Essay
"My pedagogical philosophy"
history teacher MBOU "Gusinoozerskaya gymnasium"
Chimitova Oyuna Buyantuevna
History, in a sense, is the sacred book of peoples:
main, necessary; a mirror of their being and activity:
the testament of the ancestors to posterity.
N.M. Karamzin.
Grass does not grow without roots.
Buryat proverb
Every morning for many years, I excitedly open the school door. This is my second home: students are waiting for me here, in working with whom I see the meaning of my life.
My mom is a teacher for me as an example of a dedicated attitude to her profession. in English, a wise woman, thanks to whom the understanding came that main person at school it is a student. At the beginning of its teaching activities I told her about my lessons, bright, in my opinion, moments in my work. Mom nodded approvingly, but did not show much enthusiasm. I even felt some kind of resentment. But the moment came when she said: "You are a good teacher." On that day I told her that for the first time I heard from my pupil: "Thank you for the lesson." I realized that there is no higher praise than a student's praise for a teacher. All my efforts, all sleepless nights, doubts and endless searches for optimal solutions in my work were paid off a hundredfold with just these two words. My student, for whom I tried to "expand the horizons of a Man", instilled in me confidence in the importance of teaching. And at the same time, I felt a huge responsibility for all subsequent work, because I understood: now I cannot lower the bar to the height to which the student raised me. In turn, the children know that I am always grateful to them for interesting reasoning, bold thoughts in the classroom, for painstaking student work. And I am happy when my student shows interest in my subject - history, with his perseverance and inquisitiveness, as if saying: "In everything I want to get to the bottom ...".
Why did I become a history teacher? Another very close and authoritative person helped me in my choice - my dad. He believes that everyone should know their ancestry up to the seventh generation, and instilled these feelings in us, his children. Like my father, I know not only my grandfather, but also my great-grandfather, great-great-grandfather, I am proud of belonging to my surname. Even as a child, I learned from him the meaning of the family tree: the roots of the tree are ancestors, the trunk is those living today, the branches are descendants, and that it reflects the connection between the past, present and future. From childhood, my father instilled in me the idea that responsibility for the fate of the family, for our relatives lies with all of us and with me personally. Later I realized that like a mighty and stormy river taking its strength from small streams, so from the history of the family, clan, region where you were born, a great history of the country is taking shape. What happens to a tree if its roots are cut down? The tree will wither away. So a person will die, and even whole nation... This means that the future of the country ultimately depends on the history teacher. It is the teaching of history and social studies that is aimed at helping a young person understand himself, his roots, and integrate into the civil, cultural and confessional community. I understand the importance of my mission at school: from how I will give a child about national history, such will be many of his actions. I do everything so that my students realize the responsibility for the future of our society, understand that this future is in their hands, so that our country remains a great power that is proud of its past, creates a worthy present, strives only forward and upward.
My pedagogical philosophy is based on the words of Socrates, said by him more than two thousand years ago: "In every person the sun, just let it shine." I am also close to the wisdom of Eastern philosophy, where the teacher is compared to a raindrop. Why? Just as rain helps a small seed to open up, so a teacher must reveal the unique potential of his student, help him to reveal his abilities. To do this, you need to find approaches to each student: a hot-tempered choleric person, an outgoing sanguine person, a slow phlegmatic person and an impressionable melancholic. In my opinion, the teacher predicts not only the future of the student, what he should become, but also be able to understand him today, as he is: with his difficulties in learning, experiences, thereby helping in the development of his personality. Therefore, I build an individual educational route for each student, and I am confident that only such work will ultimately bear fruit, and the teacher will see how smart, enthusiastic, and creative they are, his pupils.
The foundation of my pedagogical philosophy is strict kindness, love for children, faith in them, because only in a business-like and benevolent environment a child can open up and realize his potential.
Modern requirements for the teacher are such that he helps the student to learn for himself, brings up the need for education. Back in the 19th century, the outstanding teacher Adolf Disterweg said: “A bad teacher teaches the truth, a good teacher teaches to find it”. Indeed, after all, if you constantly feed a child from a spoon that is not given to him in his hands, he will never learn to eat himself. In the same way, I try to teach a student to acquire knowledge by his own efforts, and only then can a student be educated, thinking freely, not afraid to express and defend his opinion.
In turn, I believe that a teacher needs to work a lot on self-education. After all, it is known that "the teacher lives while he studies, the teacher studies while he lives." The Internet provides great opportunities for a modern student to independently master knowledge, so today a teacher who is not oriented in the information space and cannot answer student's questions is simply not interesting to him.
To make the student's work fruitful, I try to be creative with the teacher's work. And only then, having eliminated monotony and monotony from our practice, which is destructive for the inquisitive mind of children, we will be able to observe the awakening of thought, creation in the lessons, hear words of gratitude from our students and understand that you are the teacher that they need so much, whose lessons they look forward to ...
I am proud and tormented -
In my arms
Fate is found
The day to come.
Essay "My pedagogical philosophy"
"School is a workshop for humanity."
Ya.A. Komensky
A teacher is a wonderful profession, the most ancient and revered.
Everyone, from an ordinary worker to the President, passed through the prism of the teacher's soul. It is the teacher who sows “reasonable, kind, eternal” forms the personality of the new generation, lays the basis for the country's development, the foundations of the future of Russia. Many remember with gratitude and keep the images of their kind teachers and mentors all their lives. So in my life an important role was played by the honored teacher of the Russian Federation, a wonderful person, a teacher, whose work is an example for me, Vitalieva Alexandra Andreevna. It was she who instilled in me a love of chemistry, saw in me the inclinations of a Teacher, helped to finally decide on the choice of profession. Even then, after graduating from school, I knew how a teacher can influence further destiny human. And now for more than thirty years I have given to school, I live in school, I live as children.
Within the walls of the school, most of the life of any teacher passes, one generation of boys and girls is replaced by another, views, tastes, fashion, people, power and structure change, but invariably remains the main person in the school - the teacher. A teacher who loves his work, loves and respects children, takes into account their opinion, teaches to learn, helps a person to become a Human and sees the meaning of his life in this. I am firmly convinced that none of the most wonderful machines will be able to replace live human communication, will not be able to give a child love, devotion, understanding, will not help solve the problems that have arisen. School is a second home and because of the kind of parents in this house, the future of its inhabitants will largely depend. This is especially true of the rural school. As long as the school exists in the village, the village is alive. No school - the village is dying out. Agree how often we see a similar picture today.
Over the years, I understand more and more what a colossal responsibility falls on the shoulders of teachers. It was the teachers that the society entrusted the most important, the most valuable - children, its hope, its future. And how to make this future happy, worthy of human existence?
Earlier, when I was a young specialist, it seemed to me that it was enough for children to give deep solid knowledge, to make them fall in love with their subject, to make them interested, and in the future they themselves would find application of this knowledge. And I did everything for this: I followed the news methodological literature, I read a lot myself, applied non-standard lessons, was glad that the children liked my subject. But practice has shown that no matter how well the teacher is prepared in theoretical and methodological plan, this is not enough for the successful implementation of the tasks facing modern school... A teacher is not only a teacher, a teacher is most often an educator.
Today, both education and teacher are challenging times. The Chinese people have a saying "May you live in times of change" as an omen of something unknown, uncertain. But everything flows, everything changes, life does not stand still, evolution is an irreversible process. To keep pace with the times, today it is not enough to form a harmoniously developed personality: physically healthy, with a certain amount of knowledge, with a set of rules of moral behavior. the main task the modern school today is different - to teach people to live in this constantly changing world. And the task of the teacher's tasks is to teach the child to find himself in this life, his own niche. My goal is to create conditions for the development of the abilities of each student. Tasks follow from this goal: one of them is to see the good in any child, to develop it, to help him believe in himself.
In the sacred history there is the "Parable of the talents." One man, going to a foreign country, summoned slaves and entrusted them to manage his estate. He gave each of them talents (coins). One gets five, the other two, the third one. Each received as many talents as was useful to him. The man who received the five talents used them for a good deed and acquired five new talents. The same was done by another person who received two talents. And the third did not want to work and buried the received talent in the ground. For this, the lazy slave was punished and deprived of even the only talent that was given to those who worked. With regard to my pedagogical philosophy and my vocation, I see my task in the fact that the student already at school knows what his "talents" are and how he will multiply them outside the school walls. Each teacher has the right to choose his own methods and forms of work, his pedagogical technologybut every teacher must work for the development of the child. Now the school has created favorable conditions for the development of children: innovations, methods, a lot of opportunities for self-development and self-realization. And more and more often I ask myself the question “Are we going in the right direction? Will we, teachers, in the pursuit of “smart” heads, raise a sensitive, responsive, kind, decent Person? Where is the golden mean for a graduate to be able to realize himself according to the winner's program, but at the same time he has formed those qualities that will help him to be happy in society, in the family? How to determine whether or not a graduate is ready for adulthood, can he be successful? We all understand that there is no universal recipe for raising successful children. Children are not animals. It is the breeder who knows how to develop a new breed with qualities predetermined for humans. Each child is a personality, it is an individuality and it is important to preserve this individuality, to help the child not to lose himself in the future. Here is the teacher and is in eternal search.
The best way to teach and educate is through the personal example of a teacher. I not only teach children, but I myself am able to learn from my students. Learn and learn is my motto. Learn to think, comprehend the secrets of nature and life, teach to take care of your health, learn to look and see, speak and speak, and most importantly - feel! Learning from mistakes, relying on knowledge and believing in luck, learning in joint cooperation, co-creation, organizing and involving children in joint activities, using new teaching tools, striving to teach their students independence, responsibility, instilling a "noble work habit." This habit is the basis of future happiness, spiritual enrichment.
I think that modern teacher he must also develop internally, keep pace with the times, learn, seek, go further every day, learn something new, surf the expanses of constantly updated information, otherwise he becomes uninteresting for his students. And this is very scary "not to correspond"! I firmly believe that not everyone can be a teacher. The teacher is one of those who do not make a brilliant career. He comes to school as a teacher and leaves school with the same rank, often “his pocket is empty”, he does not immediately see the results of his labor. Where does the teacher get the strength to be both an educator and a teacher, a father and a mother, what is it like to go to children every day, leaving his own problems outside the school threshold? Not every person is capable of this, but only the one who sincerely loves children, loves his profession, sees the meaning of his life in serving children!
When I look back and remember my students who have found their place in life, I understand that this is happiness, because I had a hand in it. It is happiness to be in the thick of things all the time and to inspire ordinary children to succeed. It is happiness to be able to be needed by children, sometimes, despite fatigue, poor health and a desire to give up everything. And when you hear “How are we without you? We really need you! ”, You decide - it's too early, it's not time!
Society and the state today make very high demands on the teacher. Often society is unaware of the difficulties facing the school. This attitude needs to be changed. It is necessary to raise the social status of the teacher, to show the society that not everyone is able to take the teacher's place. It is no secret that today the school lacks young specialists, that the average age of a school teacher is very respectable. I am very worried about the question: what will happen to the school, who will teach our children to learn, what future awaits us? How I want to create and realize that teachers appreciate, respect, understand the significance of his work, do a lot to improve the working environment. Can those who come to replace us be more lucky?
G.A. Smirnova, teacher of chemistry and biology, MOU "Koltalovskaya secondary school" Kalininsky district, Tver region
For many years, I have taught mathematics at college to non-mathematicians. He also actively worked as a tutor with students and schoolchildren who had problems understanding and mastering mathematics. My many years of experience in this work shows that the teaching of mathematics should be based on a certain systematic approach, should obey some ideas of a higher order than just the methodology and content of educational material. This article presents the results of understanding and testing my experience in teaching mathematics at a university and individually as a tutor by many years of practice, which found expression in my pedagogical philosophy.
Since the term "pedagogical philosophy" itself is far from generally accepted in pedagogical science today and has not settled down in classical works, it seems appropriate to pay special attention to the question of what is understood in this work by the term "pedagogical philosophy".
In the traditional sense philosophy(from Greek philosophia, phileō- I love, sophia- wisdom) is the science of the most general laws of the development of nature, society and thinking. The main question of philosophy is the question of the relationship between thinking and being.
At the same time, there is another, more specialized understanding of the term "philosophy", namely, this system of methodological principles underlying any science or field of human activity.
It is in this aspect that the term "philosophy" should be understood in the issues considered in this work related to pedagogical activity in any of its manifestations.
So, my pedagogical philosophy is an interconnected system general provisions, attitudes and methodological principles underlying pedagogical activity in the process of teaching me disciplines to students at the university, as well as to schoolchildren and students in private as a tutor, aimed at the most complete and effective achievement of pedagogical, educational and educational goals in various private aspects (individual students, study groups, course; individual lessons, topics, sections of the curriculum by discipline, etc.), and in the aspect educational process the university as a whole.
In modern conditions, it has become easier to work with students, on the one hand, because they are often more motivated, learn faster and better understand what they are taught, and on the other hand, it is much more difficult, because the range of their thinking has become much wider, requests more versatile and much more individually oriented.
Since the main discipline taught by the author is mathematics, the main attention in this work is paid to questions of the pedagogical philosophy of teaching mathematics to students and schoolchildren.
In our time, during the period of rapid development of electronic computing technology and computer technology, the sometimes encountered point of view “not everyone will be a mathematician” (in the sense that not everyone will need mathematics) is hopelessly outdated. Today, and even more so in the very near future, mathematics will in one way or another be a necessary tool for a huge number of specialists in various professions, including economists, lawyers, psychologists, and not only for professional mathematicians.
Mathematics can and should play a special role in the humanization of education, that is, in its orientation towards the upbringing and development of the individual. Knowledge, including in the field of mathematics, is needed not for the sake of knowledge itself, but as an important component of the personality, including mental, moral, emotional (aesthetic) and physical education and development.
In this regard, the study of mathematics as an academic discipline plays a key role for students of all specialties without exception.
The special role of teaching mathematics is in mental education, in the development of intelligence. This is explained by the fact that the results of teaching mathematics are not only knowledge, but also a certain style of thinking. In all sections of mathematics, without exception, there are huge opportunities for the development of students' thinking in the process of their learning at any stage.
It should be borne in mind that the formation and development of logical structures of thinking of students and schoolchildren is extremely important for the study of all disciplines of the professional cycle without exception.
At the same time, the formation and development of logical structures of thinking of students and schoolchildren should be carried out consistently and in a timely manner. Omissions in this area are difficult to fill and have an extremely negative value in the study of disciplines of the professional cycle, especially those that in one way or another use the apparatus of mathematics or are associated with the implementation of analysis in one form or another.
The formation and development of basic structures of strict and logical thinking students and schoolchildren can be facilitated by an adequate formulation of educational issues, including both content and teaching methods, that is correct definition what and how to teach. In more detail these issues in terms of specific forms and methods of their implementation are considered in the pedagogical concept.
Let us now turn to general patterns and trends of modern educational process in a higher educational institution.
The intensive nature of the socio-economic development of society has the most direct impact on the content and main trends in the development of education. As noted by many leading experts in the field higher education, the upcoming development of higher education will be associated with a wider application active forms and teaching methods, in other words, new educational technologies. Higher education should form students' ability to reflect on their own knowledge, values, moral choice. This thesis in recent times more and more confirmed by practice.
It seems that the listed circumstances and trends should have a decisive influence in the formation of pedagogical philosophy a teacher of a modern higher educational institution, as well as a private teacher-tutor.
It should be noted that traditional teaching technologies have always implied a passive position of the learner, reduced to explanatory-illustrated teaching, armed students with the results of scientific knowledge. The organization of explanatory-illustrated teaching is based on the principle of the teacher conveying ready-made conclusions of science: the teacher communicates facts, analyzes them, explains the essence of new concepts, formulates theorems, laws, etc. Here, elements are not excluded search activities students, however, the transmission of ready-made conclusions of science dominates.
However, this approach to the educational process does not meet the requirements of the modern conditions of society. The existing traditional education system is no longer able to fulfill the tasks assigned to it in the new conditions. Moreover, it largely acts as a deterrent to the socio-economic development of a society with a market economy, the dynamic development of its new forces and needs.
So, according to the Ministry of Education and Science of the Russian Federation, at present, of the entire mass of higher educational institutions in Russian Federation less than 25% in their activities meet the requirements of state educational standards and other normative documents in the field of higher education. The rest (more than 75%) of domestic universities do not provide an adequate level of quality in training specialists, that is, simply put, they are “driving the marriage out of the box”.
It is no coincidence that recently among specialists in higher education, problems related to the quality of education have been seriously discussed, as a result of which the problem of development and implementation of quality management systems is becoming more and more urgent for domestic universities.
It should also be recognized that the noted problems in the field of quality of higher education are caused not only by the shortcomings of traditional teaching methods, but are largely due to the current situation and trends in recent years in the field school educationcharacterized by a lack of qualified teaching staff, systemic problems, loss of teaching skills on the part of teaching staff, lack of attention and proper support from the state to existing problems, which ultimately leads to a lack of sustainable learning skills and solid systematic knowledge in a very significant proportion of graduates of modern general education schools.
When forming pedagogical philosophy the teacher should clearly understand that modern technology teaching students and schoolchildren should be active in its content and as close as possible to the students. The main task here is not so much to equip students with the results of scientific knowledge, but also to guide them along the path of obtaining these results, to form cognitive independence and develop the experience of their creative activity. With this approach, the principle of the search educational and research activity of students is implemented, that is, the principle of independent "discovery" of the conclusions of science, methods of action, the "invention" of new ways of applying knowledge to practice. Here explanations of teachers and students' performance of tasks requiring reproductive activity are not excluded, but the principle of search educational and research activity prevails.
Taking into account the above circumstances, it becomes obvious that it is necessary to bring the quality criterion of the educational process to the fore and develop, in accordance with this, an intra-university system for ensuring the quality of education, which should also be reflected in the formation pedagogical philosophy teacher.
Without going into details of the characteristics of the quality of the educational process of the university, we note that the basis of almost all existing approaches to quality management systems in various fields, including in the field of education, to one degree or another, are based on the principles of modern quality philosophy TQM - Total Quality Management - total quality management based on a process approach.
It appears that pedagogical philosophy of the teacher in modern conditions, should largely take into account the conceptual provisions of the approach based on the principles of the philosophy of quality TQM, the main of which in relation to the educational process of the university are as follows:
- external quality control of the educational process is far from the most important factor in ensuring this quality;
- special attention in modern quality management should be paid to the management of human resources, on which the quality of products or services largely depends;
- the implementation of this thesis in practice requires constant training of employees, fostering a conscious attitude to the work performed, analysis of performance results, constant self-control at every stage of work, constant self-learning, and in general - improving the quality at each cycle of activity.
The main structural element the activity of the university from the point of view of the quality management system is a process. A process can be any activity or set of activities that uses resources to transform inputs into outputs.
With this approach, the entire activity of the university is presented as a system of interconnected coordinatedly functioning processes in order to transform the main entrance of the entire system - applicants - into main exit system - graduates.
Understanding and applying the basic principles of modern quality philosophy TQM it is necessary to take into account the main feature of the human resources of the university: the activity of a higher educational institution consists in the mutual productive interaction of teachers and students - teachers and students - during which the educational process of the higher educational institution is implemented. That is why, in our opinion, the human resource of a higher educational institution should be divided into two components that are fundamentally different from each other in terms of goals, objectives and functions in the educational process - the university staff, the main part of which is the teaching staff, and the students, then there are students. It is these two components of the university's human resource in the course of the educational process that interact with each other through the system of university processes (Fig. 1).
Students as part of the human resource of the university are turning from a passive mass of students into an active component that has a significant impact on the quality of the activities of a higher educational institution as a whole.
Let's turn to the pedagogical aspects with the help of which the basic principles can be implemented. quality philosophy TQM in the activities of a teacher in modern conditions.
Practice of teaching in high school shows that deviations in the work of a student (student and schoolchildren) from the normal course of the educational process tend to accumulate, small deviations, in the absence of corrective action, grow into large ones and in some cases can even become irreparable (the "snowball" effect). Intermediate control of students' knowledge during the test and examination sessions makes it possible to identify such deviations, however, as a rule, these deviations are already neglected and it becomes almost impossible to correct the situation without negative residual consequences.
It should be noted that problems of this kind in last years are very common in the practice of teaching mathematics in higher educational institutions, especially in relation to first-year students. As already noted, this is largely due to the fact that, on the one hand, modern system school education, as many specialists in the field of education at all levels note, does not provide solutions to the tasks facing it and does not develop stable skills and abilities in schoolchildren, does not develop learning skills and systematic independent educational work in schoolchildren. On the other hand, the fact that in junior courses students, having parted with the school system of education with its rather attentive control over the educational activities of students, in a large proportion of cases are not able to independently and immediately adapt to the system of education in higher education, in which students significant freedom of action during the implementation of the educational process. Not yet fully formed as individuals (which is quite natural for freshmen), many students understand this freedom completely incorrectly, and instead of using the freedom given to choose the most appropriate methods and means of teaching, they begin to skip classroom lessons, passively relate to independent study, violate academic discipline, or even stop learning altogether.
It seems that the aforementioned range of problems of the modern educational process can be substantially effectively solved through mutual integration and interaction of the teacher's educational and educational pedagogical activity during the implementation of the educational process. The practice of the educational process shows that with the implementation of constant individualized current control over the activities of students, timely corrective pedagogical or educational influence, when deviations from the normal course of the educational process have just been outlined or have not gone too far, allows the student to return to the mainstream of the normal course of the educational process and overcome the outlined negative trends in his individual educational trajectory (Fig. 2).
It should be noted that control over the course of the educational process of an individual subject learning activities (student, small group, academic group, course) is understood here not as an exclusively observational and, possibly, punitive function, but, first of all, as active interaction between the teacher and students during the educational process, aimed at maintaining, activating and actualizing students' interest in academic discipline, independent scientific research activities of students and, as a result, to acquire strong and modern knowledge, skills and abilities in a particular subject area, to develop the ability to creatively apply the acquired knowledge, skills and abilities in the course of further educational activities and practice.
This should be achieved through the teacher's creative and methodologically correct application of adequate methods and forms of pedagogical activity. At the same time, taking into account the modern realities of the educational process and the needs of society, the teacher should functionally apply such active and innovative forms and methods of conducting training sessions, as problem lecture, round table, role-playing game, training, brainstorm, discussion, as well as other forms of enhancing creative work and independent research activities of students ( conferences, olympiads, etc..). In more detail these issues in relation to the pedagogical activity of the author are covered in.
Thus, the goal-setting basis for the formation pedagogical philosophyof a modern university teacher and a private tutor, the fundamental principles of quality philosophy TQM... As for the forms and methods of pedagogical activity, modern pedagogical and psychological science provides a huge selection of them. The main thing is that this choice makes it possible to realize the key task educational activities at the present stage: ensuring a high quality of education, moreover, both in the aspect of the totality of knowledge, skills and abilities acquired by students and schoolchildren in a particular area professional activity, and, most importantly, in the aspect of the formation of a highly moral, harmoniously developed, morally stable personality.
© The article was written specially for the "Remote Tutor" site
Cold winter evening. In the cup, unfinished tea cools down, exuding the wonderful scent of summer around the room. I can finally philosophize a little. Sometimes I like to think about the statement of someone great. Today I came across Lucius Annei Seneca (junior), he writes: "Whom the gods want to punish, they make him a teacher."
I carefully read the lines and understand that I do not agree with the author! Becoming a teacher is not a punishment! This is happiness that not every person is able to accept and discern in the routine of life! Many teachers work with anguish, hate their work, do not understand how fate has gifted them.
I am one of those teachers who do nothing without love. I love my profession, I love the students with whom I study, I love to reveal the talents of children, I love to learn new and interesting things, I love life!
A disciple for me is a torch to be lit. Do not force! And to interest! Parents bring their child to me (for the first lesson). The student does not want to study with a tutor, but he has a "triple" in Russian, which means he must! The student is tense, he yawns dejectedly ... The lesson began - the child got carried away, the dream receded, knowledge by itself was fixed in the memory. The lesson went quickly! It turns out it's not that bad! And the Russian language is an interesting thing!
I do not like boring and monotonous activities. I try to make each lesson interesting and informative. Much depends on the age of the child. For me, every student is special. I do not divide the guys into smart and stupid. I'm not trying to be an evil tyrant for them. I'am a teacher! This means that the children are calm with me, comfortable, and most importantly, interesting. We study together! Each student is a book that I read, study, try to understand. Some children in difficult situations contact me. I am always helping. After all, a teacher is also a psychologist.
You cannot be indifferent (my main rule)! If a child comes to me, then he chose me. I am responsible for him. He should get an experience from me that will be useful to him. Not only in the exam, but in life. After all, students always look like teachers. If a teacher loves his subject, is fond of it, presents the material in an interesting way, then the students will also love and become interested.
I don’t like to stop halfway yet. If we started preparing for exams, we do not feel sorry for ourselves. We go to the goal. The result will be a high score. I do not believe that the child worked with all his might and passed on "2" or "3". Who prepares - he always comes to high results. My children have it!
Finish the tea. Night fell on the city, enveloping everything around in a dark veil. My philosophizing has come to an end. In conclusion, I would like to say that the work of a teacher is hard, but rewarding work. This is not a punishment for sins. This is an opportunity to get to know people better, understand your destiny, share your experience with others and realize that you are not living in vain!
RatingDetails. Fate. What is it? According to SI Ozhegov's definition, the word “fate” has three meanings: 1). A confluence of circumstances that do not depend on the will of a person, the course of life events; 2). Share, fate; 3). The history of the existence of something.
I believe that each person makes their own destiny. Each person has freedom of choice. The choice is there every day, every minute. Different in severity. Not the same in its consequences. To step or not to step? Silence or answer? Endure or fight back? Yes or no? The main thing in life is for a person to remain a Person.
But how do you become one? The secret is simple.
The first is to choose the right business to your liking.
The second is to always learn, not stopping there.
The third is to spare no time and effort.
I made my choice 26 years ago, when I entered the Orsk State pedagogical institute named after T.G. Shevchenko, and then linked her fate with the school. My choice was not accidental.
My grandmother, Anastasia Timofeevna Shikhanova, worked as a teacher primary grades 38 years! She began to teach in the distant war years, when the "children of war" idolized the teacher, "caught" his every word, when the teacher often replaced the parents. I can safely say that three generations of her students received a piece of the soul of their Teacher as a gift. For her work, in addition to the Honorary Diplomas, the grandmother was awarded two medals "For Labor Valor", the badge "Excellence in Public Education", and anniversary medals.
And the grandmother considers the attention and memory of her pets and colleagues to be the most important of the awards. Life was not lived in vain, if in the soul she was able to plant the rational, kind, eternal ...
14 years ago I joined my destiny with my native rural school. She returned not as a student, but as a teacher of the Russian language and literature. True, this is no longer the eight-year-old that she once graduated from, but a beautiful two-story high school... Beautiful, bright. Excellent teaching staff. Good kids.
And rural children are special, spontaneous. Every child is a special world. In one, it accommodates scarlet sails, a tall rainbow, morning dew. The other has the secrets of living nature. The third is absorbed in the languages \u200b\u200bof the exact numbers of modern computers. And so on ad infinitum. But each of them needs improvement and development. Education serves these purposes. Both good and difficult children need education. In education, too.
People understand the role of a teacher in different ways. Some see him as just a teacher of an academic subject, others ... I see a teacher, educator and mentor of a person who contributes to the formation of the student's personality. In my lessons, I try to be on an equal footing with the students, remembering that every my wrong step, accidentally spoken word is absorbed by the fragile souls of my pupils and, as a teacher, I cannot imagine myself without constant improvement, as I should be a model for my students. I agree with the commandment: a teacher teaches as long as he learns himself. I am glad when the guys come to my lesson with interest, but it is also important for me that I go to the lesson with pleasure and look forward to meeting the students. Working with children, I revised and analyzed the requirements of the time and my capabilities and created my own pedagogical system of work.
I know for sure that a real teacher is distinguished not only by his knowledge of his subject, but also by his love for children. I really like to communicate with children, help them solve their problems and do everything so that the child at school feels comfortable, so that he would like to come here not only for knowledge and grades, but also for communication, friendship, care and human warmth. I build my work so that there is trust and understanding between me and the students, so that each of them can share their experiences with me, ask for help and support. I try to understand the soul of a child.
But the teacher not only has to be armed last word science, but also reliably protected. In moments of disappointment, he covers both himself and his students with an amazing shield. This shield is stronger than steel: it is made of a versatile alloy of Faith, Hope and Love.
I also believe in every child, in his strengths and abilities.
I hope that "beauty will save the world", that the child will emerge victorious from his battle with the unknown, will be able to become happy, giving a piece of his soul to others.
I love my job, children, the world, which I need to teach children to accept in all its complexity.
I am a third-generation teacher and I am happy that my life turned out this way. I wake up in the morning with the joyful thought that I have to go to work today, on vacation I have time to miss my favorite students, my lessons, and my colleagues. Communicating with children, I am young at heart, I am charged with positive energy, which helps me to live and work. And always in front of me are the images of the Teachers - my grandmother and aunt. I love my profession as much as they do, and I realize that we start with our students and continue with them. This is a great happiness and a colossal responsibility. And whatever the difficulties on this path, they recede when the teacher sees understanding in the eyes of the students, feels childish affection and even, perhaps, love.
I always remember that on earth all professions are from people and only three are from God - to teach, judge and heal. It depends on the teacher, and therefore on me, what the fate of the future generation will be, and hence the fate of the people.