Open self-study in the 2nd grade of the VIII type of correctional school "Journey to a fairy glade"
Chelysheva Irina Vasilievna, educator of the OKU "S (K) O boarding school VIII type No. 5", Kursk.
Goal: the formation of skills for independent homework.
Tasks:
Correctional educational:
To consolidate the children's idea of \u200b\u200bgeometric shapes, to form the ability to count within 8, to form the skills of counting in order;
Continue to develop the ability to correlate the number with the number of objects, to promote the development of mental operations;
To consolidate ideas about geometric shapes, shapes, find shapes using the symbols of their properties;
Repetition and consolidation of the studied letters;
To teach to correlate the studied letters with object pictures;
Reading syllable structures with learned letters.
Correctional and developmental:
Develop non-standard thinking, ingenuity, speech, creative imagination;
Develop coherent speech (monologue and dialogical forms);
Develop phonemic hearing, attention, memory, thinking;
Correctional and educational:
Foster collectivism, companionship, perseverance when doing homework.
Equipment:
Demo material: object pictures, magnetic alphabet, funny counting, balloon, wood, geometric figures, a set of flowers of various colors, the sounds of the wind, musical exercise "The Sunshine Radiant", music "Waltz of the Flowers" from P. Tchaikovsky's ballet "The Sleeping Beauty".
Handout: colored pencils, stencil.
I. Org Moment:
Guests are welcomed.
-Hello! - You will tell the person
Hi! - He will smile back
And probably
Will not go to the pharmacy
And it will be healthy for many many years.
1. "Pass a smile" greeting. Children standing in a circle join hands, one looks into the eyes of a neighbor and gives him his kind, sweet smile, and so along the chain the smile passes from one child to another.
2. Respiratory gymnastics: "Snowflakes".
II Introductory part:
Educator: -And now, guys, I suggest you take a little trip. But first you need to guess the riddle:
My favorite warm air
You work wonders with me!
And, as in a beautiful, wondrous fairy tale,
I'm going up to heaven.
My wonderful basket
Very cozy and bright
And for young travelers
There is enough room in it, as always.
Friendship will help us on the road
And we need courage too ...
Have you guessed who I am? (Balloon)
Hurry up, my friends.
-And to take off, you must cast a magic spell: One, two, three! Take off the balloon into the sky.
1. Relaxation "Balloon".
Our ball rises smoothly and slowly, carries us across the sky, gently shakes, lulling us, the breeze gently blows over our face, the whole body is resting. The gentle tender sun is shining. You feel the warm rays of the sun. The rays warm your arms, legs, face. One of the rays touched your lips and painted you a smile. You are pleased with these touches. Houses, fields, forests, rivers and lakes float far below ... Gradually, our ball begins to decline and lands on the Fairy Glade. We stretch, inhale and exhale, open our eyes.
2. Fairy glade "Mathematics".
Educator: -In the fairy glade, even the sounds are magical. Close your eyes and listen. I will clap my hands and you will count the claps. (Account within 8).
Now let's go for a walk in the clearing. See what unusual trees grow here (goes to the tree).
3. Meeting with the gnome.(They carry out the tasks of the gnome).
-A magic harvest has grown on the tree - geometric shapes and numbers are growing. Let's make a number series with you from 1 to 8. Listen to riddles to find out what figures grow on this tree.
I have no corners.
And I am like a saucer.
On the plate and on the lid
On the ring, on the wheel.
Who am I? (a circle)
***
He has known me for a long time
Every corner in it is straight
All four sides
Same length.
What is my name? (square)
***
Three corners, three sides
Lengths may vary.
If you hit the corners
You will soon jump yourself (triangle).
Educator: - Well done, you have guessed all the riddles. And let's help these unusual leaves to be grouped by color, shape, size (children perform the task for large figures, select small ones in color and shape). Oh, that the wind has blown, he probably wants to play with us (wind chime sounds), let's play with him? (Yes)
III. Musical physical minutes: "The sun is radiant."
1.A glade of flowers.
-Well, let's go further along the fabulous glade? We got to the meadow of flowers.
The gnome has prepared tasks for us, but before doing it, we need to do articulatory gymnastics.
2.Articulatory gymnastics.
Smile.Holding lips in a smile, as if soundlessly uttering the sound and. The front upper and lower teeth are bared.
Pulling lips straight to the ears is very popular with frogs.
They smile, laugh, and their eyes are like saucers.
Proboscis. Pulling the lips forward with a tube, as if soundlessly pronouncing the sound y.
I imitate an elephant - I pull my lips with my trunk.
And now I release them and return them to their place.
Clock. The mouth is parted, the lips are stretched in a smile. The tip of the tongue alternately touches the left and right corner of the mouth. The exercise is performed rhythmically, counting. The chin does not move!
Tick-tock, tick-tock, the clock goes like this.
Horse.Click the tip of your tongue, sucking it to the palate.
Dap, horse! Dap, Dap, Dap!
Clink, hoof! Clink, clink, clink!
Spatula-needle. Alternating tongue positions: wide - narrow. The exercise is performed rhythmically, counting.
The tongue lies with a spatula and does not tremble at all.
Tongue - then with a needle and pull with a tip.
Educator: -Gnome prepared for us
See what beautiful flowers have grown in the meadow? These are unusual flowers, a letter has settled on each flower.
Let's remember the letters we studied.
Exercise for the eyes "Miracles".
We close our eyes, these are the miracles.
Our eyes are resting
The exercises are performed.
And now we'll open them
We will build a bridge across the river.
Let's draw the letter o, it's easy.
Lift up, look down,
Turn right, left,
Let's start working again.
-Let's make up the words with the help of our cards with syllables: Ra-ma; Mum; Boo-sy; Owl; Goat; Ball; Onion; Beetle.
-And now let's read the composed words:
in a whisper;
in chorus.
IV. Finger gymnastics "My family".
This finger is a grandfather
This finger is a grandmother
This finger is a daddy
This finger is mommy
This finger is me
That's my whole family.
V. Creative task.
-Today we will draw beautiful butterflies for the gnome.
Vi. Summarizing:
Educator: - Guys, this is the end of our journey. It's time for us to go back.
Children with a teacher stand in a circle.
Stand on your toes
And turn around twice
Find yourself back in class.
-Our preparation has come to an end. Have you done everything that you planned? What did you like most about the trip.
Vi. Reflection:
-Guys, did you like our trip? (Yes). You guys are great and I want to give you balloons for your good work as a keepsake of our journey.
The work of the educator to conduct self-training
Educator A.A. Ivanova
In the conditions of a boarding school, the time allotted for self-training should be used not only for the assimilation of knowledge by students, pupils, but also for the acquisition of skills in self-educational work.
Determining the main goals, tasks during this decisive moment, the educator must constantly remember his main function - to teach children to work independently.
The teacher must remember to observe the sanitary and hygienic requirements when conducting self-training. We must not forget about airing the room, wet cleaning before starting classes. Self-preparation should be preceded by a walk, active rest. 15 - 20 minutes before the start of self-study, the teacher should transfer the children to a calmer type of activity. The duration of self-study is established by the charter of the boarding school. Primary classes do homework 45 minutes, seniors - 1.5 hours.
General requirements for self-study
1. Start self-study at exactly the appointed time.
2. Prepare your workplace and focus before starting work.
3. Do your homework as much as possible independently.
4. What is asked? Everyone will find out in a diary or in a notebook.
5. Forgot the rules, find it in the textbook and repeat.
6. Start self-study in the accepted order, for example, with tasks in the Russian language, mathematics, reading.
7. Do homework with neat appearance, with clean hands.
8. Do not prompt, but help.
9. Raise your hand.
10. Do your homework yourself, without interfering with each other.
The effectiveness of self-training largely depends on the close relationship between the educator and teachers. Practice shows that constant conversations, mutual visits of both lessons and self-preparation are needed.
The goals of education when attending lessons:
1. The work of the teacher to instill the skills of independence.
2. Forms of conducting a survey.
3. Requirements for students' answers.
4. Homework check.
5. Methodology for home assignments.
6. Requirements for keeping notebooks.
7. Individual work with students.
8. Working with the book.
At the same time, the educator determines the level of knowledge and skills of individual children, their psychological characteristics, interest in the subject. When attending lessons, it is imperative to determine the effectiveness of previous self-training, draw conclusions, find out the reasons for the unsuccessful answers of the pupils.
Self-training is the organic part educational process... It includes a whole system of independent exercises with the aim of assimilating and deepening the material, building skills independent work... So, independent activity may be preceded by a small frontal work (as the first stage of self-preparation), repetition (of the material, knowledge of which is necessary for independent completion of the task). For example, in the preparation of the Russian language, preliminary work is carried out.
1. Carefully read the task for the exercise and determine which rule you will use when doing it.
2. If necessary, find and read the rule again, give relevant examples to it.
3. While doing the exercises, you need to check the rule all the time.
4. Check the work (use textbook, spreadsheet, dictionary)
When doing math, repeat the multiplication table.
Cheating rules.
1. Read the offer
2. Read each word by syllable
3. Remember how these words are spelled
4. Write a sentence from memory
5. Check the written sentence for the book
When preparing home lessons:
1. Remember what you learned in class.
2. Read the textbook assignment. Unclear - read it again.
3. Highlight the main parts, the main thoughts of the text.
4. Plan what you read.
5. Tell me according to plan
6. Correct comments and errors.
When preparing a reading:
1. Read the text, notice the words, expressions, when reading which mistakes were made
2. Work on these words (read the text several times)
3. Find out the meaning of all incomprehensible words from the dictionary, in adults
4. Read the text again, retell.
It is necessary to remind about the correct execution of written and oral assignments, to train children, to constantly monitor them.
What topic was studied in the lesson?
Who will remember the rule?
Open the tutorials, read the rule again, give examples.
it preparatory stagewhere the teacher is convinced whether the children can do their homework. The main part of self-training is independent work of students. If during the preliminary work with the students, the educator performs the function of instructing, then on the second floor he monitors the work of the students. At this time, he provides individual assistance, but so as not to interfere with the bulk, not to distract from work. Children with weak memory, disinhibition need help. The requirements for them should not be too strict. These students must first of all be helped in fostering a sense of responsibility in the process of individual work. They should see the educator as a reasonable helper in their work. Learning is one of the most difficult activities for most mentally retarded children. This circumstance often gives rise to their unwillingness to engage in educational work or the desire to facilitate it in every possible way, resorting to the help of adults or (their comrades). When organizing self-training, it is very important for a teacher to know what the capabilities of each child are.
One child needs to be made to think and do all the tasks himself, the other needs only a little help, and the third cannot do without all the stages of completion or homework being carried out under the guidance of a teacher. In general, during the preparation of homework, the teacher does not work frontally with the whole class, but individually. Children are known to take different times to complete assignments. The teacher makes sure that the students do not waste time uselessly, but after completing one work, proceed to the next. He reviews the work that is performing and, if there are errors in it, returns it to the student for revision. But this can be done only when the teacher is sure that the given child will cope with the correction of mistakes himself. In most cases, the student should be shown where to look for mistakes, and the individual children should be pointed out directly to them. And to help fix it, but not mechanically, but by repeating the correct action. The teacher needs to structure his work in such a way that in the process of its implementation, the alleged mistakes are prevented. As he studies the students, the educator studies a group of children who may not have their work checked on a daily basis. This should become one of the factors of an educational nature, when the class is told that for conscientious fulfillment of tasks such and such children are exempted from testing for a certain period. This trust usually motivates the child to succeed. But on long time it is impossible to leave mentally retarded children without supervision and guidance. (Children on trust).
When checking mental subjects (geography, biology, reading). The teacher can ask separate questions about the content of the story being told by other students in the class. They can be asked to clarify certain points of the answer, draw a conclusion, comment on a friend's answer. This will enable the educator to be aware of how other students have prepared to respond. In all grades of the kindergarten, you must set aside a certain amount of time for reading aloud every day in self-study, and also teach children to read to themselves. More often it is necessary to force those children to read aloud for whom this skill has not yet been sufficiently developed.
We often have a common assignment for the class. It may be easy for some, and difficult for others. The former do not train themselves on material that is difficult for them, the latter train self-confidence. And as a result, neither one nor the other develops a responsible attitude to what is asked at home, since the level of knowledge and cognitive abilities is not the same for all children, a differentiated approach is needed in the selection of tasks. Completing such tasks helps to master the material far and consciously. Differentiation assignments are prepared in advance: written on the board, table, cards. They should be divided into two types:
· Mandatory tasks. They are feasible for every student to fulfill.
· Additional tasks. They are designed for those children who have coped and they have time for increased difficulty in applying the learned rule, requiring comparison, analysis, and certain conclusions.
For children who have mastered the skills of performing certain tasks, the repeated performance of the same tasks is an underestimated requirement. It is better to free these children from compulsory homework and give them a task of increased difficulty. Since differentiated homework is still quite rare in our schools, this problem remains relevant. Individual homework assignments should be received by those who are doing well, because such assignments contribute to deepening knowledge. Individual assignments allow those children who do poorly to experience a sense of success. Such a task provides an opportunity to prove yourself, your strengths. Homework will be differentiating if each student works according to their abilities and capabilities.
Just as there are no two identical leaves on a tree, so there are no two schoolchildren with the same abilities.
Some children understand the same text after the first reading, others need repetition, and still others need clarification.
When doing homework, it is important to take into account the psychophysiological characteristics of students. Additional questions should be given to students with a weak auditory memory, inattentive, absent-minded. The teacher warns in advance, "Listen carefully, I will check how you remember the rules." "Sasha, tell us what you are going to do now and how, and Valera will listen carefully and tell us if Sasha said correctly and what can be added to his answer." These children should be involved in the summing up, warning in advance that they need to be especially careful.
Inactive, shy children should be asked more often: "Do you understand?" What is the best way to complement Sasha's answer? What will you do? Where do you start? In the questions asked to such children, their experience should be taken into account, it is necessary to make sure that the child will be able to answer it: “Vova, you will answer after Yura, think carefully. Sometimes it is advisable to ask a question similar to the one that was asked to the previous student.
Students with good visual memory are helped by visualization, with motor memory - by practical work on the board. Individual children are given an explanation of possible difficulties in order to prevent mistakes. Weak children are often given a facilitated task, while strong children are given the task of transferring knowledge and skills to a changed or new situation.
Thus, the differentiated approach is carried out mainly in the form of tasks of varying difficulty. Tasks of varying difficulty are useful, they help to tighten up students who are lagging behind in their studies, give food for the mind to the most capable.
One of the ways to increase activity and awaken interest in learning in children is didactic games, which contribute to the creation of an emotional mood in students, arouse a positive attitude towards the activities performed, improve overall performance, and the emergence of cognitive interest in academic subjects. The most common are the game - competition, puzzles: riddles, rebuses, crosswords, rhyme games, etc. They develop in children the perception of attention, memory, thinking. They should be used in self-study if there is free time from lessons.
And the last stage of self-preparation, the final one - summing up. At the last stage, the teacher analyzes the work of the class as a whole and of individual children, identifies the diligent and those who helped the comrades.
Encouragement good works... The teacher inspires in children the desire to earn praise and recognition of the usefulness of their work on another occasion.
Carrying out an individual approach to children, we form the skills and abilities necessary for homework.
The quality of life of a graduate of a special (correctional) school of type VIII largely depends on how well he has developed the ability to independently organize activities. Self-preparation plays a special role in the formation of skills for independent activity. Objectives the work of a self-taught teacher in a special (correctional) school of the VIII type should be as follows:
- developing children's skills and abilities of independent activity;
- creation of conditions for the consolidation of knowledge, abilities, skills gained in the lessons, in independent work.
Why did the consolidation of knowledge, skills, and abilities come in second place? After all, self-study is designed specifically for children to do their homework. This is true, however, in the work of the teacher of a special (correctional) school of the VIII type on self-training the corrective task comes to the fore.
In the theory of teaching and upbringing of mentally retarded children as a result correctional work the formation of general activity (general educational, general labor) skills is considered, which include:
- the ability to analyze the conditions of the problem and highlight the way to solve it (or determine that the method is not known, and decide who or what to turn to for help);
- the ability to plan their activities;
- the ability to control oneself in the course of an activity and evaluate its final result.
Working on self-training according to the method that we will now consider, we solve a very specific and extremely important problem for real working life: we accustom his pupil to act according to a certain organization algorithm any their activities: read the task (instruction), check with the sample before work, ask for help, if the sample is "not there" or "not remembered", look at the clock during work, view the completed work. We form habits correct organization of work in conditions of relative independence. Thus, we expand the range of tasks that a graduate of a special (correctional) school of the VIII type will successfully solve.
Now let's concretize self-study tasks, with all that said. The tasks are related to the formation of the following in children skills,providing independent homework:
- ability to use the diary;
- to navigate the educational task: read the task before starting it, determine the way to complete it, use reference materials (rules, memos, algorithms, samples of task performance);
- seek help in cases of difficulty;
- plan your activities;
- rationally use the time allotted for self-preparation;
- independently check the work performed.
In addition to these tasks, the educator solves traditional educational tasks in self-training: he fosters a responsible attitude to educational work, activity, perseverance, the ability to work without interfering with others, etc.
Conditions for the effectiveness of self-training
In special pedagogy, self-preparation is subject to a number of requirements, the observance of which ensures its effectiveness.
The relationship in the work of a teacher and educator
The teacher and educator must equally understand the goals and objectives of self-study. The duty of the teacher is to ensure that children can do their homework independently. The teacher does not engage in self-training in filling gaps in the teacher's work (does not explain the material again, does not conduct frontal work to consolidate knowledge, skills, and abilities). The teacher and educator should observe each other's activities and be sure to discuss the methods and techniques they use to educate children of independence.
Compliance with the protective pedagogical regime
Self-study should be carried out after an hour and a half day walk. In the last third of the walk, the teacher restricts the motor activity of children, organizes quiet games, classes, and casual conversations.
Self-study begins at the same time throughout the school, preferably on a call. In the lower grades, a physical minute is required, in the older grades - a ten-minute break.
The duration of self-study is determined by the age of the children. In first grade in the first half of the year homework is not given, however, children need to be taught that with a call for self-study, they - along with the school - should enter the classroom. As a rule, the teacher organizes the reading of the ABC book, either reads aloud to the children himself, or conducts educational games. In the second half of the first grade, self-study lasts 30-40 minutes. In the second and fourth grades - up to one. In high school - up to one and a half hours.
Proper dosage of homework
A third of the completed (exactly completed, not planned) in the lesson is given to the house. In the lower grades, an assignment is given in only one written subject per day (either Russian or mathematics); a reading assignment is given every day. In high school, the schedule is drawn up in such a way that children need to prepare no more than three or four academic subjects. It is desirable that teachers of the Russian language and mathematics coordinate with each other the amount of homework.
If we correlate these requirements with the total duration of self-study, it can be seen that the actual independent work of children (the executive part) is allotted in the lower grades 30-40 minutes, in the older ones - from 40 minutes to an hour. The rest of the time is the time of developing the skills of independent activity of children.
Correct definition of homework by the teacher
In a special (correctional) school of the VIII type, homework is given in a differentiated manner, and not only (and not even so much) in volume, but in complexity. As a rule, this means that children of the second and third groups in pedagogical differentiation, developed by a team led by V.V. Voronkova, receive an assignment similar to that which was well developed and successfully completed in the lesson. It is for the second and third groups that the task can vary in volume. Children of the first group, the most successful in terms of learning, can receive a task that presupposes a somewhat greater independence of execution. Students of the "weakest", fourth, group must do reproductive tasks at home (for example, write off the text, and then underline and inscribe the nouns highlighted in it).
In this way, general principle dosage and determination of the content of homework in each individual case should be like this: the child must cope with the task, firstly, independently, and secondly, in 20-30 minutes in primary grades or 50-60 minutes in seniors.
Self-study structure
I Organizing time
II Didactic game
III Working with the diary
IV Homework by children
a)homework orientation
b) task completion
in) self-test
V Checking the readiness of children for the lesson by the teacher
VI Self-study summary
Before starting self-studythe educator should check the following points:
- The sanitary condition of the class;
- Readiness of reference manuals (dictionaries, algorithms, memos);
- Readiness of children's workplaces: educational supplies, books, diaries, notebooks should be prepared by children before starting self-study; it is desirable that the class has a shift assignment from the "self-training officer";
- Availability of books, entertaining material for those who completed self-study earlier than others.
Consider the responsibilities of an educator at different stages of self-study.
Organizing time
The purpose of this stage is to get the kids up and running.
To quickly and clearly start self-preparation, you can apply the following techniques: use the traditional for the class "formulas" of the beginning ("Look at me, smile, tune in to work. Sit quietly"); pay attention to the clarity of the organization of the children's workplace; praise the children for their readiness. In "difficult" classes, as well as on days when children are more tired than usual, excited, etc. you can use the game form of self-training.
Here are some examples of game plots:
- Traveling (on a steam train, steamer, etc.) on a "map" with such points and stations as "Send-ka", "Play-ka", "Information Bureau", "Mathematical", "Pisarevo", "Depot ( self-control) ".
- Competition games:
- "Sailing Race": for each child, a boat is attached to the board, which he can move himself, having successfully completed the self-preparation stage.
- "Who has a longer train", "Who has the sun gave more sun bunnies", "Who has more flowers in the meadow", "Who climbs the ladder the highest", etc.
- Who will get the prize from the "guest" (cartoon character, fairy tale).
- Success screens.
Didactic game
The didactic game is carried out in the lower grades in one of the given subjects and should be related to the topic being fixed. The game can be conducted both in written subjects and in reading (to develop reading skills). You can also use the so-called educational games: attention, intelligence, memory. Apparently, the teacher should choose a game for self-preparation, since only he can take into account the problems and peculiarities of the assimilation of the topic by children.
In high school, self-study didactic games are optional (although not prohibited).
Working with diaries
Diaries are kept in a special (correctional) school of the VIII type, starting from the third grade. In the first and second grades, children find a bookmark assignment.
After the introduction of diaries in the first lessons, you need to tell the children about their benefits, about their use by adults, be sure to show your diary. During several self-training sessions, the teacher looks at the children's notes and checks how they find the task from them.
The diary makes sense for a child if he really has to use it in order to find homework. Therefore, in self-study, in no case should you write down your homework on the board. The teacher-caregiver relationship diary should also be kept out of the reach of children.
Since homework in a special (correctional) school of the VIII type is given in a differentiated manner and, as a rule, contains several instructions, it is not realistic to write them all in a diary. Therefore, from the first grade, you need to teach children to carefully mark the details of the assignment with a pencil in the textbook. Together with the teacher, the teacher teaches the children to use the bookmark. By the way, during the year in classes such as a "creative workshop", the teacher necessarily plans to teach how to care for textbooks: neat erasing of pencil notes, updating covers, making bookmarks.
At the stage of working with the diary, the teacher teaches children to determine rational sequence completing assignments and planning distribution of time.The teacher explains that the written subject is performed first, since here it is necessary "to read, and think, and also write, therefore more attention is needed." You cannot tell children that "Reading is easier than mathematics and Russian." Firstly, this can provoke an irresponsible attitude towards reading, and secondly, for some children, reading is the most difficult subject.
For consolidation, special games are held.
- “Dunno or Buratino come to visit, who, after finding homework, offer their children their sequence of work:
Let's do the reading, guys, first, it's easier, and then math, and at the end we'll have a physical minute. Children should not agree with the hero; on the advice of the teacher, they explain the correct sequence of work.
- Children are asked to explain to kids, forest students, etc. on behalf of the head teacher, doctor, parents, in what order you need to do your homework.
In high school, when several oral subjects are given, children themselves decide in what order they want to do the work. In some cases, the teacher tells the students what kind of work will require more stress and time from them.
A more difficult task is the formation in children time management skills self-taught.
In elementary grades, the teacher monitors the distribution of time. Children must learn to save time, work without distraction. However, already junior schoolchildren should be taught to “Feel” the time. For this, the following types of work are used.
- Teaching children to look at the clock while working. Already first graders should know the location of the arrows corresponding to the beginning and end of self-study.
- Use of the "symbolic clock". On a large cardboard dial, the teacher marks the sector with color corresponding to the time allotted for self-study. By moving the overhead arrows, he draws the children's attention to how much has passed and how much time is left. In grades 3-4, this sector can be divided into parts, marking the stages of self-preparation with pictures.
- Using a picture "self-study plan". The teacher acquaints the children with the finished plan or draws it up together with the children, agreeing on what pictures will indicate the stages of self-preparation (for example, working with a diary - a picture of a diary, a didactic game - a picture of a ball, etc.). the plan is posted on the board at the beginning of self-study. During the work of the children, the teacher will mark with a special icon (an arrow, an outline drawing of an alarm clock, etc.) at what stage the children are and how much work is left.
To form a “sense of time” in children, special games and exercises should be used as widely as possible: the teacher - in the classroom, the educator - during all regime moments (in particular, this can be done at self-preparation, at the stage of didactic play). An example of such an exercise is the game "What can be done in ...". The teacher shows the children minute hourglass and explains how they work. Then he offers to find out what good can be done in a minute. For example, tidy up the workplace, draw a person, water flowers in the classroom, solve a few examples ("How much?"), Etc. The results of this walking game are very indicative. Then two, three and five minute hours are taken.
Doing homework on your own
The purpose of this stage is to teach children to be independent, therefore, all actions of the educator, his words, behavior are aimed at creating a sense of independent activity in children. The teacher can help in self-training, but his help should be perceived by children as an exception, not as a rule.
the main thing demand to the activities of the educator at this stage - to minimize frontal work and provide children with the opportunity to work at their own pace.
The teacher does not distract children in order to frontally “disassemble” the task (this is the teacher's duty in the classroom!), Does not organize frontal checking and correction of mistakes (this will also be done by the teacher). He does not summarize in self-preparation an intermediate result after the completion of one or another subject.
The teacher does not conduct frontal explanations in self-preparation, even in cases where most of the children in the class cannot cope with the task on their own. In these cases, he stops completing the assignment in the subject, and in the journal of communication between the teacher and the educator writes that the children are not ready to complete the assignment on their own. We emphasize that such situations can occur only in those cases when the teacher does not follow the methodology for determining homework, does not implement the principle of a differentiated approach. Obviously, such a teacher should be advised to improve his pedagogical literacy, turn to literature, attend the lessons of colleagues, self-training, analyze the activities of children in self-training.
Frontal self-training should be associated only with the formation of skills to work independently. For example, in the first and second grades, the teacher explains to the children how to start completing a written assignment ("the task orientation algorithm"). Over the course of several lessons (their number depends on the composition of the class), he frontally fixes these rules. As soon as at least half of the children have learned these rules (algorithm), the teacher stops reading the task aloud and only controls the children. With those who do not follow the algorithm, the educator works individually or in groups. Frontal repetition of the algorithm is only necessary at the beginning school year and every quarter.
Homework orientation
When performing written subjects, the educator teaches children follow the algorithm:
- Read the assignment (we teach to start performing any written exercise with reading the assignment and repeating it).
- Repeat rule (the child must determine and remember which rule the assignment is for, find it in the textbook or on the card and read it).
- View a similar exercise in a notebook (i.e. find a pattern in class work).
- Write down the first lines (words) exercises.
- Check yourself.
Acquaintance of children with the algorithm is carried out in the first and second grades, as soon as written tasks appear that require reference to the rule. However, already in the second grade, you need to gradually abandon the frontal analysis of the task and read the rule aloud.
Doing assignments by children
At this stage of self-training, the teacher has two main responsibilities:
- Individual work with individual students on the instructions of the teacher (in cases where the educator owns special teaching methods and a close relationship is established between the teacher and the educator).
- Helping children with difficulties.
When the children are in trouble and when they ask for help, the teacher should not rush to give tips and advice. The following types of help are used first:
- Suggestion to reread the task
- Suggestion to reread the rule
- View a similar assignment in class work
Only if these types of help do not work, the teacher points out the child to the mistake and helps to remember the way of completing the task, and on a similar example.
Self-test
The goal of this phase is to gain an understanding of the need to validate your work and develop a habit of validating your work.
You should not overestimate the capabilities of children and set the task of developing techniques and skills of self-control in self-preparation (for example, independently use the technique of solving an inverse problem or performing an inverse arithmetic action). But it is quite possible to form habits, for example, to re-read what has been written, to recount easy examples.
Solving the problem of developing the habit of self-checking in children often encounters an insurmountable, but artificial difficulty at school: the correction of mistakes by children in written works is punished by lowering the mark “for inaccuracy”. The educator cannot solve this problem on his own, without a teacher and administration, therefore it must necessarily be a subject of discussion in the teaching staff. It seems reasonable to take it as a rule not to lower the mark for mistakes that the child has independently found and carefully corrected - this skill is still more significant for the social adaptation of mentally retarded children than the ability to make a record without mistakes (which does not mean without mistakes). It is also necessary to specifically teach children to accurately correct work, use a pencil in doubtful cases, and make complex calculations on drafts.
To form an understanding of the need to check any of their work and to maintain the desire of children to check themselves, you can use the following techniques:
- Situations showing that the success of the activity, well-being and even the life of a person can depend on a mistake made and not corrected. These are games (with appropriate explanations) of the type "Are you fit for air traffic controllers, typesetters, designers, etc."
- Explanation of the dependence of the mark on the number of errors made.
- Emphasizing the dependent educational success of individual children (especially weak ones) from the thoroughness of the check (at first - together with the teacher). This technique reassures the children that the time for self-examination was well spent.
- Use of "screens" on which the success of children in mastering the ability to test themselves is noted. In this case, the child will receive a prize primarily for the fact that he himself, without reminding, tries to check himself and for the success of the check. We emphasize that it is the quality of the check that is assessed, and not the absence of errors in the written work itself.
- Review score fairytale hero (a wise wizard, Malvina, Owl, etc.)
Checking the readiness of children for the lesson by the teacher
At the end of the written subject, the children take turns coming up with notebooks to the teacher's table. The teacher checks the written work of children not to find mistakes, but to reinforce the habit of checking himself. The teacher does not point out mistakes, much less corrects them, since this is the teacher's work. He assesses the quality of the check by the child. When organizing this stage, the teacher uses the following speech formulas: "I am checking if you checked yourself well", "Well done, worked great and checked yourself well" (if the teacher saw that the child was re-reading the work), “You relied on yourself, did not make sure that you were ready for the lesson, did not check yourself”, “We need to check the work again” etc.
It is highly discouraged to check written works frontally. This contradicts the task of developing skills for independent work, reduces the responsibility of children (they believe that testing is "the caregiver's concern"), makes it difficult to form self-testing habits (since children know that there will be a frontal test and are waiting for it). In addition, all children work at an individual pace and complete the written subject at different times. By conducting a frontal check, the educator loses the means of encouraging organized and more independent children.
It is also useful for the educator to know that even in the lesson, when checking homework, the teacher does not require you to voice the correct answers. He invites the children to either tell how they completed the task, or complete and explain a similar task.
Verification of "oral" subjects, especially reading in primary grades, is carried out without difficulty if the teacher uses the method of "buzzing reading" in the classroom. In this case, a self-trained teacher can listen to individual children, passing through the rows. To test the conscientiousness of assimilating the material, the best self-study technique is questions about the content. Questions are asked individually, with the same motivation as when checking written subjects. Cross-examination can also be used to check the quality of children's reading preparation (fluency and correctness of reading, retelling).
Self-test result
When conducting the result of self-examination, the educator assesses (naturally, qualitatively), first of all, the independence of the children. The emphasis is on success. You can repeat aloud the meaning of a particular skill being formed (for example, what is a self-test for 4 how to start performing written objects, etc.)
In addition, the diligence of children, activity, perseverance, respect for time, willingness to come to the aid of a friend are noted
Organization and conduct of self-training.The main reasons for academic failure, large gaps in the knowledge of students entering the institution are mainly social and domestic reasons: unfavorable living conditions. Unworthy behavior of parents, lack of home regime, control, neglect, non-attendance at school
Self-preparation - an important stage in the learning process, designed to form students' skills of independence, activity, develop cognitive abilities, instill a culture of mental work.
On initial stage the introduction of students to educational activities, the educator seeks, along with help and control, to increase the level of educational motivation, to smooth out the fear of failure. Fear of failure constrains the activity of students, the educational process is associated with them mainly with negative emotions. Therefore, in order to develop the motivation of a neglected student by the learning process, the educator must first increase his social status - to encourage successes, even if insignificant, and to discuss mistakes and failures in private.
IN educational institution The following self-training algorithm has proven itself:
1. Carrying out self-study at the same time. Since students prepare for lessons at a specific time, they develop the habit of doing business first and then planning activities according to their interests.
Undoubtedly, it is easier to control the self-preparation process in the case when students prepare tasks in a certain sequence, but here the research of psychologists on the level of the students' working capacity is taken into account. Some students have a higher level of working capacity at the initial stage of self-preparation, some students have a higher working capacity in the second half, and at the initial stage they need a so-called “swing”. Some students do well on assignments from simple to more difficult, while others do the opposite.
2. Experience in the institution shows that in order to guide the process of consolidating knowledge on self-training, the educator must be well oriented in the curriculum, know the requirements for the student by subject teachers, know the individual characteristics of each student. The educational institution organized mutual visits to lessons and self-training by teachers and educators.
3. The main goal of self-study - repetition and consolidation of the material studied in the lesson. The teacher coordinates the amount of homework in the subjects, because in self-study time allotted for the preparation of each subject, dosed.
4. Educators who conduct self-training have the same tasks as teachers - subject teachers: to provide deep solid knowledge of the program material, to develop cognitive abilities, the formation of positive motivation for learning, to teach methods of independent work to master certain knowledge, skills adequately assess their capabilities, work with a book, reference and other literature, the formation of a culture of educational work. But the methods by which these tasks are solved are different. These can be both group and individual methods: control, self-control, mutual verification, trust, praise, help of a teacher, modeling of situations of success.
5. Unlike the lesson, the educator should strive to create a creative, psychological environment during this regime moment.
Basic requirements for successful self-training:
- Compliance with hygienic requirements: ventilated class, wet cleaning;
- Correct and sufficient lighting;
- Matching the color of the classroom walls to create a non-annoying environment;
- Matching study desks to student growth;
- Securing the student's workplace, his proximity or distance from the teacher in accordance with his hearing, vision;
- Developing the correct posture while sitting at a desk;
- Conducting physical exercises and breaks after an hour of work;
- Training in the correct organization of your workplace;
- Prepared in advance visual materials, educational supplies are required;
Self-trainingFirst of all, it is necessary to have a plan for self-preparation, which includes the following points: In no case should self-preparation be turned into a lesson, it should not be a template. Each educator should be creative in the organization and conduct of self-training, because nothing tires children like monotony. And no matter what reasonable order was established in the process of self-training, if the teacher does not improve himself, apply modern pedagogical technologies, it will not achieve the desired result.
To create favorable conditions in the course of self-preparation of students, various forms of work are used. Group forms of work are used successfully. They are most often used for homework assignments. literary reading, the subject "Man and the World". With group forms of work junior student not only reinforces educational information, but also experiences the assessment of comrades, corrects self-esteem. In addition, he has the opportunity to express his knowledge in communication with group mates exactly when he has a need for it. Cooperation and mutual assistance that arise in group work, enrich the collective relations of children, create a qualitatively new motivation for learning.
With an individual form of work, the teacher gives the students an algorithm for completing the assignment, assists in finding ways to solve the assignment, offers memos, support schemes, tables, taking into account the educational capabilities of each student. Individual work is part of group. In the process of work, students have a need to seek help from a friend, to discuss the results. With an individual form of work, counseling centers are organized, where poor students are assisted by strong students.
The frontal form of work is more used in mathematics, languages, when it is necessary to collectively recall and repeat the rules, consolidate them, get acquainted with the tasks of the textbook, highlight the main, essential, determine the course of homework. As a rule, after frontal work, individual, pair, group cooperation is organized.
Self-study begins in a calm, work environment. Doing homework begins with subjects on which certain problems arose when studying a topic in a lesson, assimilating new material. It is necessary to observe the alternation of written and oral subjects.
Students who require caregiver assistance work under their supervision. Well-performing students can work on their own, and it doesn't matter what subject they start to prepare their homework from. It is important to provide such children with the opportunity for independent creativity.
The main actions of the teacher in self-training are as follows:
* help students when starting work, analysis of several questions for repetition; * highlighting basic information, the structure of which will serve as the basis for studying the topic;
Systematization of the material, its design in such a form that will help the student to understand it more easily; * willingness to provide assistance to those who need it;
* Correct correction of mistakes, if the students did not understand something, the desire to avoid misunderstandings and inaccuracies.
Self-study structure - it is a set of various options for interactions between the elements of self-preparation, arising in the process of training and ensuring its purposeful activity.
The main stages of self-training are:
1. Organizational (organization of the beginning of self-training and preparation of students for independent work, motivation for independent work).
3. Self-control, mutual examination and self-assessment.
5. Summing up the results of the work.
1. Organizational stage.It takes no more than 1-2 minutes in time. Students prepare their workplace, educational supplies. The teacher must clearly stipulate the goals, the sequence of work, and create motivation.
2. Self-study material.Students' independent work is one of the most important elements of self-preparation. It is necessary to choose the most effective option in organizing self-training for schoolchildren, taking into account the characteristics of students and their learning ability.
When working with a text on literary reading, children should be allowed to read aloud quietly, learn to listen only to themselves. At the same time, it is impossible to prohibit changing postures while sitting, to find "corners" in the classroom, in addition to school desks where you can read. It is necessary to bring the child closer to the home environment, to use the possibilities of play corners, carpets. The child can relax while maintaining order and silence.
In grades 3-4, you can start self-study with mathematics or Russian. The prerequisites for performing these items are as follows:
* to remember what they did in the lesson, what topic they studied, what tasks they performed, what tables they worked with, what rules they got acquainted with, etc., to voice them;
Only then can you move on to completing your written homework assignments. The main requirements for a student in the process of work are independence, diligence, economical use of time.
Of great importance for successful independent work during self-preparation is specific assistance to students in acquiring certain skills and abilities. The teacher carefully observes each student, encourages diligence, points out shortcomings, shows the correct methods of work. He teaches one to observe the rules of educational work, another - to work with a textbook, the third - with additional information sources. The teacher seeks to consolidate all those work techniques that the student learns in the lesson.
Weak students, children with insufficiently formed self-control skills, who have partial gaps in knowledge, are helped by an educator and counselors. It is important that consultants work with such students on an equal footing, do not teach them, do not do the work for them, but together discuss the algorithm for completing the tasks and its solution. At the same time, student-consultants get the opportunity to develop the social orientation of their personality.
In grades 3-4, while doing homework, the teacher only in necessary cases provides assistance to students. One of the types of control over the quality of the work performed can be mutual verification.
Oral assignments, especially memorizing poems and practicing expressive reading, requires special conditions... Children with more advanced auditory memory tend to learn oral assignments in an undertone. Students gradually become accustomed to this work noise and it does not interfere with their concentration.
3. Self-control, peer review and self-assessment... Before checking the work of children, the teacher organizes a self-test, which teaches them to control their actions.
With individual self-control, each student checks the progress and results of the work performed independently. Such a check is a mandatory element of independent work. The skill of individual self-control is formed throughout the training with the help of frontal checks and other methods of control.
When developing self-control skills, it is necessary to teach the child to read the written exercise, check the solution of problems, examples, answer control questions at the end of the article on literary reading, the subject "Man and the World". It is useful to teach children how to self-test: find words, phrases, sentences for the learned rule in the exercise, tell what you read according to the plan without a textbook, perform the reverse calculation, etc.
4. Final pedagogical control.The teacher checks the quality of homework by students, gives a value judgment about the work of each student. Written works are reviewed, a conversation is conducted on oral subjects, 2-3 questions are asked to understand the studied material, errors and inaccuracies are corrected. The educator notes those who worked independently, encourages unsure students, encourages conscientious ones. If every day a student achieves at least a grain of knowledge by his own efforts, then he no longer only learns mental work, but is also morally brought up, as he experiences and realizes his work, his attitude towards it.
5. Summing up the results of the work.When summing up, you can didactic game to consolidate certain skills and abilities, develop memory. Then you need to clean up the workplaces and put things in order.
Thus, at each stage of self-training, the teacher acts as an organizer of the educational process, thinks through the entire course of self-training in advance, predicting the difficulties of children and ways to eliminate them. Together with the teacher, he makes uniform requirements for oral and written speech children.
Types of requirements governing the self-training procedure:* organizational and disciplinary; * didactic; * educational; * hygienic.
Organizational and disciplinary requirements:
1) strict adherence to the beginning and end of self-preparation;
2) deliberate obedience to the instructions of the educator;
3) availability of all the supplies and textbooks necessary for classes;
4) ensuring order at the workplace;
5) economical and complete spending of time allotted for self-preparation;
6) strict observance of the rules of prohibition and rules of permission.
The student must learn that it is impossible:
* be late for self-study or be absent without the permission of the teacher;
* waste your time;
* break the silence;
* distract comrades from work;
* engage in extraneous matters;
* use methods of work that cause noise;
* talk with the teacher in full voice;
* perform the task in bad faith;
Bringing these rules to the awareness of schoolchildren will properly ensure the discipline of independent educational work of students during self-preparation.
Permission rules are a kind of guideline for schoolchildren, in accordance with which they learn certain norms of behavior that allow them to take certain actions during self-preparation.
Didactic requirements:
* clear formulation of educational objectives, their connection with developmental and educational objectives;
* choice of rational forms of self-training;
* setting at the time of the beginning of self-study, for the duration, maximum independence of students;
* duration of homework:
In grades 2 and 3 - up to half an hour;
In grade 4 - up to 40 minutes; 5.6 cl - up to 50 minutes, 7 - 9 cl 1 hour or 1.5 hours, 10 - 11 cl. - up to 1.5 hours
* determination of the volume and nature of tasks with the help of mutual contacts between the teacher and the educator;
* creating situations of success for poorly performing students and requiring an individual approach;
* step-by-step check of completed tasks (self-check, mutual check, teacher check);
* primary step-by-step assessment of the work performed (self-assessment, mutual assessment, teacher assessment);
* stimulation and control over the work of students;
* the presence of health-preserving components: dynamic pauses, mobile changes, alternation of poses, the use of active teaching methods, a favorable microclimate in the group.
Educational requirements:
* refusal to apply any penalties;
* every possible use of various forms of approval, stimulating any manifestation of independence when doing homework;
* promoting a diligent attitude of students to independent work;
* inadmissibility during self-preparation of instructive conversations with pupils, remarks that distract pupils from work;
* tolerant attitude towards mistakes of students during work;
* encouraging the perseverance and perseverance of schoolchildren when working on homework;
* condemnation of inactivity and stubbornness of children;
* attracting students to the feasible help of their comrades, provided they complete their lessons.
The effectiveness of self-training largely depends on the observance of hygienic requirements for the organization of independent educational work of children.
To the main hygiene requirements relate:
* observance of personal hygiene by pupils;
* keeping children in the correct posture during work;
* prevention of fatigue and overwork, timely and high-quality exercise;
* attentive attitude to children weakened by the disease;
* giving them rest breaks;
* elimination of noise irritants;
* uniform and sufficient illumination of the room;
* inadmissibility of darkening windows with curtains, flowers;
* maintenance of normal temperature conditions;
* regular airing of classrooms;
* correspondence of classroom furniture to the student's height;
* wet cleaning of the room before self-preparation;
* maintaining cleanliness and order in the classroom.
When organizing self-training, the teacher must remember: self-training is not a lesson. Self-training is based on the independent educational work of each pupil of the group and the provision of individual assistance to him, if necessary, by the educator.
FUNCTIONS OF THE TRAINER:
- Instructing students about the goals and content of homework, the need to use counting and writing utensils.
- Observation of the teacher over the progress of students' independent work, a partial analysis of their work during self-preparation.
- Individual assistance to those in need.
- Monitoring the observance of the working order, organization and discipline of students during self-training.
- Checking and accounting for homework.
Hence the main educational and educational functions of self-training.
SELF-TRAINING FUNCTIONS:
- Hygienic. Mastering mental health skills.
- Motivational. Formation of the need for educational activities, the desire to apply the knowledge gained in practice, interest in self-education, a positive attitude towards learning.
- Formative. Formation of positive character traits, vital personality traits (hard work, will, determination, activity, etc.).
- Organizational. Creating the environment necessary for a work environment that encourages homework.
SELF-TRAINING EDUCATIONAL FUNCTIONS:
- Informational. Organization of quality consolidation and repetition of the knowledge gained in the lesson.
- Developing. Development of cognitive interests, attention, memory, thinking, speech of students, improvement of mental processes.
- Constructive ... Formation of skills in planning your academic work, allocating forces and balancing opportunities.
- Communicative. Formation of the correct attitude to knowledge as the experience of previous generations.
- Creative ... Awakening the need for creative self-expression.
In self-training, it is necessary to fulfill a number of requirements: hygienic, didactic, educational, pedagogical, requirements for the leadership of self-training.
HYGIENE REQUIREMENTS FOR THE ORGANIZATION OF SELF-TRAINING:
- Uniform and sufficient illumination of the entire room.
- The cleanliness of the window panes. Inadmissibility of darkening windows with flowers, closely growing trees.
- Using curtains to protect from direct sunlight.
- Maintaining normal temperature conditions.
- Regular ventilation of the room.
- The use of school furniture in accordance with the age of students.
- Inadmissibility of using out-of-order furniture.
- Wet cleaning of the room before self-preparation.
- Maintaining cleanliness and order in the classroom.
- Observance of personal hygiene by schoolchildren.
- Keeping children in the correct posture during work.
- Maintaining the distance from the eyes to the working surface and the individual regime of visual load.
- Conducting physical education and eye exercises.
- Elimination of noise irritants.
- Providing children with breaks for unorganized rest during long self-preparation.
DIDACTICAL REQUIREMENTS FOR THE ORGANIZATION OF SELF-TRAINING:
- Self-study classes are held regularly, at the same time, and have a certain duration.
- Students perform tasks independently.
- The check is carried out in stages (self-check, mutual check, check by the teacher.
- Individual work with poorly performing students is planned.
- The volume and nature of individual assignments are regulated by the teacher.
EDUCATIONAL REQUIREMENTS FOR THE ORGANIZATION OF SELF-TRAINING:
- Refusal to apply penalties.
- The use of various forms of approval, stimulation in the manifestation of independence in doing homework.
- Encouraging students to be diligent about independent work.
- The inadmissibility of edifying conversations, remarks, coercion during self-preparation.
- Clarification is provided as a last resort and to a limited extent.
- Tolerant attitude towards student mistakes during work.
- Attracting students to all possible help, provided they complete their lessons. Organization of the work of consultants.
PEDAGOGICAL REQUIREMENTS FOR CONDUCTING SELF-TRAINING.
- Self-preparation is the most important form of educational work, providing for the consolidation, deepening and expansion of the knowledge gained by the method of students' independent work, a means of fostering a culture of educational work, perseverance in overcoming difficulties, accuracy, honesty, a means of forming the necessary qualities of character and moral convictions.
- Self-training is carried out in all educational groups at the same time, with breaks; its duration is determined by the “Model Regulations on a Special General Education Boarding School for Blind Children”.
- The main condition for the effectiveness of self-training is the level of pedagogical contacts between teacher and educator; a teacher, in order to provide methodological assistance to educators and students, must attend self-training at least 1-2 times a month, and the teacher, in order to study students, must attend lessons 1-2 times.
- Important conditions for the successful completion of homework are the effectiveness of the teacher's work in the classroom, the quality of the explanation of the homework, the feasibility of its implementation and the compliance of its volume with the established norms; teachers of the Russian language and mathematics are not advised to give assignments that take more than 25-30 minutes to complete, and other teachers - more than 20-25 minutes.
- Self-training is carried out by an educator who must know learning programs class, individual recommendations of teachers and take into account the peculiarities of teaching and educational work with blind children.
- The self-study plan is developed in detail in the diary plan. The self-training process has a specific structure and includes: organizing work, doing homework, physical training and summing up.
- The teacher uses the most effective methods of conducting self-study in accordance with the volume and nature of homework, the composition of students and the general state of affairs in the group, in particular, individual work, collective reading, companionable mutual assistance, assistance to individual students, etc.
- By organizing self-training,the teacher is obliged:
a - to ensure that the requirements of the sanitary regime in the classroom are met (airing, cleaning the premises, putting in general order);
b - to ensure that the requirements of the sanitary regime related to the personal hygiene of students are met (tidying up clothes, hairstyles, clean hands, wearing glasses, using special correction tools, using book stands, individual dosage of visual loads);
c - ensure the availability of textbooks and school supplies necessary for homework;
d - to ensure the working mood of students;
e - clarify homework for each subject, give recommendations for its implementation.
- At the second stage of self-preparation - while doing homework - the teacher monitors the work of students, monitors the rational use of time, Posture, the mood of each student, pays special attention to weak students and students who have received individual assignments, conducts a physical education minute.
- When summarizing the results of self-training, the teacher evaluates the diligence of students, work culture, the results of mutual assistance, etc.
- In case of early completion of homework by the whole class, the teacher organizes a collective reading of a popular science or artliterature on the program, improving the reading technique of students; for individual students, who completed the tasks earlier than others, the teacher allows them to do other things without disturbing the working environment in the classroom.
REQUIREMENTS FOR A SELF-TRAINING GUIDE.
- Creation of the necessary conditions for self-study classes (the room must be cleaned and ventilated, prepared tutorials, dictionaries, reference books, etc.).
- Strict adherence to sanitary and hygienic requirements.
- Knowledge of the level of general education of students, their individual characteristics.
- Providing guidance and timely assistance from the teacher in organizing self-training, teaching rational methods of educational work.
- Formation of students' skills of independent educational work.
- Formation of skills for rational use of time allotted for work.
- Organizing the provision of timely individual assistance to individual students.
- The use of various types and forms of self-training classes.
- Using incentives for children to do well in the allotted time.
- Providing short breaks from work for one, two or more students.
- Appointment of student advisors. They work, having received preliminary advice from a subject teacher, educator.
EDUCATIONAL ABILITIES AND SKILLS. Educational and organizational:Set a learning task. Understand the sequence of actions. Compare the results obtained with learning task... Evaluate your own performance and that of others. Correctly draw up and keep a notebook.
Educational and informational:Work with a textbook and additional literature. Distinguish between narration, description, reasoning. Draw up tables, diagrams, graphics based on the text. Observe in accordance with the algorithm. Own various types of retelling.
Educational and logical:Highlight the main thing. Make a simple plan. Compare facts, phenomena, events according to specified criteria. Give definitions based on essential features. Express judgment and support with facts.
Educational and communicative:Make judgments. Ask clarifying questions. Listen to each other. Distribute work when working together. Participate in a learning dialogue. Organize group work.
At the end of self-study, shortresults , there are positive points and shortcomings in the work. At this stage of self-study, it is important to provide students with the opportunity to independently analyze the results of their activities.
Such an organizational form of the educational process as self-training in the operating mode of a boarding school is one of the most responsible and difficult parts of the multi-level work of an educator.