in schoolchildren the ability to evaluate their results, see mistakes, and know the requirements for various types of work. I definitely monitor the individual achievements of students - increasing (or decreasing) their level of knowledge, the number of correct answers in tests, the quantity and quality of creative works, etc. Constant monitoring allows you to plan individual work with the student, adjust the planning of educational material depending on the success or failure of students, and build repetition, taking into account the greatest difficulties.

I use assessment for educational, stimulating purposes to show students’ achievements. To do this, I organize exhibitions of the best notebooks and reports, and systematically analyze tests and creative works.

The level of psychological atmosphere in the class is positive. I try to create an environment of mutual trust, respect, and openness. To this end, I carry out systematic individual work with individual students who have a difficult, unbalanced character. I study the psychological characteristics of each student.

When characterizing a child, I note first of all his positive qualities. I study the family and living situation of students. I provide individual consultations for parents on issues of education and upbringing. I organize collective creative activities, competitions, evenings, holidays, and theatrical performances for schoolchildren. As a class teacher, in my work I use excursions and hikes around my native land, which take environmental and patriotic work to a new level. I worked as a class teacher in the 9th grade (2013-2014 academic year), and friendly relationships developed between the children. We have been together since the fifth grade, we developed a common language and mutual understanding. At the moment, there is active correspondence with almost all graduates, close cooperation continues with students who have entered the 10th grade, although I am no longer the class teacher in this class.

I regularly determine the level of education of students using the method of N.P. Kapustin (Appendix 7), and also identify the level of satisfaction of 9th grade students with school life using the method of A.A. Andreev. (Appendix 8).

In my work I have to communicate with students' parents. I talk with them at parent meetings at school, class and privately, individually both at school and outside of school. In conversations I do not focus on the negative qualities of students, but in a delicate manner I ask you to pay attention to specific shortcomings, I involve parents in instilling in their children a responsible attitude to learning, and developing a conscious need to study the Russian language and literature. I bring to the attention of parents the requirements for studying my subjects, for monitoring, and the Unified State Exam. My parents are always aware of their children's progress. I take into account all parents’ opinions regarding their children’s academic performance and progress, but from a pedagogical point of view I develop my own relationship tactics.

One of the main tasks of working with parents for me is to make parents active participants in the pedagogical process. To implement this, my work plan includes the following areas of activity and forms of work:

I regularly conduct a survey for parents in order to determine the level of satisfaction with the work of the educational institution according to the method of A.A. Andreev. Parents of students in my class showed the following results: the level of satisfaction of parents in grade 9 remains consistently high and is significantly higher than the level of satisfaction with the average score for the school over the last 2 academic years .

I rely on a collaborative pedagogy with both children, their parents, and work colleagues.

I evaluate my relationships with colleagues as positive, open, based on integrity, honesty, and mutual assistance.

The school staff is creative, hard-working, searching, and daring. There is a trusting business relationship between me and my colleagues; there is always mutual understanding and mutual assistance. The level of empathy development is average. The team constantly exchanges experience, we develop new technologies with colleagues, and improve our skills. The school administration provides great assistance in this regard.

In the portfolio there is a review of my work from a colleague. I don’t have any high awards or certificates; I was the head of the district administration in 2009.

To improve my professional level, I regularly take part in the work of the regional methodological association of teachers of Russian language and literature, where I made presentations. I am taking advanced training courses organized by TOIPKRO.

I am engaged in self-education. I regularly improve my level by working on the Internet information network, studying the work experience of my colleagues on the sites “Pedagogical Council”, “Open Class” and the site of creative teachers. In addition, I read the latest in methodological literature, the magazines “Russian Language at School” and “Literature at School,” periodicals, popular science and fiction.

In professional activities, along with positive aspects, there are a number of difficulties:

imperfection of textbooks;
the problem of students’ speech culture, shallow knowledge of their native language, lack of interest in reading.

This task is not easy. Especially in our time, when children are surrounded by throwaway words, when living speech is replaced by jargon and swear words. Hence the contradiction between the goals and objectives of teaching the subject and the low level of educational needs of students. Therefore, I see my task as eliminating this contradiction.

When assessing a teacher’s work based on the results of the Unified State Examination and the Unified State Examination, it is necessary to take into account the student population and the conditions in which the teacher works. I believe that very few hours are allocated to studying the Russian language in high school, hence the problem of preparing students for the final certification.

Problems:

Low educational motivation of students. (This distinguishes the modern student from students of previous generations). Studying has ceased to be an end in itself and is often viewed exclusively from a mercantile perspective: does the knowledge gained have value in the labor market? This position is especially pronounced in high school.
Low class sizes in rural schools, a relatively small proportion of talented and capable students who become “objects of additional classes” for many subject teachers. This, in turn, causes children to be overloaded with information and homework.

My plans include studying the electronic course “Interactive Learning Technology” presented on the educational portal “My University” (https://www.moi-universitet.ru/), participating in creative competitions...

The most important, in my opinion, conditions for successful work are to be constantly searching, not to give up if something doesn’t work out; strive to know more in order to better understand, understand more deeply, and find solutions that give the best result.

Self-analysis of the work of the teacher of Russian language and literature Petrushenko N.N. for the 2014–2015 academic year

Self-analysis of the work of a teacher of Russian language and literature

Petrushenko N.N.

for the 2014 – 2020 academic year.

In grades 5-7, instruction in the Russian language was conducted using an educational complex edited by V.V. Babaytseva.

In Russian language lessons, I work on developing spelling skills and improving punctuation skills. Therefore, when preparing for lessons, I clearly determine the amount of material to be studied in the lesson. In all Russian language lessons, simultaneously with learning new material, I repeat and consolidate what I have previously learned and learned. To do this, I use various types of dictations, commented writing, creative tasks, grammatical analysis, testing, and oral syntactic five-minute exercises. I am working on the structure of concepts and definitions, rules. In my work I use various forms of training sessions: collective, group, individual. I pay great attention to organizing students’ independent work, developing the ability to work with the educational topic, reference literature, and dictionaries. I devote quite a lot of time to vocabulary work, since it is an obligatory element of the lesson. I pay attention to the development of logical thinking, the development of monologue speech of students. I teach children to analyze text. I select texts that are educational in nature. I use tables, cards, and handouts in my work. Throughout the entire school year, I worked on errors both in notebooks for tests, and in workbooks, and in notebooks on speech development.

The teaching of literature in the 7th grade was carried out according to the educational complex edited by M.A. Snezhnevskaya and O.M. Khrenova.

In literature lessons, I use the following methods and techniques that allow students to identify and develop students’ impressions of the work they read: expressive reading, retelling individual chapters, verbal drawing, conversation about the role of characters in revealing the ideological content of the work, the teacher’s word, analysis of individual episodes, messages, essays , reading passages and poems by heart, writing answers to questions, I also use visual arts and music. I try to pay great attention to the development of expressive reading skills, working with text, and speech development, which is facilitated by a system of oral and written exercises. Under the heading “Write an essay” or “Try to write” the topics of essays, training and tests are given. I also offer students essays on free topics in connection with the works they have studied.

Academic performance in subjects – 100%

Quality of knowledge:

in Russian language – 51.3%

in literature – 56%

Continuing to work on the topic of self-education “Non-traditional forms of learning,” I practice conversation lessons, seminar lessons, debate lessons, travel lessons, test lessons, game lessons, presentation lessons, quiz lessons, recommendations lessons, lessons -workshops, etc. Each lesson is educational in nature.

I use new information technologies in the educational process. I use ICT to model a lesson, to control and take into account the basic knowledge of the student.

Conducted extracurricular activities on the subject. These include solving crossword puzzles, classes on entertaining grammar, classes on the topic: “In the world of words,” quizzes, drawing competitions for studied works, reading competitions, publishing a cool wall newspaper “Literature and the Fatherland.”

I taught additional Russian language classes to students in grades 5-7.

She also worked with gifted children. They received tasks of increased difficulty, participated in various Olympiads in Russian language and literature.

She took part in school, district and regional competitions.

I improve my professional level by getting acquainted with the latest news from the magazines “Russian Language at School”, “Literature at School”, and Internet resources. She has published several methodological developments on the pages of educational media. I collaborate with the Mayak newspaper, which published two of my articles. I take part in the work of the RMO of teachers of Russian language and literature.

In November 2014 passed certification for confirmation of category 1.

Teacher_______________/Petrushenko N.N./

self-analysis of a teacher of Russian language and literature, material on the topic

I, Kasterina Tatyana Ivanovna, teacher of Russian language and literature, born in 1980, have been working at school since 2002 (Appendix pp. 14-16). In the same year she graduated from Tambov State University named after Derzhavin with a degree in Philology. My teaching experience is 8 years. In my practice, I have experience working with children of different age categories and levels of preparedness.

In the 2009-2010 academic year, she taught in the 5th grade at the Otyas secondary school.

The methodological topic that the school staff worked on: “Person-centered learning as a technology for a health-preserving environment.” In accordance with the theme, an educational plan for the work of the school and plans for the work of methodological associations were drawn up. Teacher councils and seminars were held on this topic, and self-education of teachers was organized. My professional activities were directly consistent with the goals of this educational institution.

In my work, I was guided by the following regulatory documents: Law “On Education of the Russian Federation”, Law “On Education of the Republic of Kazakhstan”, Educational standard of education in the subject, Model subject program for secondary schools.

Russian language and literature are among the main subjects of the school curriculum and among the most difficult.

Therefore, in my teaching activity I set several tasks:

— use modern pedagogical technologies;

— to reveal the intellectual and creative abilities of students;

— improve the quality of students’ knowledge;

— take into account the individual characteristics of students;

— to attract students to participate in various competitions;

— develop students’ interest in the Russian language and literature;

— instill independent work skills.

The implementation of these tasks allowed me to develop the student’s personality in accordance with his abilities, interests and capabilities. Having identified the cognitive and intellectual level of each student and the class as a whole at the beginning of the school year, I planned my activities in accordance with this, setting specific goals and objectives for each level of the child’s development. In my work, I tried to bring weak students up to the level of average students, and average students to the level of good students. I tried in every possible way to interest children in my subject: I used additional material, conducted non-traditional lessons, workshops, and made presentations. The main types of lessons in my activities are lessons built according to the traditional scheme: repetition, checking homework, explaining new material, consolidating it, summing up, homework. Along with the traditional ones, she also conducted non-traditional lessons, which she prepared together with the students: KVN, travel, concerts, competitions.

She structured her lessons in a variety of ways, taking into account the individual characteristics of the students. Whenever possible, I tried to use visual aids (tables, diagrams, pictures, cards) in each lesson. Knowledge of the rules and performance of written work were checked systematically. During oral questioning, mutual verification is effective. This allowed each student to take the teacher’s place and objectively evaluate each other. I also used self-testing (for various types of dictations). Very often, as a test of the material covered, I conducted alphabetic, numerical and graphic dictations. This type of survey made it possible to quickly test knowledge, give a grade and save time. The guys liked this work, and they happily took on it.

In addition to various types of dictations, she gave test tasks that made it possible to quickly test the competencies of students. The test results recorded the achievements of students at a certain stage of training: testing a fragment of a lesson, after the topic studied, and a final control. In my work, I used tests both compiled by myself and proposed by methodologists. At the beginning of the school year, monitoring of general educational knowledge in the Russian language was carried out (Appendix p. 26).

She taught the children complex text analysis. The initial stage of work on text analysis was carried out collectively. This type of work began with tasks related to speech development: expressive reading, identifying topics and ideas, drawing up a plan, then questions were given that tested grammatical skills. In class with students, I worked hard on various types of parsing (phonetic, word-formation, morphological, syntactic), because I am deeply convinced that a student who can do parsing knows the Russian language.

She paid more and more attention to speech development lessons; it was there that a lot of preparatory work took place for writing an essay and composing a coherent story. We designed some creative works as booklets.

In order to interest students in literature lessons, she told them about the complex and interesting lives of writers, hard work, introduced them to the creative laboratory of the writer, helped them see the “mechanics” of the creative process: how a work of literature is created, how the search for the most expressive and precise words, artistic means of language is carried out , how work is done on artistic images, how you manage to express yourself in your creation. We tried to read any work slowly in order to better and more deeply understand the theme and meaning of the content. After reading the literary text, students looked for words unknown to them and clarified their lexical meaning by turning to an explanatory dictionary. In literature lessons, students retold stories, asked each other questions, composed crossword puzzles, their own texts, dramatized episodes of works, drew literary characters, made a plan (event, quotation), wrote an essay on a literary topic, looked for artistic and visual means in the text, made books - babies. Visual aids were required during the lesson. Thanks to my use of various types of work in the lesson, the children attended my classes with pleasure.

She developed communication skills in children, for this purpose she used work in groups, in pairs, and individual work. I tried to organize the teaching in the lesson in an atmosphere of goodwill and aspiration. In my lessons there was always mutual understanding and respect for the opinions of the teacher and comrades. The result of this is the development of independence, curiosity and the desire to achieve more.

When selecting theoretical and practical material for the lesson, I took into account didactic objectives, lesson goals, and individual and psychological characteristics of the students.

In my lessons I tried to achieve a high level of cognitive activity. My guys took an active part in the week of Russian language and literature, in district and regional competitions. (Appendix pp. 75, 76)

Students with different abilities engaged in additional activities: they wrote reports, messages, poems, and prepared new materials for lessons using extracurricular sources. During lessons I gave such children tasks of increased difficulty. Weaker students stayed for extra classes after school.

Extracurricular work in the subject also played a big role in the development of cognitive interest (Appendix pp. 60-62). It is this kind of work that creates the conditions for the formation of creative skills and the necessary knowledge.

In the office, I designed and updated stands (Appendix p. 54), made tables and tips. On the stands there was a lot of material that is used in the lesson, drawings by students, and material for speech development.

In order to improve the level of training and education of students, she regularly analyzed her teaching activities, highlighted its strengths and weaknesses, and set new pedagogical tasks.

She communicated grades and results to students and regularly analyzed work to eliminate errors. I used the “Test Yourself” dictation to teach children self-assessment of knowledge. A favorable atmosphere in the classroom is achieved by the following means: a partnership style of communication. She perceived the students as they are. During lessons I tried to use praise, approval, humor, and friendly support. She paid special attention to grading. She explained why this or that score was given.

Since I was the class teacher of the 5th grade, I often had to communicate with the parents of the students. Information about educational achievements was brought to the attention of parents at joint holidays, through a diary. I had conversations with them at parent-teacher meetings and privately, individually both at school and outside of school. In the conversations, she did not focus on the negative qualities of the students, but in a delicate manner asked to pay attention to specific shortcomings, involved parents in instilling in their children a responsible attitude towards learning, and developing a conscious need to study the Russian language and literature. She took into account all the parents’ opinions regarding the children’s academic performance and progress, but from a pedagogical point of view she developed her own relationship tactics. My colleagues helped me with this. A trusting and business relationship was established between me and my colleagues; mutual understanding and mutual assistance were always present. The team exchanged experience, developed new technologies with colleagues, and improved their skills. The head of the methodological association provided great assistance in this regard.

To prepare for the lessons, I used computer programs, Microsoft Office Word, Microsoft Office PowerPoint, Microsoft Office Publisher, and used a multimedia disk (“Great Encyclopedia of Cyril and Methodius”), “Literature” (electronic support of the Korovin Educational Complex). Using these programs, I created my own presentations and teaching materials for lessons.

The topic of my self-education “Tools for teaching spelling literacy” (Appendix p. 34) Each lesson included tasks on this topic. Conducted cross-sectional work on the ability to find spelling patterns in words.

Indicators of the quality of knowledge and level of training of students in the Russian language and literature for the 2009-2010 academic year.

I never stop there. I improve my professional skills at advanced training courses (Appendix p. 25), at regional seminars, attend classes with colleagues at school, study and implement various pedagogical technologies, make presentations at the Moscow Region, teacher council (Appendix p. 46). I draw up my work programs in subjects in accordance with the education standard. I constantly follow news, new programs, read works of art by modern authors and classics, and acquire methodological literature. I subscribe to the magazines “Literature at School” and “Russian Language at School” with supplements.

In connection with all the changes in the professional activity of a teacher, there are a number of difficulties:

a lot of time is spent on processing various documents, sometimes duplicating them;
students are loaded with unnecessary information;

Since 2010, I have been teaching at the MVSOU Kulevatovskaya evening (shift) general education school at correctional colony No. 4.

My students are independent adults (age 18-30), most of whom are from disadvantaged families. Children have a large gap in their education (from 2-12 years old). Therefore, the teacher must have an individual approach to each student and must provide knowledge to everyone who is enrolled in the school. All school teachers are working on the problem of “Creating a favorable environment for the education of convicts based on individual work with them.” In accordance with the theme, an educational plan for the school’s work and a plan for the methodological unification of subject teachers have been drawn up. Teacher councils, seminars are held on this topic, and self-education of teachers is organized. The goal of the teacher’s individual pedagogical activity is to effectively build the educational process at any level of education, taking into account the multi-level preparation of students, involving them in research work on the subject, participation in intra-school competitions and olympiads, and preparation for admission to other educational institutions. Currently, students make many mistakes when writing, so I continue to work on the topic “Tools for teaching spelling literacy” (Appendix p. 35). On this issue, she spoke at the methodological council with a report “Vocabulary work in Russian language lessons.” I try to organize the educational process so that it provides favorable conditions for all schoolchildren to achieve a basic level of training corresponding to the State Standard of Education in the Russian language and literature, and for those who show a special, increased interest in the subject to study at a higher level. I believe that for successful learning it is necessary to create a number of certain conditions in the lesson that are aimed at developing interest in the learning process, which our students did not have while studying at school in freedom. In almost every lesson I set aside time to work with words. Such types of work as: etymological analysis, variable dictation, “Who is bigger?”, “The third odd one”, “Define the word”, “Shop” have proven themselves well. During the lesson, the children quickly learn the features of writing a difficult word. Such games also expand vocabulary, activate memory, train reaction speed, and contribute to the development of such language norms as lexical compatibility.

In addition, in my lessons I combine traditional teaching with modern pedagogical technologies (differentiated learning technologies, ICT, collective learning systems, health-saving technologies).

The level of abilities of my students is different, a significant part has low motivation, so I consider the main goal of teaching activity to be the development of students’ cognitive abilities.

In my teaching activities I set several goals: • to develop and strengthen interest in the subject; • use new pedagogical technologies; • provide students with quality education; • to reveal the abilities, intellectual, creative, moral potential of each student; • prepare students for an informed choice of profession, instill independent work skills; • improve the forms of organization of educational activities. The implementation of these tasks allows me to develop the student’s personality in accordance with his abilities, interests and capabilities.

In order to achieve positive results in my activities, I study the content of regulatory documents in education, psychological and pedagogical literature, develop educational work programs on the subject, study modern technologies and methods of teaching the subject, scientific and methodological literature. I select differentiated tasks (cards) in order to advance both strong and weak students.

In order to get students interested in my subject, I try to diversify my lessons: I conduct lessons - workshops, lessons - travel, lessons - business games, KVN, lectures, I use techniques for creating clusters and algorithms. I involve students in working on the computer (drawing up presentations, writing creative and research projects, designing a booklet).

I always take into account the individual psychological characteristics of students, building the learning process so that it is accessible and interesting for all students.

Thanks to the differentiation of training, each student becomes a full participant in the educational process. I give them the opportunity to choose the level of mastery of the material that is feasible for them and work at their own pace.

Creative tasks stimulate the cognitive activity of weak students. Having studied some independent part of speech, the children independently write a linguistic fairy tale, using this part of speech as much as possible in the text. Multi-level assignments, designed taking into account the capabilities of students, create a favorable psychological climate in the classroom. Students feel a sense of satisfaction after each task completed correctly.

In oral work I use a technique called “find the mistake.” Sentences are written on the board in which it is necessary to find a speech error and, if necessary, restore it. Everyone chooses their own task (based on their knowledge). If a student fails to complete one task, he can proceed to another. One condition is that everyone must complete one task.

Working from the textbook also has a differentiated approach. The tasks are divided by difficulty level.

Trying to monitor the quality of assimilation of program material, I use various types of control of students’ knowledge (test tasks, tests and independent work, tests, essays, presentation).

I organize interaction with the class during lessons and outside of class time in the form of “teacher-student” and “student-student”. So I use different techniques: working in pairs, in groups of permanent and rotating members. Group work teaches students to worry about a friend and sympathize with his difficulties. Having organized the work of groups, I do not remain indifferent, I observe the groups, provide the necessary assistance, and encourage the success of students. I take a strictly individual approach to training convicts and monitoring their knowledge, skills and abilities. I systematically provide consultations on the subject.

Students who have a poor vocabulary and have problems spelling this or that word are interested in learning the Russian language. To prevent loss of interest in the subjects being studied, I involve students in extracurricular activities (Appendix pp. 65-67), and hold reading conferences (Appendix pp. 81-83). Together with them I publish thematic wall newspapers. Students take part in classroom and school competitions in Russian language and literature (Appendix pp. 77-80). In Russian language and literature lessons, when studying new topics and generalizing lessons, I use multimedia presentations. Students also like this method of testing knowledge, such as test tasks on a computer.

I satisfy the educational needs of individual students with different abilities and aptitudes through an individual approach.

The performance of students in Russian language and literature is as follows:

I conduct “Test Yourself” dictations to teach students self-assessment of knowledge. I evaluate all types of activities: answers that reveal the degree of mastery of the material during an oral survey, testing, different types of dictations, and performing creative tasks on the topic. For students who have gaps in knowledge, individual lessons are organized, and for those interested in the Russian language and literature, I select materials with tasks of increased difficulty.

In ensuring solid and informed knowledge, systematically organized control (independent work, graphic dictation, individually differentiated, frontal questioning, control work), which accustoms students to regular work, plays an important role. I make sure that they express their thoughts correctly and logically, highlight the main thing, and control their work. If a student is not satisfied with the grade, he has the right to answer again. In the classroom, I use such methods of assessing students' activities as self-assessment, mutual assessment, teacher assessment, and collective class assessment. I monitor the individual achievements of students. I use diagnostic tools: pedagogical observation, statistical analysis of current final performance.

In my lessons, an atmosphere of goodwill, openness, mutual trust and respect has been created. Therefore, students are relaxed, feel free, and openly express their opinions, even if they are incorrect. I will definitely listen to any student’s opinion, discuss with him and together we come to the right decision. At the same time, students feel like a creative person and willingly participate in all activities.

Due to the specifics of our institution, I do not interact with parents of students often. I meet with parents when they come to visit their children. I bring to their attention the successes of their children, participation in the life of the school and class. IK No. 4 hosts open days. The parents of the convicts arrive, they are given a tour of the colony, they visit the school, where they meet with teachers and learn about their progress. The opinions of parents and their wishes are taken into account by me. On a daily basis, the parents of our students are replaced by the heads of the detachments, with whom I carry out joint educational work (Appendix p. 84), I participate in the council of the detachment educators, and the collective council of the detachment.

Our teaching staff has developed friendly relations based on cooperation and mutual understanding. I am in close contact with the Russian language and literature teacher and hold joint events and lessons.

I am constantly engaged in self-education: I study the federal basic curriculum and programs in Russian language and literature, attend open lessons and events of colleagues, read the magazine “Open School”, “Russian Language at School”, “Literature at School”, get acquainted with materials from Internet sites and methodological collection of teachers, I post materials on the Internet, I take part in online competitions, in forums, I am a member of the club of teachers of the Russian language and literature on the website proshkolyu.ru, I have a publication in the magazine “Russian language and literature. Everything for the teacher” (appendix pp. 88-101). In addition to my main specialty, I am a teacher of Russian language and literature, I am the secretary of the methodological association of subject teachers (Appendix p. 87), I make presentations at meetings of the Moscow Region, teacher councils, and give open lessons (Appendix p. 47).

In my teaching activity, the problem is that students are already adults who have developed their own worldview, their own life principles, maybe these principles are not correct for us, but we have to put up with it. There are many difficulties in our hard work:

— many students have no desire to study (receiving basic general education until the age of 30 is mandatory for convicts);

— a large gap in training;

— many students are completely unteachable (former students of auxiliary schools, correctional classes, and vocational instructors in a correctional colony).

I have studied and apply elements of modern technologies in the classroom: differentiated learning, a collective learning system, I use the tabular method of presenting material, and I introduce research techniques in educational activities. This helps make the learning process accessible and interesting for all students.

To develop an interest in the Russian language and literature, you need to: develop programs of extracurricular activities: clubs, conferences, competitions, projects using computers, which are of particular interest to students.

In the future, I hope that my activities will bring results: increasing the results of the final certification; increasing the number of students involved in extracurricular activities.