Analysis of extracurricular activities (criteria, sample)

After the introduction of new generation standards into the domestic educational system, special attention began to be paid to organizing extracurricular employment for the younger generation.

The class teacher pays sufficient attention to this issue in his educational work with the children's team. In order for colleagues to be able to evaluate the results of his professional activities, the teacher not only organizes the event itself, but also analyzes the extracurricular activities according to the Federal State Educational Standard. As part of self-analysis, the teacher tells his colleagues about those methodological techniques and technologies that, in his opinion, contribute to the maximum extent to the solution of the tasks set within the framework of a specific educational event.

Scheme for analysis

There are certain recommendations on the basis of which you can demonstrate your teaching skills to your colleagues. The analysis scheme for extracurricular activities assumes:

• indicating the topic of the lesson;
• purpose and objectives of the conduct;
• the age of the children for whom it is intended;
• student activities;
• methods and techniques of pedagogical activity;
• summarizing.

Analysis of educational activities. Educational event

Articles about pedagogy » Psychological and pedagogical activities at the university » Analysis of educational activities. Educational event

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Class hour is a form of educational work in which students, under the guidance of a teacher, are involved in specially organized activities that contribute to the formation of their system for the world around them.

I taught a class hour in a group on the topic “Be merciful.” The day was March 15th. It was attended by 20 people.

The objectives of the event are

· talk about the best qualities of a person, show that mercy and kindness are the fundamental principles of man, the basis of human relationships;

· develop the ability to reflect, think about people’s actions;

· promote the development of skills to work in a group, lead a discussion, defend one’s point of view;

Venue: auditorium.

The meaning of communication between the system of educational work and this group is to show the children how important it is to be merciful in the modern world.

The form of the event is collective. The relevance of the topic, the correspondence of educational tasks to the age-old characteristics and interests of students are traced.

The interaction between teacher and students was clearly visible. Responsibilities were distributed; completed tasks were adequately assessed without causing dissatisfaction to opponents.

Educational value of events:

-instilling in students a non-indifferent attitude to what is happening in the circle of evil and injustice

— participation of students in the event, manifestation of initiative and independence.

- a friendly atmosphere during the event, broadening the horizons, developing the cognitive skills of students.

There were no problems during the extracurricular activities.

Success was achieved due to the high level of cognitive interest of students, their activity and cohesion. Events of this kind can be carried out within each group - this will make the children think about their attitude towards elders and help enrich the spiritual world.

There was also an event where I met the guys - a snowball game (February 8)

During my teaching practice, I found a common language with the class, and I had only positive impressions.

Educational event analysis plan

Class hour on the topic: “Class attendance, discipline and performance in the group”

1. The topic of the extracurricular activity: “Class attendance, discipline and performance in the group.” This event is included in the educational work plan due to its relevance: poor class attendance, unsatisfactory discipline and performance in the group.

2. The goals and objectives of the event are to find out the reason for poor class attendance, unsatisfactory discipline and academic performance.

3. Analysis of the preparation of the event: the initiator of the event is the curator, the participation of the group’s activists in the analysis of attendance in the group and academic performance, extracting information from journals and statements.

4. The socially beneficial focus of the event is to eliminate the negative causes of poor academic performance and student attendance, public censure of lazy people and truants.

5. The results of the event corresponded to the set goals - strengthening discipline, understanding the importance of attending classes, completing educational tasks and improving discipline in the classroom. The curator expressed his negative attitude towards absenteeism and suggested ways to solve this problem, which involved control by the active group of absenteeism and discipline in studies. The event is important as it contributes to better learning and professionalism of students.

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The need for analysis

Of course, these are approximate elements that experts pay attention to. They conduct an analysis of the extracurricular activity attended after the teacher has conducted a self-analysis. Examination of extracurricular activities is an important and responsible event that helps representatives of the expert commission make a decision on the applicant’s compliance (non-compliance) with the qualification category specified in the application. What might a template look like for experts to use to analyze an extracurricular activity? The sample is shown in the photo.

Relevance

It is advisable to supplement the analysis of extracurricular activities at school with the relevance of the issue chosen for extracurricular activities.

For example, it can be noted that issues related to a healthy lifestyle are dictated by life itself. Classes that are aimed at popularizing a healthy lifestyle among the younger generation should be held in a friendly and relaxed atmosphere.

What other elements should the analysis of an extracurricular activity, an example of which is given in the article, contain?

It is necessary to note the activity of students, their involvement in preparing for the event. The positive impact of this activity on the formation of the class team.

Scheme of analyzes of educational activities

— 11 —

Analysis of educational activities

SCHEME

analysis of educational activities

1. Justification of the topic of the extracurricular activity. 2. Goals and objectives of the work being carried out. 3. Form and venue. 4. Contents and methodology. 5. Student activity during the preparation and conduct of the event. 6. The general emotional background of the event. 7. The pedagogical value of the event, its significance for the subsequent development of the team and individual students.

Recommendations for analyzing extracurricular educational activities

There are two known approaches to the analysis of extracurricular activities and, accordingly, two types of analysis: - psychological and pedagogical; — subject-substantive

(analysis of educational events of various content; with such an analysis, the pedagogical side of the event is relegated to the background, and first of all its content itself is considered).

Below are various schemes for analyzing educational activities.

Analysis of extracurricular activities

1. The topic of the educational event, the classes, who conducts them. Purpose of the lesson. Age of students: class, group. Location. 2. What features of this team can be noted? What prompted you to set the goals for this lesson? 3. The specific setting of the event; room furnishings; availability of visual aids on walls and stands: location of participants. What technical means are used to enhance the educational impact? 4. To what extent and by what means are schoolchildren informed about this lesson? What was their general and individual preparation for this lesson? How was the age of the children taken into account? 5. How was the beginning of the educational lesson organized? What psychological effect was the method of starting classes aimed at? 6. How and by what means was the main goal maintained throughout the lesson? Internal logical connection of all parts of the material. 7. What methods were used to influence the cognitive sphere of schoolchildren’s activities; what new data were learned, their moral significance? 8. How and what techniques were used to influence feelings? What feelings were activated, how was emotional activity expressed? How can you characterize the general emotional situation during classes? 9. What evaluative attitudes were developed among schoolchildren during this educational lesson? 10. How was the ending of this lesson organized? What is the psychological significance of this organization? Do you think the goal was achieved? 11. Your overall assessment of the educational activity. Your suggestions.

Analysis of extracurricular activities

(scheme by Yu. Samsonov, T. Tuchkova)

1. Participants of this event. Class, contingent, age, number, voluntariness (or mandatory) of their participation.

2. Theme and purpose of the event. Justification of the feasibility of holding this event (interest, relevance for a given age, preliminary work in order to interest students). From whom does the initiative for holding the event come?

3. Event program. Means for motivational feeding of its participants. The structure of the event (beginning, climax, conclusion).

4. Predicted result. Fostering a culture of expressing emotions: joy, goodwill and the desire to help others. Emotional state at the event, before and after. The emergence of students' cognitive needs, empathy and desire to improve and express themselves. Development of creative abilities of students, qualified assistance in this from teaching staff conducting the event.

5. The originality of this event (traditions, ritual side, reproduction of national culture, festivity, solemnity)

6. Equipment, variety and adequacy of means of influence.

Approximate scheme of psychological and pedagogical analysis of educational affairs

(from the book “Culture of professional self-education of a teacher” by G.M. Kodzhaspirova)

1. The topic of the lesson and its pedagogical rationale. 2. Goals and objectives of the work being carried out. 3. Organization of student training: degree of participation; visual design; use of technical means. 4. Contents and methodology of the lesson; a) compliance of the content of the lesson with the goal; b) cognitive and educational value of the selected material; c) emotional intensity; student interest in the lesson; their activity; d) techniques and methods used in the lesson; their correspondence to the age characteristics of students and the level of development of children in a given class. 5. Personality characteristics of the teacher conducting the lesson; conviction, emotionality, contact with students, task for children. 6. Pedagogical value of the lesson. How will the experience of this lesson be taken into account in your future work?

Analysis of educational activities of aesthetic orientation

(scheme by Yu. Samsonov)

1. Specificity of the objectives (goals) of the event. Their compliance with the age and cultural characteristics of the students. Adequate perception of these tasks by students (both “artists” and spectators). 2. Optimal selection of facts and cultural phenomena (of different genres and types) intended for students when: - listening to music; - perception of painting; - observing dancers, etc. Quantitative correlation of sample works with the peculiarities of perception of a given age. Correspondence of sample works to the aesthetic cultural level of students. 3. The nature of the conditions for self-realization of students in various types and genres of aesthetic activity. 4. The nature of the discussion of problems associated with the work of E-samples. Their relevance, significance and appropriateness to the age of the students. Opportunity for students to express their thoughts and feelings. 5. Development of students in various aspects: - intellectual; — in the emotional; - in the artistic and aesthetic. 6. Correlation of the number of “artists” with the number of “spectators”. 7. Further use of aesthetic products as a condition (means) for improving (self-development) the artistic taste of students.

Analysis of educational activities

The main aspects in the analysis of educational activities should, first of all, be:

• analysis of the activities of the teacher and the activities of students;
• optimality of the forms and methods used;
• implementation of set goals,
• implementation of set goals,
• relationships between teacher and students;
• professionalism of the teacher-educator.

Approximate scheme for analyzing educational activities
I. General information

• Event title.
• Date and place of its holding. Who conducts it?
• Composition of the student group: boys, girls according to their interests, etc.
• Type of activity: whether it is part of the system or is an occasional event.
• Purpose of the event: what tasks of the class team and the formation of what personality traits of students is this event designed to solve?
• Psychological justification for the choice of this type and content of activity:

a) compliance of the lesson with general educational objectives, b) level of development of the class team, c) age characteristics of students.

II. Analysis of event preparation

1. Who was the initiator of this event, and how was it prepared? In what ways and how were the students’ activity, independence and initiative manifested?

2. Methodology for preparing the event:

• planning,
• development,
• participation of children in them.

3. During the preparatory period, was it possible to create an understanding of the need and significance of the upcoming activity?

III. Progress of the event

1. How convincingly, clearly, emotionally were the goals and objectives of the upcoming activity revealed to students?

2. How meaningful, interesting and organized was the work?

3. What knowledge did the students acquire during the event, what social attitudes were formed in the students, what socially useful activities did the activity encourage them to engage in?

4. What conclusions did the students draw during the work and in conclusion? What results have you achieved?

5. How did the event affect the formation of public opinion of the team and individual students, and their relationships? What could be the consequence of this activity for the development of the team, for the formation of its social orientation?

6. What is its impact on individual students:

• Emotional and aesthetic responsiveness to beauty in art;
• Work ethics, artistic activity;
• Aesthetics of behavior.

7. The role and place of elders (educator, psychologist, invitees) in this lesson.

8. Methods of work, the nature of relationships, their compliance with educational tasks, age and individual characteristics, and the level of development of the team.

IV. General assessment of the educational event

1. To what extent have you been able to achieve educational goals and objectives? Reasons for successes, failures, mistakes?

2. General assessment of the educational value of the work performed.

3. Psychological and pedagogical conclusions and suggestions for educators and students.

Characteristics of the school’s extracurricular
educational work
1. What art, sports, music schools, studios, clubs, and sections operate at the school.

2. Brief information about the history, traditions, heritage of the school.

3. Characteristics of the population (by gender, social composition of families, nationality, health, academic performance).

4. Characteristics of society (population of the microdistrict, school environment, presence of cultural and educational institutions, retail outlets, etc.).

5. The presence (or absence) of creative contacts with scientists, research centers, university departments, etc.

6. Brief results of the educational process for the last academic year (or half a year, quarter of the current year).

7. Characteristics of the school’s greatest strengths and outstanding achievements.

Plan
of educational work of the class teacher
Structure of the plan

Section I. Psychological and pedagogical characteristics of students with an analysis of the level of education of schoolchildren and the state of educational work for the previous period.

Section II. Organizational pedagogical tasks

Section III. Main directions and content of work with students.

Section IV. Interaction with subject teachers.

Section V. Work with parents and public organizations.

Analysis of teaching activities.

Classroom analysis scheme

1. The topic of the class hour and its place in the general system of educational work of the class teacher (class teacher).

2.

Educational tasks of the classroom, their personal meaning for each student.

3. Preparing the teacher and students for the classroom:

a) timely preparation of teachers and students for the event;

b) the level of independence and activity of schoolchildren in its preparation;

c) pedagogical provision with educational and visual equipment.

4. Progress of the class hour:

a) persuasiveness, clarity, and emotionality of the class teacher in setting and disclosing to students the goals and objectives of the class hour;

b) compliance of the content, thematic focus and technology of the event with the level of development of the class team;

c) the pedagogical skill of the class teacher in conducting the class hour: pedagogical culture, tact, communication, appearance of the teacher; creating psychological compatibility at the initial stage of the classroom; rational use of study time; corrective actions of the class teacher.

5. Results of the class hour:

a) achieving the goals and objectives of the class;

b) positive and negative aspects of the event, their reasons;

c) pedagogical conclusions and recommendations for improving the work of the class teacher in preparing and conducting the class hour.

Scheme of analysis of educational affairs

1. Relevance of the topic.

2. Purpose and educational objectives, their correspondence to the level of development of schoolchildren in this class.

3 Characteristics of the preparatory period, its main stages: the degree of participation in the preparation of educational affairs by the class team, self-government bodies, and each participant; the level of activity and independence of students in the preparation of educational work, ways for the teacher to stimulate initiative and social activity of schoolchildren; the nature of the pedagogical leadership of the class team in preparing the lesson, the style of communication between the class teacher and students.

4. Assessment of the content and methodology of conducting KTD, compliance of the content with its form and the assigned educational objectives, registration at each stage of KTD; social, cognitive and emotional orientation of CTD.

5. Students’ attitude to educational work: interest, independence, initiative, ways of disciplining schoolchildren by the teacher.

6. The nature of the literature used in the preparation of the design documentation.

7. Proposals for improving the methodology for preparing and conducting such a technical technical task.

Approximate program for studying the student body

1. Class composition.

Age composition of the class. Cognitive level, student development. Student performance and performance. The public face of the class (whether there is an asset in the class). Interest in public affairs. Carrying out public assignments. Civic orientation, consciousness of students.

2. Class cohesion

1.

Are there any groupings based on business interests or negative ones? How students treat each other. How do they approach class matters?

2. Do students like to spend time together in or out of school? Do they like to have fun or work together?

3. Are boys and girls friends? Do boys protect girls?

4. Is there mutual responsibility in the class? If so, what is it expressed in?

5. Do schoolchildren experience the successes and failures of their class! Do they root for their team?

6. When conducting school-wide events, do they try to stay together or separate?

3. Class organization

1. Do students know how to organize themselves to accomplish collective tasks? Do they know how to distribute work among themselves and perform it most efficiently?

2. Do students know how to patiently and carefully listen to each other (at meetings, during breaks, while doing various things).

4. Public opinion in the classroom

1. Which actions of their comrades do the students approve of and which do they condemn?

2. How and in what form they express their approval and disapproval.

3. Is there a discrepancy between what students say and what they do?

4. Criticism and self-criticism in the classroom. Does a humanistic orientation prevail in schoolchildren’s relationships?

5. The nature of friendly relations in the team

1. What connects schoolchildren: place of residence, place at the desk, interests, common work.

2. Where students make friends (only at school or outside of it). Are they attentive to their comrades? Are they trying to help them? What does this help look like?

3. Do schoolchildren show demands on their friends? Are they able to see their shortcomings? How the class reacts to disruptors, excellent students, activists, underachievers,

4. Do students treat friends with physical disabilities correctly?

6. Class asset.

Composition of the asset. Official (elected) and actual class assets. Does the asset have authority? Whether the order of the class asset is being executed. Are there students who are constantly active? Do school-wide activists contribute to the harmonization of relations between each student and the team?

7. Communication between the class team and the school community.

1..

Is the class aware of what is happening in the school as a whole and in other classes?

2. Does the class carry out school-wide assignments (regular and occasional).

3. How is the humanistic orientation of students’ connections with other classes manifested?

8. Measures to further unite and harmonize relations between students and the class staff

What pedagogical activities should be carried out in the classroom in order to unite and harmonize the relationship between the individual and the team.

How to use the classroom team to create comfortable conditions for each student for the purpose of his development and education.

Scheme of analysis of educational activities. (algorithmic prescription)

a) Name of the event. b) Date of conduct, school, class, who conducts it. c) Composition of the student group: boys, girls, according to interests, class, RVG. d) Type of activity; whether it is part of the system or is an occasional event. e) Purpose of the event; What tasks of the class team and the formation of what personality traits of students is this event designed to solve? f) Psychological justification for the choice of this type and content of activity: compliance of the activity with general educational tasks, the level of development of the class team, and the age characteristics of students.

2. Analysis of event preparation

a) Who initiated this event, and how it was prepared. In what ways and how did students show their activity, independence and initiative in preparation for the lesson? b) Methodology for preparing events: planning, development, participation of children in them. c) During the preparatory period, was it possible to create an understanding of the need and significance of the upcoming activity?

3. Progress of the event

a) How convincingly, clearly, emotionally the goals and objectives of the upcoming activity were revealed to students. b) How meaningful, interesting and organized was the work? c) What knowledge the students acquired during the event, what social attitudes, feelings and beliefs were formed in the students, what socially useful activities the activity encouraged them to engage in. d) What conclusions did the students make during the work and in conclusion? What results have you achieved? e) How did the event affect the formation of public opinion of the team and individual students, and their relationships? What could be the consequence of this activity for the development of the team, for the formation of its social orientation? f) What is its impact on individual students?

g) The role and place of elders (class teacher, counselor, social teacher, circle leader) in this lesson. h) Methods of work, the nature of relationships, their compliance with educational tasks, age and individual characteristics, and the level of development of the team.

4. General assessment of the educational event

a) To what extent were the goals and objectives achieved? Reasons for success, failure and mistakes. b) General assessment of the educational value of the work performed. c) Psychological and pedagogical conclusions and suggestions for educators and students.

5. Analysis of the teacher’s activities

a) What character traits of the teacher contributed to the educational work with students, and which, on the contrary, hindered? b) What pedagogical abilities were demonstrated during educational work with students? c) Was the teacher’s pedagogical tact manifested and in what way? Cases of teacher tactlessness. d) Did the teacher’s mental state contribute or hinder the conduct of educational work and why?

Class hour as one of the main forms of education at school.

The class hour performs the following functions:

1) educational

- makes it possible to expand the range of knowledge of students that is not reflected in the curriculum. This knowledge may contain information about events taking place in the country and abroad. The object of discussion can be any phenomenon or event.

2) orienting

- contributes to the formation of attitudes towards the surrounding world, the development of a hierarchy of material and spiritual values. Helps to evaluate phenomena occurring in life.

These two functions are closely related, since students cannot be taught to evaluate phenomena with which they are unfamiliar. Although Kl. hour m. perform a purely orienting function.

3) guide

— is designed to translate the discussion of a particular phenomenon into the framework of students’ real experience.

4) formative

- develops in students the skills of thinking and evaluating their actions and themselves, the skills of conducting dialogue and constructing statements, defending their opinions.

Classroom types:

• Moral class hour Objectives:

1. Educating students in order to develop their own moral views, judgments, assessments 2. Study. comprehension and analysis of the moral experience of generations 3. Critical reflection and analysis of one’s own moral actions, the actions of peers and classmates 4. Development of moral personal qualities (kindness, desire to help people, the ability to admit one’s mistakes, defend one’s point of view and respect someone else’s point of view, and etc.)

(cannot be done frequently)

• Intellectual-cognitive class hour Objectives

: 1. Develop students’ cognitive interest 2. Develop the ability to realize their individual capabilities, the desire for self-improvement

• Thematic class hour Objectives

: 1. Develop students’ horizons 2. promote the spiritual development of students, the formation of their interests and spiritual needs

• Information class Goals

: 1. Formation in students of involvement in the events and phenomena of the socio-political life of their country, their city, region.
2. Application of knowledge acquired in history and civics lessons 3. Formation of one’s attitude to what is happening 4. Development of research skills Classroom forms:
• Conversation (aesthetic, moral) • Dispute • Meetings with interesting people • Quizzes on various fields of knowledge • Discussions • KVNs • Interactive games • Travel games • Trainings • Reader conferences • Etc.

The class teacher chooses the content and form of the class hour based on:

• Age and psychological characteristics of schoolchildren • Goals and objectives that he sets • Moral ideas, interests, needs of students
When preparing and conducting educational activities, it is necessary to focus on the following system of actions:
• Determine the topic, formulate the goal • Draw up a plan (scenario) • Select the appropriate material, visual aids, musical arrangement, etc. on the topic • Give tasks to students for preliminary preparation (if provided for in the plan) • Determine the degree of advisability of participation of other teachers or parents in the class hour

Classroom Tips

• From subject information to evaluation of information • From general assessments to detailed judgments • Attention to students’ performances • Focus on important points • Reflections with children • Joint search for solutions to problems • Taking into account the psychological characteristics of students’ perception of the material (poor attention, change of activity / musical pause / physical minute / burning question) • Participation of children in drawing up a plan for class hours (quarter/semester/year) Choice from several proposed. Classroom analysis

The teacher needs it to determine the tasks of individual work with students and to highlight strategic directions for working with the class.

There are two sides to the analysis.

The first is a joint analysis of the teacher and students. (reflection). The teacher's task is to help students compare the intended and the result; Moreover, it is not the statement that is important, but the analysis of activity, the assessment of everyone’s contribution; highlighting positive aspects in organizing joint activities. The other side is pedagogical analysis.

• Why? For what? — Needs, characteristics, interests • What? - Target

• How? — Methods Forms of work. Activity, involvement, interest, emotional state of students. Good luck, difficulties

• And what do we get from this? — Result, continuation of work

An approximate diagram of the analysis of the educational work of a class for the academic year

1. Analysis of the effectiveness of goal setting and planning (programming) of the educational process in the classroom in the past year:

- the results of solving the educational tasks of the past year, the feasibility of setting them, the effectiveness of the ideas that were put forward during planning; — the correct choice of main directions, content, forms of work, means of pedagogical influence, methods of involving students in activities and communication.

2. Analysis of the dynamics of the social situation of students’ development:

— features of the social situation of students’ development, its changes over the past academic year; — what factors especially influenced the change in this situation; - what influence does their immediate social environment (parents, peers) and activities in clubs and sections have on the development of students’ personality, on the formation of their qualities, creative talents and physical abilities; — features of public opinion of the class and its influence on the value orientations of students.

3. Analysis of the development of the class team:

— sociometric, role and communicative structure of the class, the level of development of collective relationships and collective creative activity in it; — features of the moral and psychological climate in the class: the nature of the relationships between students (tactfulness, politeness, attention and respect for each other, relationships between boys and girls, goodwill, collectivism, relationships of mutual responsibility and care, etc.); the prevailing attitude of students towards teachers, towards school; the dominant emotional mood of class students; features of communication in a class team; — the degree of involvement of students in the life of the class, the level of their involvement in the process of planning, organizing and analyzing joint activities; — development of social activity of students (their initiative, creativity, organization, independence in activities, participation in class self-government).

4. Analysis of the participation of class students in the life of the school:

— the main motives for the participation of class students in school events, the degree of interest and involvement of students in the life of the school, the activity and effectiveness (for personal development and to ensure the life of the school) of the participation of class members in school affairs; - participation of class students in school self-government, organizational activities, the work of school circles, sections, clubs, societies and other associations; the influence of this activity on the education and personality development of students.

5. Analysis of the development of class students:

— level of education and moral and aesthetic development of students (indicate what factors influenced their condition); — the degree of development of students’ cognitive interests and creative abilities in intellectual, artistic, aesthetic, labor and other types of activities; — level of knowledge, skills and abilities of class students, their academic performance; — changes in the sociocultural development of students (development of a culture of communication, legal culture, intellectual and information culture, artistic, environmental, physical culture, culture of family relationships, economic culture and work culture, adaptation to modern life, development of wealth, the ability to beneficially influence society, and ultimately - the development of a culture of life self-determination); - the most striking manifestations of the individual characteristics of students in the class; — students’ need to engage in self-education is formed; — changes in class composition that occurred during the year; — individual characteristics of “new” students, their adaptation, integration; — students at risk (their individual characteristics, needs, leading motives for actions; the influence of the immediate social environment on them; the most effective methods of working with them; the tasks of educating and correcting the behavior of these students; a forecast for the further socialization of these students).

6. Analysis of pedagogical interaction with the family:

— the influence of students’ parents on the educational activities of the class; - participation of parents in preparing children for family life.

7. Analysis of the organization of the educational process in the classroom and the effectiveness of the educational work of the class teacher:

- what content of educational activities was accepted by students most willingly; in what activities they participated with the greatest pleasure; — in which they showed themselves to be active organizers; - which ones remained indifferent; in which they were passive, why; — how successful the sequence of class events was; - what methods of educational influence, forms of work and means of pedagogical influence most positively influenced the development and moral formation of students; — what activities had a positive influence on the formation of conscious discipline and a responsible attitude to work; - what events and collective creative activities held in the past year contributed to the unity of the class team?

Analysis of extracurricular activities in the subject:

1. The class and subject in which the lesson is taught.
2. Topic of the lesson.
3. Objectives of the lesson and assessment of their formulation and presentation to students.
4. How does the content of extracurricular activities relate to the program material in the academic subject?
5. The degree of entertainment, fascination and unusualness of the material used.
6. Optimal volume of material offered to students and its accessibility.
7. Participation of students in preparing the lesson, their activity in the lesson.
8. The use of different forms and methods of conducting classes, their feasibility and effectiveness.
9. Was there an award ceremony for the winners? How? The feasibility of the award.
10. Were additional sources of information on the topic of the lesson recommended: encyclopedias, books, albums, periodicals, etc.? How successfully was this done?
11. Evaluation of the design of the lesson, the aids and tools used during the lesson.
12. Assessment of the behavior and speech of the lesson leader.
13. General conclusions, recommendations and suggestions.

Progress of the event

The teacher notes, thinking through the analysis of an extracurricular activity, an example, forms, features of methodological activities that were chosen. For example, among them we can mention a story, an interactive conversation, illustrations, and demonstration of video clips. In addition to listing pedagogical techniques and technologies, it is important to mention their compliance with the individual and age characteristics of adolescents.

The class teacher also notes the appropriateness of choosing theoretical material. The event was held in a friendly atmosphere, the guys not only learned about various bad habits, but also assessed their danger through their own example (as part of individual testing).

Special attention during the extracurricular activities was given to introducing the younger generation of Russians to the peculiarities of a balanced diet, the need to adhere to a daily routine, and the cessation of addictions: alcoholism, drug addiction, smoking.

At the end of the lesson, the children completed the tasks without any problems, which helped to reinforce the rules of a healthy lifestyle.

Approximate scheme for analyzing extracurricular educational activities

General information: date of the event, educational institution, creative activity, full name of the event host, number of students taking part, location.

1. The topic of the event, the form of its implementation, structure, equipment.

2. Place of the event in the system of educational work.

3. Compliance with the topic, purpose and content of the event.

4. The overall duration and rationality of time distribution during the event.

5. Participation of students in the preparation and conduct of the event:

- who initiated the event;

— how the concept and scenario of the event were developed;

— student activity at individual stages of event preparation;

— activity and organization of students during the event.

6. Methods and techniques of education used during the event.

7. Taking into account the age characteristics of students.

8. The emotional impact of the event on students.

9. General conclusions and suggestions:

— implementation of the goals of the event;

— style of communication between the teacher and students and students with him;

— whether the preparation of this event contributed to the unity of the creative team;

— how the preparation and conduct of the event contributed to the development of independence and creativity of students;

— proposals for improving the educational activities carried out.

An approximate scheme for analyzing an extracurricular activity

1. The topic of the educational event, the classes, who conducts them.

Purpose of the lesson. Age of students: class, group.

Location.

From whom does the initiative for holding the event come?

The structure of the event (beginning, climax, conclusion).

2. The originality of the event (traditions, ritual side, reproduction of national culture, festivity, solemnity, etc.).

3. Predicted result. Fostering a culture of expressing emotions: joy, goodwill and the desire to help others. Emotional state at the event, before and after. The emergence of students' cognitive needs, empathy and desire to improve and express themselves. Development of creative abilities of students, qualified assistance in this from teaching staff conducting the event.

4. The specific setting of the event: the furnishings of the room; the presence of visual aids on walls and stands; location of the participants. What technical means are used to enhance the educational impact?

5. To what extent and by what means are pupils informed about the event? What was their general and individual preparation for this lesson? How was the age of the children taken into account?

6. How was the beginning of the educational session organized? What psychological effect was the method of starting classes aimed at?

7. How and by what means was the main goal maintained throughout the lesson? Internal logical connection of all parts of the material.

8. What techniques were used to influence the cognitive sphere of pupils’ activities; what new data were learned, their moral significance?

9. How and what techniques were used to influence feelings? What feelings were activated, how was emotional activity expressed? How can you characterize the general emotional situation during classes?

10. What evaluative attitudes were developed among schoolchildren during the educational lesson?

11. How was the end of the lesson organized? What is the psychological significance of such an organization? Do you think the goal was achieved?

12. Your overall assessment of the educational activity. Your suggestions.

Analysis of educational activities of aesthetic orientation

1. Specificity of the objectives (goals) of the event, their compliance with the age and cultural characteristics of the children; adequate perception of these tasks by both “artists” and spectators.

2. Optimal selection of facts and cultural phenomena (of different genres and types) intended for teenagers with:

§ listening to music;

§ perception of painting,

§ observing dancers, etc.

Quantitative correlation of sample works with the peculiarities of perception of a given age. Compliance of sample works with the aesthetic and cultural level of the participants.

3. The nature of the conditions for self-realization of children in various types and genres of aesthetic activity.

4. The nature of the discussion of problems associated with sample works. Their relevance, significance and appropriateness to the age of the participants, the possibility of them expressing their thoughts and feelings.

5. Development of adolescents in various aspects:

§ in the intellectual;

§ in the emotional;

§ in the artistic and aesthetic.

6. Correlation of the number of “artists” with the number of “spectators”.

7. Further use of aesthetic products as a condition (means) for improving (self-development) the artistic taste of adolescents.

Application

Overall rating

She must complete an analysis of an extracurricular activity. An example of a conclusion for a class hour on the topic “Bad Habits” can be formatted as follows.

1. During the class hour, the teacher established contact with the group of children.
2. Communication took place in a relaxed atmosphere.
3. The goals set by the teacher at the beginning of the class hour were fully realized.
4. The pedagogical significance of this lesson lies in its impact on each child and the team, its positive impact on establishing friendly relations between classmates.

Among the shortcomings that were identified during the extracurricular event, the teacher may note the absence of representatives of the medical organization.

Analysis of educational activities

As an example of analysis for practical use, one of its possible schemes is given. 1. General information

a) Name of the event.
b) Date of conduct, school, class, who conducts it. c) Composition of the student group: boys, girls, according to interests, class, RVG. d) Type of activity; whether it is part of the system or is an occasional event. e) Purpose of the event; What tasks of the class team and the formation of what personality traits of students is this event designed to solve? f) Psychological justification for the choice of this type and content of activity: compliance of the activity with general educational tasks, the level of development of the class team, and the age characteristics of students. 2. Analysis of the preparation of the event
a) Who was the initiator of this event, and how it was prepared.
In what ways and how did students show their activity, independence and initiative in preparation for the lesson? b) Methodology for preparing events: planning, development, participation of children in them. c) During the preparatory period, was it possible to create an understanding of the need and significance of the upcoming activity? 3. Progress of the event
a) How convincingly, clearly, emotionally the goals and objectives of the upcoming activity were revealed to the students. b) How meaningful, interesting and organized was the work? c) What knowledge the students acquired during the event, what social attitudes, feelings and beliefs were formed in the students, what socially useful activities the activity encouraged them to engage in. d) What conclusions did the students make during the work and in conclusion? What results have you achieved? e) How did the event affect the formation of public opinion of the team and individual students, and their relationships? What could be the consequence of this activity for the development of the team, for the formation of its social orientation? f) What is its impact on individual students?

g) The role and place of elders (class teacher, counselor, social teacher, circle leader) in this lesson. h) Methods of work, the nature of relationships, their compliance with educational tasks, age and individual characteristics, and the level of development of the team. 4. General assessment of the educational event

a) To what extent were the goals and objectives achieved?
Reasons for success, failure and mistakes. b) General assessment of the educational value of the work performed. c) Psychological and pedagogical conclusions and suggestions for educators and students. 5. Analysis of the teacher’s activities
a) What character traits of the teacher contributed to the educational work with students, and which, on the contrary, interfered? b) What pedagogical abilities were demonstrated during educational work with students? c) Was the teacher’s pedagogical tact manifested and in what way? Cases of teacher tactlessness. d) Did the teacher’s mental state contribute or hinder the conduct of educational work and why?