- preparation of calendar-thematic planning;

- diagnostics of skills and abilities of a young specialist.

Development of an individual plan for professional development

- pedagogical self-education;

- participation in events of various levels;

- classes of a young teacher.

during a year

Emotional stress resistance of a young educator. Communication function in class

- a workshop on the solution and analysis of pedagogical situations;

- analysis of various styles of pedagogical communication

during a year

How to conduct an effective lesson. Secrets of craftsmanship

- demonstration of the experience of the mentor and other colleagues;

- preparation of plans - lecture notes;

- conducting and analyzing classes by a young teacher

during a year

The image of the teacher.

- consideration of issues of pedagogical ethics, rhetoric, culture, etc.

Certification. Qualification requirements

- study of normative documents for the certification of teaching staff;

- drawing up a portfolio of achievements of a young teacher

Self-education of the educator

- selection of a methodological topic;

- planning work on a thematic topic for a year

Diagnostics of pupils

- studying the methodology for conducting monitoring, diagnostics, examination

Pedagogical situation.

- tips and advice from a mentor

during a year

Piggy bank of interesting activities.

- development of classes by the efforts of the youngest specialist

during a year

Generalization of pedagogical experience

- experience description technology

Methodical exhibition of the achievements of a young educator.

- systematization of the best practices of professional activity

Organization of the work of the "School of a young educator"

It stands out as an independent link or as a kind of kindergarten structure of excellence. Novice educators unite under the guidance of one experienced educator or senior educator. The work is carried out according to a special plan, which includes a discussion of such issues as the technique and methodology for setting the goals of the lesson, the features of planning the work of the educator, taking into account the level of education of the team and much more. Classes in the "School of a young educator" provide for the implementation of practical tasks related to the development of options technological maps events with children and parents of pupils, using information and communication technologies. Communication of young educators under the guidance of experienced teachers contributes to the development of professional stability, creative self-realization of the personality of a novice teacher.

The study of the work experience of educators indicates that one of the reasons for the insufficient manifestation of pedagogical creativity and initiative is a sharp transition from the active theoretical activity of future educators during the training period to purely practical activity in the first years of work at MADOU.

During this period, it is important not only to preserve the theoretical special and psychological-pedagogical training of the teacher, but to develop and deepen it through direct application in practice. The School for Young Educators is capable of solving this important problem.

Internship

An internship is a specially organized mutualactivities for the transfer of knowledge, experience to the trainee in order to improve qualifications in a specific profile.

The internships were carried out on the basis of the order of the OBR,educational program "Professional developmentskills of preschool groups of rural general educationinstitutions ", Regulations on the internship and plans for jointactivities of educational institutions. By the headinternships in each educational institution were appointedsenior educator, whose duties included:

organization of theoretical and practical events;

control over the results of the activities of mentors.

The novelty in organizing the work of internships ispreparation of an individual educational route by a teacher- mentor and supervisor of an internship based onprofessional needs and requests of each trainee.

The content of the individual educational routeincluded:

observation and analysis of classes;

study of the organization of the educational process;

the study of plans, programs for the organization of educationaleducational process;

participation of teachers in meetings of pedagogical councils,methodical activities;

organization of workshops - seminars;

study of methodological literature on internship topics, etc.

The internships were conducted in the following areas:

health and fitness;

intellectual and cognitive;

social and personal;

artistic and aesthetic.

Throughout the internship, mentors andtrainees actively collaborated using direct and remotecontacts. This communication grew into business and friendly relations that continue to this day.

The internship demanded from the mentors in-depth knowledge, skills in transferring their professional experience and skills,additional responsibility. The workload has increasedmentors. Mentors of preschool educational institutions of the city showed professional competence, pedagogicalskill, great culture of communication, tact, createdatmosphere of trust. In turn, the trainees showed patience,diligence, gladly adopted the knowledge and experience of mentors, which are now used in their work. Internship as a formprofessional development provides a personal approach andmeeting the needs of teachers in improving knowledge,theory, practice of organization and management of educationaleducational process.

At the end of the internship, each trainee providedthe following documents:

- journal of internships;

- analysis of attendance at classes and other open events;

- five own developments on the internship topic;

- creative work presented at methodological eventskindergarten, in which the village teachers were trained.

Based on the results of the work, the leaders and mentors of the internshipprepared analytical reports. All documents provided by the trainees were analyzed and evaluated.

To track the results of the work, the mentors went totrainees and analyzed their teaching activities, as well asattracted to display the results of work in the form of openactivities for the children of this institution. The effectiveness of the work was also monitored with the help of incoming and control diagnostics, where the level of knowledge and professional skills were revealed before and after the internship.

Such a form of individual methodical work asinternship, helped to cause a high activity of teachers -trainees, improve their skills in solving pedagogical problems, connect theory with practical experience. An important role inthe effectiveness of the work played a flexible visit schedulevarious methodological activities during the internship.

Thus, as a result of the internship in 2008, 2009, the pedagogical experience of 22 village teachers was studied and generalized. Internship as one of the forms of methodical work to improvequalifications contributed to the improvementprofessional skills, the development of creative initiative in teachers, has proven its effectiveness The practice of providing suchassistance to educators proved to be viable. Internship asa new form of improving professional skillsteachers meet modern requirements and have a positive effect on the quality of education in preschool groups at schools.

Tokareva Galina Alexandrovna
Position: Physics teacher
Educational institution: MBOU "Secondary School No. 15"
Locality: Kursk city, Kursk region
Material name: article
Theme:"New forms of methodological work with teaching staff as the basis for their professional development"
Date of publication: 17.02.2018
Chapter: complete education

“The teacher must enlighten

to be on a par with the century. "

A. Pushkin

New forms of methodological work with pedagogical personnel as

the basis for their professional development.

The quality of education and its effectiveness is one of the urgent problems

domestic pedagogy. Lead in efficiency

the educational process is played by the teacher, his professionalism.

Improving the skill level of teachers is a priority

direction of activity of methodical work, which takes a special

place in the management system of an educational institution and represents

an important link in a holistic system of professional development of pedagogical

personnel, since, first of all, it contributes to the improvement of professional

the competence of the teacher, the development of his creative initiative.

For the growth and improvement of the professional skills of teachers

various forms of work are used.

By way of organization

(collective, individual), as well as by the degree of activity

participants (passive, active).

Collective forms: seminars, workshops, scientific and practical

conferences, schools of excellence, methodological associations,

creative groups, open lessons, workshops, methodological

decades, methodical festivals, master classes, methodological bridges,

discussions, methodological rings, trainings, video trainings, pedagogical

readings, professional exhibitions, project defense, educational,

organizational-activity, business, role-playing and other games,

creative reports, extracurricular activities, excursions, meetings with

educators and innovators.

Individual forms: self-education, internship, development

creative topics, mutual attendance of classes, introspection, mentoring,

interview, consultations, attending classes with subsequent analysis,

Traditional forms, in which the main place is still given

reports, communications and direct transfer of knowledge are losing their meaning

due to low efficiency and insufficient feedback. Today

it is necessary to involve teachers in an active educational and cognitive

activities using the forms and methods that have received the name

"Active teaching methods". They are mainly based on dialogue,

presupposing a free exchange of views on ways of solving one or another

problems on the independent mastery of knowledge in the process of active

cognitive activity.

Today it is necessary to use new, active forms of work, which

the involvement of teachers in activities and dialogue, which presupposes

free exchange.

The value of using active methods in an educational institution:

1. Improving the quality of the educational process at school.

2. Stimulating the interest and motivation of teachers for self-education.

3. Increasing the level of activity and independence.

4. Development of skills of analysis and reflection of their activities.

5. Development of the desire for cooperation.

In addition, active learning ensures the creation of an atmosphere,

relieving tension and anxiety in adults due to the inclusion

in educational activities, reveals new opportunities, is

a prerequisite for the development of competencies.

Active forms of work with teaching staff:

Training: assumes preliminary and final diagnostics

(questioning, assessment of professional skills, selection of practical tasks and

game exercises), which are performed in situations of programmed

success, and then transferred to a situation of real practical

activities of teachers.

can be short-term - we are talking about the formation of highly specialized

skills and long-term - we are talking about the formation of a complex

professional skills of teachers.

Briefing: a meeting that summarizes the position on one of the

burning questions. It can be led by a supervisor or

a specialist who prepares in advance to answer questions about

a certain topic and allows you to maximize the activation of educators.

Two teams are created: one asks questions, the other answers; organizer

asks questions, teachers answer.

Business game: contribute to an increase in interest in the considered

problem, help the formation of creative thinking of teachers,

finding new ways to solve complex problems, form and train them

practical skills and abilities. The business game is to a certain extent

rehearsal of the teacher's activities. It makes it possible to lose any

the pedagogical situation in persons, which makes it possible to understand psychology

a person, standing in the place of a child, his parents, director or colleague.

Methodical ring: It is supposed to attack the opponent with questions,

which must be answered promptly. Questions may be asked and

host of the game. The content of the questions may relate to one or different

problems, depending on the purpose of its implementation: to clarify and

systematize classes on one problem or conduct a mini -

diagnostics of teachers' knowledge on a whole range of issues. For example,

pedagogical ring: "Ways to improve the educational process in

Round table: the topic and problem are highlighted in advance. Perhaps

prepared speakers. You can divide the participants into groups when

discussing different types on the same issue. Be sure to host

form conclusions and proposals. Roundtable topics can be

different, but they must necessarily contain in their wording

alternative elements. For example, - “Problems of interaction

social and family education at the present stage ",

“An educational institution - what should it be? "

When holding a Round Table, it is important to pay attention to the design

premises. For example, it is advisable to arrange tables around the perimeter.

rooms. The host of the Round Table determines his place so that

see all participants. The invitees may also be here

specialists, administration, etc. In the course of work, each question of the problem

discussed separately. The floor is given to teachers with experience

work on the problem. The moderator summarizes the results of the discussion of each issue.

At the end, he proposes a version of the general position, taking into account the comments,

additions, amendments.

Symposium- discussion, during which the participants speak with

messages representing their points of view, and then responding to

audience questions.

Debate- discussion based on pre-agreed

speeches of representatives of two opposing groups.

Discussion is one of the ways that can help teach teachers to lead

professional, constructive dispute that can lead to a solution

problems, reaching a common opinion. Discussion (translated from Latin -

research, analysis) is a collective discussion of any

question, problem or in juxtaposition of ideas, opinions, suggestions. She

can be used as an independent type of work with teachers, and

as well as a business game staging a discussion. Taking part in

discussion, the teacher first of all formulates a thesis - a thought or position,

the truth of which must be proved. Before starting a discussion, you should

to formulate the problem and the goals of the discussion before the teachers, that is

clarify what is being discussed, why the discussion is being held and what should

give a discussion. In this case, it is necessary to interest teachers by indicating to them

unresolved or ambiguous pedagogical problems or

questions. It is also necessary to establish a timetable for the discussion and each

performances.

The discussion leader should create a welcoming environment,

positive emotional background, and also make sure that all educators

understand the essence of the problem under discussion and are familiar with the corresponding

terminology common to all participants.

The goal of the leader is to collect more, fewer opinions, so he

activates teachers and supports their activity, offers

formulate proposals, speaks out himself, trying to identify different

approaches, different opinions to come to the desired result.

Discussion swing(discussion): the audience is divided into groups (2 and

more). Each group defends opposing opinions one at a time

problem.

Brainstorm: a group of several people actively discussing decides

any problem. The group leader announces the general decision.

Lecture using feedback techniques: The teacher after each

complete thought appeals to the audience. Based on the answer given

regulates the content of the further lecture.

Lecture for two: a teacher with a teacher or a parent in a pair illuminates

topical issues. The material for this type of lecture is pre-distributed. By

At the end, listeners are allowed to ask questions to both lecturers.

Lecture "question - answer": throughout the lecture, questions are asked,

the lecturer answers.

Quadro method(form of discussion after the teacher's lecture). The presenter asks

agree, but; 3 - disagree; 4 - I agree if. Then the presenter unites in

a group of teachers with the same cards and a discussion is organized.

Conclusions are made by the moderator.

Creative hour: work in small teams where

works, non-traditional drawing techniques are being introduced.

Master - class (workshop). Its main goal is to get acquainted with

which helped the teacher achieve the best results.

Pedagogical workshop or pedagogical "studio": teacher -

the master introduces the members of the teaching staff to the main ideas

its educational system and practical recommendations

for its implementation. For example: "Development of creative imagination

schoolchildren by means of fiction, art,

experimentation ".

Ideas bank: it is a rational way to collectively solve problems, not

amenable to traditional solutions at this stage.

Exhibitions - fairs of pedagogical ideas, auction: public

presentation of the best examples of professional activity. Competently

prepared and conducted, it stimulates teachers to be creative and

self-education. Leads to new ideas

Coaching - session: interactive communication. Developmental consulting,

discussion (question - answer). The teacher does not receive advice and recommendations, but

only answers the questions that the consultant asks him, and finds himself

ways to solve problems.

Quick - setting: this is the teacher's attitude to successful work.

1. If you want to please people - smile!

2. You are the best and most beautiful, let all the models of the world envy you.

3. There are people like a gold coin: the longer they work, the more expensive

Case - method: a non-play method of analyzing and solving situations. Where are the teachers

participate in direct discussion of business situations and tasks,

taken from real practice.

The essence of the case method is that the assimilation of knowledge and the formation

skills are the result of active independent activity of teachers in

resolving contradictions, as a result of which creative

mastering professional knowledge, skills, abilities and development

creativity.

Open space technology: involves active participation

each teacher, creating a democratic atmosphere, equality

opportunities, openness and cooperation, interaction, communication,

development and exchange of ideas.

Use of TOP at the pedagogical council (no need for a detailed

agenda and work plan).

Presentation: a visual version of the lecture and practical material.

Creative Group

created to test new learning technologies and to develop

Tasks of the creative group:

Studying new technology, innovations, organizing an experiment on

approbation;

Development of the experiment program and its implementation;

Formulation of the conclusions of the experiment, synthesis of results and development

Problem groups

temporary groups of teachers created to address one or another

problems that are relevant for individual teachers or for pedagogical

collective as a whole

Tasks of the problem group: -analysis of individual pedagogical

the difficulties that led to the problem; -study

the state of the problem; -examination of ways to solve the problem, based on

the individual experience of the group members, as well as ways of solving,

presented in the pedagogical or methodological literature.

Trainee couple

structural unit of methodical service aimed at mastering

innovation in the context of different levels of development of motivation and

professional competence of teachers.

What methodological tools are typical for the work of trainee couples?

Working in a trainee pair implies joint actions for:

Designing training sessions taking into account the mastered technology,

innovation

Peer learning on innovative techniques and technologies that meet

requirements of the standard

Analysis of mutually attended classes

- development of teaching aids, didactic handouts

material

Summing up, we can say that a well-built system of forms

methodical work with teaching staff will lead to the disclosure

creative potential of the teacher, will unite the team of teachers and is

a way to improve the qualifications of employees.

Forms of methodical work with teachers

Passive forms the work of the methodological service is focused to a large extent on reproductive thought activity and provides support for the area of ​​actual development of teachers.

Active forms stimulate the search, creative research activities of teachers and are focused on the zone of proximal development of teachers.

The most effective forms of methodological work at the present stage of school development, in our opinion, are:

theoretical seminar,

workshop,

scientific and practical conference,

methodical decade,

days of science,

methodical festival,

methodological bridge,

methodical mosaic,

discussion,

methodical ring,

business game,

pedagogical KVN,

brainstorm,

video training,

pedagogical readings,

lecture hall,

professional exhibition,

project protection,

thematic pedagogical council,

public lesson

Forms of organizing and holding meetings of the Ministry of Defense may be as follows:

Theoretical seminar

Workshop

The conference

Excursion

Creative discussion

Creative dialogue

Living room

An hour of collective creativity

Methodical festival (based on the results of methodical work for the year)

Business game

Methodical KVN

Fair of methodological ideas

Methodical training

Types of homework teachers in the framework of planning methodological work can be as follows:

Modeling a lesson (in whole or in fragments)

Development of a system of lessons for a topic or course

Development of a special course, research program on a specific topic

Selection of literature on a specific topic, course, problem

Annotation on the topic, course, problem, work experience of a colleague

Compilation of control materials, tests

Compilation and protection of reference schemes, memos, didactic material

Development of plans for circles, scenarios of extracurricular activities in the subject, courses of choice

Attendance at lessons, extracurricular activities, special courses, extra classes followed by analysis

Presentation of own experience of work on a topic, problem

Protection of the topic for self-education.

Interactive techniques and games

"Interactive" means interaction-based. But interactivity is not just the interaction of subjects with each other, but a specially organized cognitive activity with a pronounced social orientation.

The purpose of using interactive methods and games is to change the behavior patterns of participants. Analyzing their reactions and those of a partner, the participant changes his behavior model and consciously assimilates new norms of activity, which makes it possible to speak of interactive methods as a process of interactive education.

Guiding principles the organization of the interactive process are:

Thought activity;

Meaningfulness;

Freedom of choice;

Reflection.

The organization of thought activity is:

In the performance of various mental operations by the participants (analysis, synthesis, comparison, generalization, classification, abstraction, etc.);

In the exchange of the results of mental activity between the participants in the pedagogical process;

Change and variety of types, forms of mental and cognitive activity;

Combination of individual and group forms of work;

Problem-based learning, the use of modern educational technologies in the pedagogical process;

The meaningfulness of the participants;

Reflections.

Meaningfulness presupposes the conscious creation of a new content in the process of interaction of teachers, an assessment of the phenomena of the surrounding reality, their activities, the results of interaction from the standpoint of their individuality.

The end result, the purpose of meaning creation is enrichment, the emergence of a new individual experience of comprehension (meaning), expanding the boundaries of individual consciousness.

Reflection in the pedagogical process, this is the process and result of the fixation by the subjects (participants of the pedagogical process) of the state of self-development, the establishment of causes and effects.

Each interactive method, game has its own purpose, rules, therefore, given this feature, you can use them at different stages of the event. An important condition is the location of the participants so that they can see each other while sitting, for example, in a circle, around the perimeter.

The newest forms of teaching teaching staff include innovative, organizational, activity, business, role-playing and other games that contribute to the formation of an intellectual culture and a culture of self-development.

The newest forms of education are used within the framework of the ability model of education, which ensures the preparation of teachers for innovative activities, creates the preconditions for their rapid adaptation in a dynamic professional environment.

Active forms of organization of methodical work

Business game

Target- development of certain professional skills, pedagogical technologies.

Play as a form of learning is characterized by great flexibility. In the course of it, you can solve problems of varying complexity. It activates the creative initiative of teachers, ensures a high level of assimilation of theoretical knowledge and the development of professional skills.

Form of conducting - team or group work.

The process of organizing and conducting the game can be divided into 4 stages.

1. Construction of the game:

§ clearly articulate the overall goal of the game and private goals for the participants;

§ develop general rules of the game.

2. Organizational preparation of a specific game with the implementation of a specific didactic goal:

§ the leader explains to the participants the meaning of the game, introduces them to the general program and rules, assigns roles and sets specific tasks for their performers that must be solved by them;

§ experts are appointed who observe the course of the game, analyze simulated situations, and give an assessment;

§ the time, conditions and duration of the game are determined.

3. The course of the game.

4. Summing up, detailed analysis:

§ general assessment of the game, detailed analysis, implementation of goals and objectives, good and weak sides, their reasons;

§ players' self-assessment of the performance of assigned tasks, the degree of personal satisfaction;

§ characteristics of professional knowledge and skills identified during the game;

§ analysis and evaluation of the game by experts.

Approximate procedure for conducting a business game:

The leader informs the audience about the purpose, content, and the procedure for conducting the business game. Recommends to carefully study the literature, introduces questions to be discussed.

The participants of the game are divided into subgroups of 3 - 5 people. In each subgroup, a leader is elected, whose duties include organizing the work of the subgroup. An expert group consisting of 3-5 people is selected from among the participants in the game.

The leader distributes questions between the game subgroups, gives the floor on each issue to the representatives of the game groups, organizes discussions on the problem under discussion. Each participant of the game is given up to 5 minutes to speak, during which the main thing should be laconically but reasonably highlighted, substantiate the idea, argue, "defend" it.

The expert group, based on the speeches of the participants and their opinions, can prepare a draft recommendations (practical advice) on the problem under consideration, discuss and determine the common positions of the members of the pedagogical team in practical activities.

The expert commission also informs about the decisions made by it on the assessment of the content of the speeches, the activity of the participants, the effectiveness of the subgroups in the business game. The criterion for such an assessment can be the number and content of the ideas (proposals) put forward, the degree of independence of judgments, and their practical significance.

In conclusion, the leader sums up the results of the game.

Training

Target- development of certain professional skills and abilities.

Training(English) - a special, training regime, training, can be an independent form of methodological work or used as a methodological technique during a seminar.

During the training, pedagogical situations, handouts, technical teaching aids are widely used. It is advisable to conduct training in training groups of 6 to 12 people.

The basic principles in the work of the training group: confidential and frank communication, responsibility in discussions and when discussing the results of training.

Pedagogical KVN

This form of methodological work contributes to the activation of the existing theoretical knowledge, practical skills and abilities, the creation of a favorable psychological climate in the group of teachers. From the composition of the listeners, two teams are formed, a jury, the rest are fans. Teams get acquainted with the topic of KVN in advance, receive homework. In addition, they prepare mutual humorous greetings on the topic of this KVN. The leader offers entertaining tasks requiring non-standard solutions (including the "Competition of Captains"), directly related to the topic under study.

Game progress:

1. Greeting teams, which takes into account:

§ correspondence of the speech to a given topic;

§ relevance;

§ presentation form.

§ The performance time is 10 minutes.

2. Warm-up (teams prepare three questions each for knowledge of the psychology of the student's personality and interpersonal relationships). Time to think over a question - 1 minute.

3. Homework: checking the preparation of a business game on a given topic.

4. Competition of captains.

5. Competition of sages. Two participants from the team are selected. They are asked to choose the best method for solving this issue.

6. Competition for fans: solving pedagogical problems from the practice of the school.

7. Competition "What would it mean?" (situations from the life of the school). Resourcefulness, accuracy of expression of thoughts, humor are taken into account.

Methodological bridge

A methodological bridge is a kind of discussion. To carry out this form of methodological work, teachers from various schools of the region, city, heads of the Moscow region, and parents are involved.

The purpose of the methodological bridge is the exchange of advanced pedagogical experience, the dissemination of innovative technologies of teaching and upbringing.

Brainstorm

This is one of the methodological techniques that contribute to the development of practical skills, creativity, the development of the correct point of view on certain issues of pedagogical theory and practice. This technique is convenient to use when discussing the methodology for passing a topic, for making decisions on a specific problem.

The leader must think over the questions well so that the answers are short, concise. The preference is given to answers-fantasies, answers-insights. Criticism of ideas, their assessment is prohibited. The duration of the brainstorming session is 15-30 minutes. This is followed by a discussion of the ideas expressed.

Solving pedagogical problems

Target- to get acquainted with the features of the pedagogical process, its logic, the nature of the activities of the teacher and students, the system of their relationships. Completing such tasks will help you learn to distinguish the essential, the main thing from the variety of phenomena.

The mastery of the teacher is manifested in the way he analyzes, explores the pedagogical situation, how he formulates the goal and objectives of his own activity on the basis of a multilateral analysis.

It is advisable to take pedagogical tasks from school practice. They should acquaint the best teachers with certain methodological methods of work, and warn against the most common mistakes.

When starting to solve a problem, it is necessary to carefully understand its condition, evaluate the position of each actor, and imagine the possible consequences of each intended step.

The proposed tasks should reflect effective forms and methods of organizing and conducting educational work.

Methodical festival

This form of methodological work, used by the methodologists of the city, district, school leaders, assumes a large audience, aims to exchange work experience, introduce new pedagogical ideas and methodological findings.

At the festival, there is an acquaintance with the best pedagogical experience, with non-standard lessons that go beyond traditions and generally accepted stereotypes.

During the festival there is a panorama of methodological findings and ideas.

Participants of the festival submit an application for a lesson, methodological ideas, techniques in advance.

Laboratory "Information Technologies"

· Work of creative groups on problems;

· Use of information technologies in the educational process;

· Formation of the civic position of junior schoolchildren.

Fair of pedagogical ideas

· activates the methodological work of teachers, since every teacher wants his idea to be recognized as the best. Thus, the spirit of competition is manifested. Teachers, mostly young, learn to lead a discussion, defend their point of view, listen to be critical of themselves and their colleagues.

Development of a methodological portfolio

· Allows the teacher to systematize his methodological work for the year, choose the most successful methodological techniques and generalize them in the form of methodological developments.

Interactive forms of work with teachers.

The heads of professional associations often face the question of how to make each teacher become an active, interested participant in the work of various forms of professional associations? How to get rid of the passivity of individual teachers? How to translate them from reproductive activity to research activity? To the formation of the ability to reflect in the process of learning new and mastering familiar material?

The activation of the creative activity of teachers is possible through non-traditional, interactive methods and forms of work with teachers.

Many major methodological innovations are associated with the use of interactive teaching methods. Need to deal with yourself concept. The word "interactive" came to us from the English language from the word "interact", where "inter" is "mutual", "act" - to act.

Interactive means the ability to interact or is in the mode of conversation, dialogue with something (for example, a computer) or someone (for example, a person). Hence, we can conclude that Interactive learning is, first of all, interactive learning, during which the interaction of the teacher (leader of the MO) and the student (teacher-member of the MO) is carried out.

What are the main characteristics of "interactive"?

It should be recognized that interactive learning is a special form of organizing a particular activity. She has in mind fairly specific and predictable work goals. One such goal consists in creating comfortable learning conditions, such that the teacher (student) feels his success, his intellectual competence, which makes the entire learning process productive and effective.

What is the essence of interactive learning?

The process of interaction is organized in such a way that almost all participants are involved in the process of learning and discussion. They have the ability to understand and reflect on what they know, understand what they think. Joint activity in this process means that each participant makes his own special individual contribution, has the opportunity to exchange knowledge, his own ideas, methods of activity, and hear a different opinion of colleagues. Moreover, this process takes place in an atmosphere of benevolence and mutual support, which makes it possible to obtain not only new knowledge on the problem under discussion, but also develops the pedagogical activity itself and transfers it to higher forms of cooperation and cooperation.

Interactive activity involves the organization and development of dialogue communication, which leads to interaction, mutual understanding, joint solution and acceptance of the most common, but significant for each participant, tasks. In interactive teaching, the dominance of both one speaker and one opinion is excluded.

In the course of dialogue communication, teachers develop the ability to think critically, reason, solve contradictory problems based on the analysis of the information they heard and the circumstances. Teachers learn to weigh alternative opinions, make thoughtful decisions, express their thoughts correctly, participate in discussions, and communicate professionally with colleagues.

It is valuable that with such an organization of work, the teacher can not only express his opinion, view, give an assessment, but also, having heard the evidence-based arguments of colleagues, abandon his point of view or significantly change it. Teachers develop respect for the opinions of others, the ability to listen to others, make informed conclusions and conclusions.

To do this, in the classes of professional associations, various forms are organized - individual, subgroup, pair, role-playing games are used, documents and information from various sources are analyzed.

What are forms of interactive learning? Let's take a look at some of them.

The simplest form of group interaction is "Big circle"... The work takes place in three stages.

First step - teachers are seated in a large circle. The leader forms the problem.

Second phase- within a certain time (about 10 minutes), each participant individually on his sheet of paper writes down the proposed measures to solve the problem.

Stage Three - in a circle, each teacher reads out his proposals, the rest listen silently (without criticism); along the way, a vote is taken on each item - whether to include it in the general decision, which is fixed on the board as the conversation proceeds.

The "big circle" technique is best used when it is possible to quickly identify ways to solve a problem or its components. Using this form, you can, for example, develop instructions, regulations, local or legal acts.

"Round table"- is carried out in order to develop a common opinion, the position of the participants on the problem under discussion. Usually 1-3 questions of the discussed problem are thought over.

When holding a Round Table, it is important to pay attention to the decoration of the premises. For example, it is advisable to arrange tables around the perimeter of the room. The moderator of the “Round table” determines his place so that he can see all the participants. Invited specialists, administration, etc. may also be here. In the course of work, each issue of the problem is discussed separately. The floor is given to teachers who have experience in working on the problem. The moderator summarizes the results of the discussion of each issue. At the end, he proposes a version of a common position, taking into account comments, additions, amendments.

Each problem, to which the group of questions asked by teachers belongs, is revealed as fully as possible. Teachers must clearly understand the theoretical foundations of the problem, ways to solve it, forms of organization, methods and techniques of work, and more.

"Business game"- effective if the teachers have sufficient knowledge of the problem that is reflected in the game. A business game involves a lot of preliminary work, in which teachers receive the necessary knowledge through various forms, methods and means: visual agitation, thematic exhibitions, consultations, conversations, discussions. If such preliminary work has not been carried out, then it is advisable to plan a business game as part of the event dedicated to consolidating the knowledge gained on the problem.

Cards with questions or 2-3 pedagogical situations on the problem are prepared in advance.

Tables must be arranged so that 2 or 3 teams stand out (at the discretion of the head of the software) of 4-5 people in the business game. Teachers, if they wish, are seated at the tables, and thus the teams of the participants are immediately determined. One of the teams - judge experts- these are the most competent teachers on the proposed problem.

Each team is given a card, a captain is selected, who will announce the general conclusion of the team, working on the task. Teams are given time to prepare a decision, then the answers are heard. The order of the answers is determined by the lot of the captains. Each group makes at least 3 additions to the corresponding group, a bonus point is given, which is included in the total score. At the end of the game, the team is determined - the winner for the best (detailed, complete, evidential) answer.

Business games are of the following types:

Simulation, where copying with subsequent analysis is carried out.

Management, in which the reproduction of specific management functions is carried out);

Research-related research work, where through game form methods are being studied in specific areas;

Organizational and active. Participants in these games simulate the previously unknown content of activities on a specific topic.

Training games. These are exercises that reinforce certain skills;

Projective games, in which a personal project is drawn up, an algorithm for any actions, an activity plan and the protection of the proposed project is carried out. An example of projective games maybe the topic: "How to hold a final teachers' council?" (or parent meeting, or practical seminar, and more).

When organizing and conducting a business game, the role of the head of the game is different - before the game he is an instructor, during the game he is a consultant, at the last stage he is a leader of the discussion.

The main goal of the game- live modeling of the educational process, the formation of specific practical skills of teachers, faster adaptation to updating the content, the formation of their interest and culture of self-development; development of certain professional skills, pedagogical technologies.

Organization and conduct methodology:

The process of organizing and conducting the game can be divided into 4 stages:

1.Construction of the game:

clearly form the overall goal of the game and private goals for the participants;

develop general rules of the game.

2. Organizational preparation of a specific game with the implementation of a specific didactic goal:

· The leader explains to the participants the meaning of the game, introduces the general program and rules, assigns roles and sets specific tasks for their performers that must be solved by them;

· Experts are appointed who observe the course of the game, analyze simulated situations, give an assessment;

· Determine the time, conditions and duration of the game.

3. The course of the game.

4. Summing up, detailed analysis of the game:

§ general assessment of the game, detailed analysis, implementation of goals and objectives, good and weak sides, their reasons;

§ self-assessment of the participants in the performance of the tasks received, the degree of personal satisfaction;

§ characteristics of professional knowledge and skills revealed during the game;

§ analysis and evaluation of the game by experts.

Approximate procedure for conducting a business game:

The leader informs the audience about the purpose, content, and the procedure for conducting the business game. Recommends to carefully study the literature, introduces questions to be discussed. The participants of the game are divided into subgroups of 3-5 people. In each subgroup, a leader is elected, whose duties include organizing the work of the subgroup. An expert group consisting of 3-5 people is selected from among the participants in the game.

The leader distributes questions between the game subgroups, gives the floor on each issue to the representatives of the game groups, organizes discussions on the problem under discussion. Each participant in the game is given 5 minutes to speak, during which it is necessary to laconically but reasonably highlight the main thing, substantiate the idea, substantiate, “defend” it.

The expert group, based on the speeches of the participants and their opinions, can prepare a draft recommendations (practical advice) on the problem under consideration, discuss and determine the common positions of teachers in practical activities.

The expert commission also informs about the decisions made by it on the assessment of the content of the speeches, the activity of the participants, the effectiveness of the subgroups in the business game. The criterion for such an assessment can serve as the number and content of the ideas (proposals) put forward, the degree of independence of judgments, their practical significance.

In conclusion, the leader sums up the game.

Business (role-playing) game- an effective method of interaction between teachers. It is a form of modeling those systems of relations that exist in reality or in a particular type of activity, in which new methodological skills and techniques are acquired.

Business game- this is a form of improving development, perception of the best experience, asserting oneself as a teacher in many pedagogical situations. A necessary condition for the effectiveness of a business game is the voluntary and interested participation of all teachers, openness, sincerity of answers, and their completeness.

Discussion- critical dialogue, business dispute, free discussion of the problem, a powerful combination of theoretical and practical knowledge.

The purpose of the discussion - involvement of listeners in active discussion of the problem; identification of contradictions between practice and science; mastering the skills of applying theoretical knowledge to analyze reality.

Form of conducting- collective discussion of theoretical issues.

Methodology for its organization:

§ determination of the purpose and content of the problem under discussion, forecast of the results;

§ determination of key issues on which the discussion will be organized (random, secondary questions are not brought up for discussion);

§ planning;

§ preliminary acquaintance of teachers with the main provisions of the topic under discussion

Methodology:

· Familiarization of teachers with the problem, the situational task.

· Questions are presented to teachers sequentially in accordance with the plan.

· A discussion of opposing points of view on the essence of the problem under consideration is organized.

· Conclusion, summing up the discussion.

In conclusion, the presenter notes the activity or passivity of the audience, assesses the answers of the teachers, if necessary, refutes the wrong judgments with arguments, supplements incomplete answers, makes a general conclusion based on the results of the discussion, thanks the teachers for participating in the discussion.

The presenter must:

It is good to know the problem, the topic of discussion.

Examine the position and arguments of the opponents.

Do not allow the conversation to deviate from the subject of discussion, the substitution of concepts.

"Brainstorming (brainstorming)"- just like the Business game is possible, provided that the teachers have enough knowledge on the problem.

This is one of the methodological techniques that contribute to the development of practical skills, creativity, the development of the correct point of view on certain issues of pedagogical theory and practice. This technique is convenient to use when discussing the methodology for passing a topic, for making decisions on a specific problem.

The leader must think over the questions well so that the answers are short, concise. Preference is given to answers-fantasies, answers-insights, Criticism of ideas, their assessment is prohibited. The duration of the brainstorming session is 15-30 minutes. This is followed by a discussion of the ideas expressed.

The leader prepares questions, 2-3 pedagogical situations in advance in accordance with the problem to be solved, which will be offered to him.

It is advisable to set the tables so that 2-3 teams of teachers stand out.

In each team, a captain is selected who will announce the general answer. Each team is given cards, in which the same questions and pedagogical situations are indicated. Time is given to prepare. Teams answer the same questions and solve the same situations.

In the course of work, one team gives an answer, the other complements it and vice versa. The winner is the team that gave the most comprehensive answers and made the largest number of significant additions to the answers of their rival colleagues.

Any form of communication with teachers should assume emotionality, conciseness of messages and at the same time richness necessary information, confirmed by examples from practice and pedagogical experience.

"Methodical ring".

Target - improving the professional knowledge of teachers, identifying general erudition.

Form of conducting- group work (opponents, opponents support groups, analysis group are determined).

Organization and conduct methodology:

Option 1- methodical ring as a kind of discussion in the presence of two opposite views on the same issue.

For example, in the methodological ring on the topic “School without discipline, like a mill without water” (Ya.A. Komensky), the following question is proposed for discussion: “How do I achieve discipline in the classroom - by switching the attention of children to another type of activity or by disciplinary measures?”

Prepare two opponents in advance. Each of them has a support group that helps their leader when needed.

The analysis group assesses the level of training of opponents, the quality of defense of a certain version, and sums up the results.

To relieve tension in pauses, pedagogical situations, game tasks, etc. are offered.

Option P- methodical ring as a competition of methodological ideas in the implementation of the same problem.

For example, the methodological ring on the topic "Enhancing the cognitive (research) activity of preschoolers in environmental classes" offers a competition of the following methodological ideas:

· Application of game tasks;

· Use of active forms of education.

Training.

Target- development of professional skills and abilities.

Training - an English word - special, training mode... Training can be an independent form of methodical work or be used as a methodological technique when conducting seminars.

During the training, pedagogical situations, handouts, technical teaching aids are widely used. It is advisable to conduct training in training groups of 6 to 12 people.

Basic principles in the work of the training group: confidential and frank communication, responsibility in discussions and when discussing the results of training.

Pedagogical KVN.

This form of methodological work contributes to the activation of the existing theoretical knowledge, practical skills and abilities, the creation of a favorable psychological climate in the group of teachers. From the composition of the listeners, two teams are formed, the jury, the rest are fans. Teams get acquainted with the topic of KVN in advance, receive homework. In addition, they prepare mutual humorous greetings on the topic of this KVN. The leader offers entertaining tasks requiring non-standard solutions (including a competition for captains), directly related to the topic under study.

Game progress:

1.Greeting teams, which takes into account:

§ Compliance of speeches with a given topic;

§ relevance;

§ form of presentation;

§ speaking time - 10 minutes.

2.Warm-up (teams prepare three questions each on knowledge of the psychology of the child's personality and interpersonal relationships). Time to think over a question - 1 minute.

3. Homework: checking the preparation of a business game on a given topic.

4. Competition of captains.

5. Competition of sages. Two members are selected from the team. They are asked to choose the best method for solving this issue.

6. Fan competition: solving pedagogical problems from the practice of the institution.

7. Competition "What would it mean?" (situation from the life of a preschool educational institution). Resourcefulness, accuracy of expression of thoughts, humor are taken into account.

Methodical bridge.

It is a kind of discussion. To carry out this form of methodological work, teachers from various educational institutions of the region, city, heads of the Moscow region, parents are involved.

The purpose methodological bridge is the exchange of advanced pedagogical experience, the dissemination of innovative technologies of teaching and upbringing.

Solving pedagogical problems.

Target - to get acquainted with the peculiarities of the pedagogical process, its logic, the nature of the activities of the teacher and the child, the system of their relationships. Performing such tasks can learn to distinguish the essential, the main thing from the variety of phenomena.

The teacher's skill is manifested in the way he analyzes, explores the pedagogical situation, how he formulates the goal and objectives of his own activity on the basis of a multilateral analysis.

It is advisable to take pedagogical tasks from educational practice. They should acquaint the best teachers with certain methodological methods of work, warn against the most common mistakes.

When starting to solve a problem, it is necessary to carefully understand its condition, evaluate the positions of each actor, imagine all possible consequences of each intended step.

The proposed tasks should reflect effective forms and methods of organizing and conducting educational work.

Methodical festival.

This form of methodical work assumes a large audience, aims exchange of work experience, introduction of new pedagogical ideas and methodological findings.

Here one gets acquainted with the best pedagogical experience, with non-standard activities that go beyond the framework of traditions and generally accepted stereotypes.

During the festival there is a panorama of methodological findings and ideas.

Participants of the festival submit an application for a lesson, methodological ideas, techniques in advance.

Methodical gatherings.

Target - the formation of the correct point of view on a specific pedagogical problem, the creation of a favorable psychological climate in this group of teachers.

Methodology for organizing and conducting:

§ Proposed for discussion are issues that are essential for the solution of some key tasks of the educational process.

§ The topic of discussion is not announced in advance. The mastery of the leader lies in the fact that in a relaxed atmosphere, call the listeners to a frank conversation on the issue under discussion and bring them to certain conclusions.

Methodical dialogue.

Target - discussion of a certain topic, development of a plan of joint actions.

The format is a round table.

Organization and conduct methodology:

Students get acquainted with the topic of discussion in advance, receive theoretical homework.

Methodological dialogue is conducted between the leader and teachers or groups of listeners on a specific topic.

The driving force of the dialogue is the culture of communication and the activity of the listeners. The overall emotional atmosphere is of great importance, which allows you to evoke a sense of inner unity.

In conclusion, a conclusion is made on the topic, a decision is made on further joint actions.

Contact table.

Instruction: Only 2 arrows and only 2 colors can be used.

The desire for contact is the red arrow, not the desire is the blue arrow.

Who did you expect to receive the red arrows from?

From whom did you not expect?

If expectations don't match reality, see what you're doing wrong.

Active techniques

Mosaic technique

· applied at seminars, viewing video recordings of fragments of lessons on a given topic using various technologies and forms of work, followed by analysis and development of recommendations for their application.

· allows you to reduce the time spent on achieving the final result, stimulates the cognitive activity of teachers, allows you to include a larger number of participants in the work.

"Extended conference" methodology

· when preparing for an open lesson, the teacher discusses with the members of the MO all the technology of the lesson; after the open lesson, the discussion of the effectiveness of the results obtained continues.

· It is mainly used when working with young professionals and teachers of the second category, since they receive assistance in preparing for the lesson, conducting it and subsequent analysis.

Methodology "Paired or integrated lesson"

· is developed for cyclical ML, including teachers of related disciplines, for example, for cyclical ML for teachers of biology, chemistry, geography. Such lessons make it possible to avoid duplication of the material presented, develop general methodological techniques for its presentation, broaden the horizons of students on a specific topic, and also activate the work of teachers themselves.

« Aquarium"

· a form of dialogue when teachers are invited to discuss a problem “in the face of the public”. The group chooses to engage in dialogue on the issue of someone to whom it can trust. Sometimes it can be several interested parties. All others are spectators. Hence the name - "aquarium".

What does this technique give to teachers? The opportunity to see their colleagues from the outside, that is, to see how they communicate, how they react to someone else's thought, how they settle an imminent conflict, how they argue their thoughts and what evidence they bring, and so on.

Compliance with the goal of the form of professional development

ABC of methodical work: planning, forms and

SYSTEM OF METHODOLOGICAL WORK

IN AN EDUCATIONAL INSTITUTION

The process of updating and restructuring the educational system requires the reconstruction and improvement of not only the content of training and education, but also the methodological service. Focusing on the humanization of education and upbringing, on the formation of the student's personality, recognition of its value and need for modern society, first of all, it is necessary to remember that she (personality) is formed by the personality of the teacher himself. Therefore, it is necessary to create all conditions for the growth of the teacher's professional skill. And for this an efficient and effective structure of methodological service in an educational institution is needed... The skill of a teacher is formed through constant, systematic professional training in the field, therefore, methodological work is the most important link in the education system of members of the teaching staff. In addition, daily activities to improve qualifications are closely related to the educational process, and the teacher has the opportunity in the course of his work to consolidate his theoretical knowledge in practice every day.

Essence and tasks of methodical work

in an educational institution

Methodical work is a systematic collective and individual activity of teaching staff aimed at improving their scientific and theoretical general cultural level, psychological and pedagogical training and professional skills.

The most important and essential in methodological work in an educational institution is the provision of real, effective assistance to pedagogical workers in the development of their skills as a unity of professional knowledge, skills and abilities necessary for a modern teacher.

Determining the goals and objectives of methodological work means determining the most important desired, necessary results. The goal, first of all, is the growth of pedagogical excellence.

When staging tasks it is necessary to take into account the functions of methodological work in relation to the national system of education and upbringing of students, pedagogical science and advanced pedagogical experience; functions of methodical work in relation to the teaching staff, to a specific teacher. Organizing individual work with a specific teacher, you can formulate tasks in a more generalized form: the formation and development of an individually unique and effective system of educational and upbringing activities of a particular teacher.

The correct formulation of the problems of methodical work contributes to the optimal choice of means for solving these problems. The main of these means is the content of methodological work in an educational institution.

Directions of work of the methodological association:

Studying the issues of organizing educational and upbringing processes; mastery of scientific methodology;

Familiarization with new regulations, documents, regulations, etc .;

In-depth study of the methodology for conducting training sessions and extracurricular activities;

Advance consideration of issues of methodology for studying the most complex issues of extracurricular and extracurricular work with a demonstration of open extracurricular activities, educational hours;

Study of the provisions of didactics, the theory of education, an attempt at their practical application;

Study of age and educational psychology, psychological and pedagogical characteristics of children of different age groups;

Information about new books, guidelines, articles in the pedagogical press on the content and methods of teaching and educational work;

Systematic study of the level of training and education of students;

Collaboration of the class teacher and subject teachers.

Methodical work system

The system is a complex of interrelated elements that have such properties as purposefulness, integrity. Any system is open, that is, it is connected with other systemic and non-systemic objects, and is part of a system of a higher order. The system of methodological work in an educational institution is part of the system of working with pedagogical personnel, part of the system for managing the work of teachers, part of the system for improving professionalism.

Choosing an option for methodical work, deputy. Director for OIA (NMP) should take into account:

Tasks assigned to teachers;

The quantitative and qualitative composition of the teaching staff;

The results of studying the personality and activities of teachers, especially their difficulties;

Qualitative and quantitative analysis of the current, final results of educational work;

Features of the content of methodical work;

Traditions of an educational institution; the comparative effectiveness of various forms of methodological work;

Measure in the use of certain directions, content, forms, methods of methodical work;

Availability of time for the implementation of the planned methodological work (possible reduction in the number of activities, postponement, etc.)

Material, moral, psychological and other conditions; the real opportunities available at a particular moment to involve teachers in organizing methodological work, to be the head of the Ministry of Education, to be part of a creative group, etc.

Necessary conditions for methodical work: organizational and pedagogical(free time, coordination of activities), moral and psychological, sanitary and hygienic.

The content of the methodological work is formed on the basis of the following sources: documents, regulations, giving a general target orientation of all methodical work; achievements of scientific and technological progress, new results of psychological and pedagogical research, including research on the problems of the very methodical work in an educational institution: instructional and methodological documents of the Ministry of Education of the Republic of Bashkortostan on the organization of educational and educational work in educational institutions; information about advanced, innovative and mass experience; data of a specific analysis of the state of the level of training and upbringing and development of students, helping to identify the top-priority topics and problems of methodological work and self-education for a given institution.

Organization of methodical work

The organization of methodical work includes a wide range of functions, actions:

· Study, analysis of the state of educational work;

• goal-setting - the choice of goals, objectives;

· Planning the content, forms and methods, ways and means of achieving goals;

· Creation of a rational organizational structure of management;

· Setting educational tasks;

· Instruction, stimulation, assistance to teachers;

· control;

Analysis and evaluation of results, etc.

Components of the organizational activities of the deputy director for teaching and educational work:

· Speeches with explanations of the relevance and essence of work on the selected problem;

· preparation of documentation;

· Activities of the pedagogical council, methodological association and creative groups on subjects on a chosen topic;

· Creation of creative groups for the exchange of pedagogical experience;

· Organization of self-education;

· Open extracurricular activities;

· Personal example of the deputy. director;

· Prompt assistance;

· Summing up and setting new tasks;

· Encouragement.

Forms of organizing methodical work

The following structure of links of methodological work is possible: a pedagogical council operating on the basis of a methodological office, methodological associations of teachers, theoretical seminars and workshops, pedagogical readings or scientific and practical conferences, schools of excellence.

Forms of work can be collective and individual.

Collective forms: seminars and workshops, scientific and practical conferences, methodological associations, schools of excellence, creative groups, methodological rooms, etc.

Individual forms: internship, mentoring, work on a personal creative topic, individual consultations, individual self-education, etc.

One of the most important forms of methodical work is work on a single methodological theme (problem) of an educational institution (for example: "Personally oriented teaching and education of students aimed at reviving national culture, morality and spirituality" students "). A single methodological theme organizes, makes the whole complex of forms integral, is a kind of system-forming factor. It is advisable to define a single topic for the future (more often for 5 years) with a breakdown by years. It promotes team cohesion, which increases the quality of work and efficiency.

One of the most common forms of collective methodical work is methodological associations of teachers . The MO meeting, as a rule, is held once every quarter. However, the activities of the MoD should not be limited to meetings, it should be of a day-to-day nature of work. The MO meeting should include both a theoretical part (reports, messages, a review of methodological literature) and a practical part (attending lessons, educational hours, their discussion, open extracurricular activities, etc.). As a result of the work of the methodological association, there can be methodological products for subject teachers. At the end of the academic year, an exhibition, a conference, a methodological festival can complete the work of the Moscow Region.

All forms can be presented in the form of two interrelated groups: group forms of methodological work (pedagogical councils, seminars, workshops, consultations, creative microgroups, open screenings, work on common methodological topics, business games, etc.); individual forms of methodical work (self-education, individual consultations, interviews, internship, mentoring, etc.). Let's consider the main forms of methodical work.

Download:

Preview:

Forms of organizing methodological work with the teaching staff

All forms can be presented in the form of two interrelated groups: group forms of methodological work (pedagogical councils, seminars, workshops, consultations, creative microgroups, open screenings, work on common methodological topics, business games, etc.); individual forms of methodological work (self-education, individual consultations, interviews, internship, mentoring, etc.). Let's consider the main forms of methodical work.

Within the framework of various forms, various methods and techniques of working with personnel, which were described above, are used.

By combining the forms and methods of working with personnel into a single system, the manager must take into account their optimal combination with each other. I would like to remind you that the structure of the system for each preschool institution will be different and unique. This uniqueness is explained by the organizational-pedagogical and moral-psychological conditions in the team, specific for the given institution.

Pedagogical Councilis one of the forms of methodical work in a preschool educational institution.

The pedagogical council in the kindergarten, as the supreme body of management of the entire educational process, poses and solves specific problems of the preschool institution. We will talk in detail in lecture 6 about how to prepare and conduct a meeting of the teachers' council, so I suggest you once again recall the content of this lecture.

Consulting

Of the various forms of methodological work in kindergarten, such a form as counseling teachers has become especially firmly established in practice. Individual and group consultations; consultations on the main areas of work of the entire team, on topical problems of pedagogy, at the request of educators, etc.

Any consultation requires preparation and professional competence from the senior educator.

The meaning of the word “competence” is disclosed in dictionaries “as an area of ​​issues in which he is well aware” or is interpreted as “the personal capabilities of an official, his qualifications (knowledge, experience), allowing him to take part in the development of a certain range of solutions or to solve the issue itself due to the presence of certain knowledge, skills ".

So, the competence that is so necessary for a senior educator to work with teachers is not only the availability of knowledge that he constantly renews and replenishes, but also experience, skills that he can use if necessary. Useful advice or a timely consultation will correct the teacher's work.

Major consultations are planned in the institution's annual work plan, but separate ones are held as needed.

Using different methods when conducting consultations, the senior educator not only sets the task of transferring knowledge to teachers, but also seeks to form their creative attitude to activities.

So, with a problematic presentation of the material, a problem is formed and a way to solve it is shown.

When using the partial search method, educators are actively involved in putting forward hypotheses, drawing up plans for activities, and independently solving the problem. The most common method of consultation is the explanation method. This method has a number of positive qualities: reliability, economical selection of specific facts, scientific interpretation of the phenomena under consideration, etc.

In order to stimulate the attention of educators and encourage them to follow the logic of the presentation, it is useful to formulate questions at the beginning of the consultation. Questions addressed to teachers during the consultation process help them to comprehend their experience from the point of view of scientific conclusions, express their views, guesses, and formulate a conclusion.

Depending on the level of qualifications of teachers, the senior educator determines to what extent it is possible to draw on knowledge from their experience or limit himself to his own explanation.

When exchanging experience between educators, identifying knowledge, analyzing specific situations, the method of heuristic conversation can be used. During the conversation, individual provisions of the read methodological literature are revealed in more detail, explanations are given on those issues that are of greater interest to teachers, the erroneousness of their opinions and shortcomings of professional experience are revealed, the degree of understanding and assimilation of knowledge is revealed, an orientation towards further self-education is carried out.

However, the effectiveness of the heuristic conversation will be achieved if certain conditions are met. It is better to choose a practically significant, topical issue that requires comprehensive consideration as the subject of the conversation. It is necessary that educators have a sufficient stock of theoretical knowledge and professional experience. The person preparing the consultation should draw up a well-grounded conversation plan that allows him to clearly imagine what new knowledge the educators will receive and what conclusions they will come to. When organizing a heuristic conversation, it is advisable to alternate the statements of experienced and novice educators. A heuristic conversation, conducted with the aim of transferring new knowledge, requires serious preparation and thinking through the entire course of the lesson.

During the consultation, a discussion method is used.

In terms of form and content, the discussion is close to the method of conversation. It also involves the choice of an important topic that requires comprehensive discussion, preparation of questions for educators, an introductory and concluding speech. However, unlike a conversation, a discussion requires a struggle of opinions, raising controversial issues. During the discussion, many other additional questions have to be asked, the number and content of which cannot be foreseen in advance. Therefore, the use of discussion as a method requires a senior educator to have high professional competence, pedagogical skill, great culture, tact. The leader of the discussion needs to have the ability to quickly navigate the situation, to catch the train of thought and the mood of the participants, and to create an atmosphere of trust. The participants in the discussion should have knowledge of theory and a desire to improve their activities.

The concluding remarks briefly analyze the speeches of the participants and clarify the solution of fundamental issues.

Seminars and workshops

Seminars and workshops remain the most effective form of methodological work in kindergarten.

In the annual plan of the preschool institution, the topic of the seminar is determined and at the beginning of the school year, the leader draws up a detailed plan of its work.

Expansion of the plan with a clear indication of the time of work, thoughtfulness of tasks will attract the attention of more people who want to take part in its work. At the very first lesson, you can propose to supplement this plan with specific questions to which the educators would like to receive an answer.

The head of the seminar can be the head or senior educator, invited specialists. It is possible to involve educators, specialists, medical workers in conducting individual classes.The main task of workshops is to improve the skills of teachers, therefore, they are usually led by educators who have experience in this issue. For example, at a workshop on ikebana, teachers, under the guidance of a specialist, learn the art of bouquet composition. These skills are subsequently used both in decorating a group room and in working with children. And in the classroom of the workshop on making Christmas tree decorations, teachers not only master the techniques of working with paper and other materials, but also develop a system for organizing various exciting activities with children in a group room for the period of the New Year holidays, where the main thing is a Christmas tree decorated with crafts by children, parents, teachers ... Teachers come up with surprising moments, select literary material to create a fabulous atmosphere in the group these days.

For the seminar "Features of the organization and conduct of observations in nature in the summer" educators are offered questions in advance to discuss the problem. For example: How often do you observe natural objects in the classroom (excursions), walks, in everyday life? What do you think is the main thing in the methodology of organizing and conducting observation? What difficulties do you face? What techniques do you use to develop children's interest in nature and education of observation? What observations in nature have arisen at the initiative of children? How do you support, awaken, develop children's curiosity, curiosity? What influence does their interaction with nature have on children's behavior? Do you use elements of environmental education in your work with children? During the course of the workshop, it is possible to discuss different points of view, launch discussions, create problem situations, which ultimately make it possible to develop common positions in solving the problem. It is important that the results of the seminars are formalized in the form of concrete and really implementable recommendations, and their implementation is under control.

Increasingly, the question is raised about the need to teach parents, especially young mothers, methods of personality-oriented communication with a preschooler. Therefore, organizing a workshop for parents is an important form of work. Various specialists can be involved in conducting such a seminar, who will tell you which toy is preferable to buy for your baby; they will teach you how to organize the game. You can arrange an evening of games for children and adults, in which the workshop leader will be an attentive advisor and observer. He will tell his parents about his observations and notes in the next lesson and give specific recommendations regarding methods of individual communication with the child.

It seems that such work will be useful for both parents and children, and a preschool institution, whose authority in the eyes of parents will only grow. The seminar as a form of methodological work differs from the seminar practiced in higher educational institutions.

The first distinguishing feature is its duration. It can include one or several activities. Sometimes a permanent seminar is planned for a long period, for example, several months or even an academic year. The second important feature is the location of the event. This can be a methodological office of a kindergarten, a group room or other places (museum, exhibition hall, square, etc.), depending on the goals and tasks that the leader of the seminar should solve. The third sign is the nature of the didactic tasks that are solved in the workshop. This is both educational activity to systematize and improve knowledge, and work on the formation of skills. In addition, during the seminar, the tasks of disseminating pedagogical experience are solved.

The fourth sign is the source of information. This is a word (reports and co-reports of the participants), and actions (performing various practical tasks at the seminar), and a visual demonstration on the topic of the seminar, and pedagogical analysis.

Consequently, the workshop is not limited to a specific time frame and is not associated with a permanent venue.

Properly organized preparation for it and preliminary information play an important role in the effectiveness of the seminar. The topic of the seminar should be relevant for a specific preschool institution and take into account new scientific information.

If the seminar is long, then it is good to prepare a memo to the participants of the seminar, in which to indicate the topic, place and procedure for holding, a list of questions that need to be thought about, a mandatory list of literature that is useful to get acquainted with in advance. It is important to think over the methods and forms of including all participants of the seminar in an active discussion of the topic. For this, situational tasks are also used, work with punched cards, discussion of two opposing points of view, work with normative documents, methods of game modeling, etc. The leader of the seminar should clearly think over the tasks for each topic of the lesson and the assessment of their implementation. At the end of the seminar, you can arrange an exhibition of the works of teachers.

Open show

Each educator has his own pedagogical experience, pedagogical skills. The work of the educator who achieves the best results is singled out, his experience is called advanced, he is studied, he is "equal".

"Advanced pedagogical experience is a means of purposeful improvement of the educational process that meets the urgent needs of the practice of teaching and upbringing!" (Ya.S. Turbovskaya).

Advanced pedagogical experience helps the educator to study new approaches to working with children, to distinguish them from mass practice. At the same time, it awakens initiative, creativity, and contributes to the improvement of professional skills. Best practices arise in mass practice and are, to some extent, the result of it.

For any teacher studying advanced experience, not only the result is important, but also the methods, techniques, with the help of which this result is achieved. This allows you to measure your capabilities and decide on the implementation of experience in your work.

Advanced experience is the fastest, most operational form for resolving contradictions that have matured in practice, for quickly responding to public requests, to the changing situation of upbringing. Born in the midst of life, advanced experience is very instrumental and, if a number of conditions are met, it successfully takes root in new conditions, it is the most convincing, attractive for practice, because it is presented in a living, concrete form.

Due to such a special role of advanced experience, open screenings are held annually within the framework of methodological work in kindergartens, at which the best experience of work in one of the areas of preschool pedagogy is presented.

An open show makes it possible to establish direct contact with the teacher during the lesson, to get answers to questions of interest. The show helps to penetrate into a kind of creative laboratory of the educator, to witness the process of pedagogical creativity. A manager organizing an open show can set several goals:

Advocacy of experience;
- teaching teachers methods and techniques of working with children, etc.

The forms of organizing an open display can be different. For example, before the start of the viewing, the manager himself can tell about the system of the teacher's work, suggest questions that should be paid special attention to. Sometimes it is advisable to distribute the questions, for one teacher - to calculate the activity of children, for another - a combination of different methods and techniques used by the teacher, the rational use of manuals, to assess whether the children are comfortable.

Such preparation for an open lesson will help the leader to organize interesting discussion of what he saw, to develop a common opinion of the team. It should be remembered that in the discussion, the first word is given to the educator demonstrating his work with children. Based on the results of open viewing, a decision is made: for example, to introduce this experience into your work, submit the abstracts to the methodological office, or continue generalizing the teacher's work experience in order to present it to the district pedagogical readings.

Thus, when planning methodological work, it is necessary to use all types of generalization of pedagogical experience. In addition, there are various forms of dissemination of experience: open demonstration, work in pairs, author's seminars and workshops, conferences, pedagogical readings, weeks of pedagogical skills, an open day, master classes, etc.

Practice shows that the study, generalization and implementation of pedagogical experience is the most important function of methodological work that permeates the content and all its forms and methods. The value of pedagogical experience can hardly be overestimated; it teaches, educates, develops teachers. Being essentially intimately connected with the progressive ideas of pedagogy and psychology, based on the achievements and laws of science, this experience serves as the most reliable conductor of advanced ideas and technologies in the practice of preschool educational institutions.

In the methodological office of a preschool educational institution, it is necessary to have the addresses of pedagogical experience.

Business games

Currently, business games are widely used in methodological work, in the course system of advanced training, in those forms of work with personnel where the goal cannot be achieved in simpler, familiar ways. It has been repeatedly noted that the use of business games has a positive value. It is positive that the business game is a powerful tool for shaping the personality of a professional, it helps to most activate the participants to achieve the goal.

But more and more often the business game is used in methodical work as an external spectacular form. In other words: the one who conducts it does not rely on psychological-pedagogical or scientific-methodological foundations, and the game "does not go". Consequently, the very idea of ​​using a business game is discredited. So what is a business game?

A business game is a method of imitation (imitation, image, reflection) of making managerial decisions in various situations, by playing according to the rules set or developed by the game participants themselves. Business games are often called management imitation games. The very term "play" in various languages ​​corresponds to the concepts of joke, laughter, lightness and indicates the connection of this process with positive emotions. It seems that this explains the emergence of business games in the system of methodological work.

A business game increases interest, arouses high activity, improves the ability to solve real pedagogical problems.

In general, games, with their multifaceted analysis of specific situations, make it possible to link theory with practical experience.

The essence of business games is that they have the features of both teaching and work. At the same time, training and work acquire a joint, collective character and contribute to the formation of professional creative thinking.

Practitioners ask the question: "How often can you plan and conduct a business game with the whole team?" It would be wrong to answer it unequivocally. Here it is necessary to take into account the fact how the business game fits into the integral system of methodological measures for the given academic year. And then it can be used 1-2 times a year. If you have never conducted business games, then it is better to try using one of the methods of game modeling to activate teachers during a methodological event. It is good if you yourself take part in a business game and feel it "from the inside". And only then start preparing and conducting a business game in your team.

Preparing and conducting a business game is a creative process. Therefore, the design of a business game bears the imprint of the author's personality. Often, taking a model of an already developed business game, you can change its individual elements or completely replace the content without changing the model.

However, observations allow us to conclude that often those games in which the game model of the participants' activity is poorly worked out.

There are theoretically grounded methods of designing and conducting business games. Knowing them is necessary in order to avoid mistakes that can negate work.

If a business game is used for the purpose of training, then it must be remembered that it cannot precede seminars and special courses, practical exercises. It should take place at the end of the training.

The direct development of materials for a business game includes the following stages:

Business game project creation;
- a description of the sequence of actions;
- description of the organization of the game;
- drawing up a task for participants;
- preparation of equipment.

"Round table"

This is one of the forms of communication between teachers. When discussing any issues of upbringing and teaching preschoolers, circular pedagogical forms of placement of participants make it possible to make the team self-governing, it allows all participants to be put on an equal footing, and ensures interaction and openness. The role of the organizer of the "round table" is to think over and prepare questions for discussion, aimed at achieving a specific goal.

Literary or pedagogical newspaper

Some preschool educational institutions use an interesting form of work that unites employees. Purpose: to show the development of creative abilities of adults, as well as children and parents. Educators write articles, stories, compose poems, personal qualities, professional qualities necessary in working with children are assessed - writing, possession of speech skills - imagery of statements, etc.

Creative microgroups.They arose as a result of the search for new effective forms of methodological work.

Such groups are created on a purely voluntary basis when it is necessary to master some new best practices, a new methodology or develop an idea. Several teachers are united in a group on the basis of mutual sympathy, personal friendship or psychological compatibility. In a group, there may be one or two leaders who, as it were, lead, take over organizational issues.

Each member of the group first independently studies the experience, development, then everyone exchanges opinions, argues, and proposes their own options. It is important that all this is realized in the practice of everyone's work. Group members visit each other's classes, discuss them, and highlight the best methods and techniques. If there is a gap in the understanding of the knowledge or skills of the teacher, then there is a joint study of additional literature. Joint creative development of new things is 3-4 times faster. As soon as the set goal is achieved, the group breaks up. In the creative microgroup, informal communication, the main attention here is paid to search, research activities, with the results of which the entire staff of the institution gets acquainted with the results.

Work on a single methodological topic

With the right choice of a single methodological topic for the entire preschool institution, this form makes all other forms of work to improve the skills of educators integral. If a single topic is really capable of captivating and capturing all teachers, then it also acts as a factor in rallying a team of like-minded people. There are a number of requirements to consider when choosing a single theme. This topic should be relevant and really important for a preschool institution, taking into account the level of activity achieved by it, interests and requests of teachers. There should be a close connection of a single topic with specific scientific and pedagogical research and recommendations, with pedagogical experience, accumulated practice of other institutions. These requirements exclude the invention of what has already been created and allow you to implement and develop everything that is advanced in your team. The above does not exclude such an approach when the team itself conducts experimental work and creates the necessary methodological developments. Practice shows the advisability of defining a topic for the future, with a breakdown of a major topic by year.

A single methodological theme should run like a red thread through all forms of methodical work and be combined with the themes of educators' self-education.

Self-education

The system of continuous professional development of each teacher of a preschool educational institution involves different forms: training in courses, self-education, participation in the methodological work of the city, district, kindergarten. The systematic improvement of the psychological and pedagogical skills of the educator and the senior educator is carried out at refresher courses every five years. In the intercourse period of active pedagogical activity, there is a constant process of restructuring knowledge, i.e. there is a progressive development of the subject itself. This is why self-education between courses is necessary. It performs the following functions: expands and deepens the knowledge gained in previous coursework; promotes comprehension of advanced experience at a higher theoretical level, improves professional skills.

In a kindergarten, a senior educator must create conditions for teachers to educate themselves.

Self-education is the independent acquisition of knowledge from various sources, taking into account the interests and inclinations of each particular teacher.

As a process of mastering knowledge, it is closely related to self-education and is considered an integral part of it.

In the process of self-education, a person develops the ability to independently organize their activities to acquire new knowledge.

Why does a teacher need to constantly work on himself, replenish and expand his knowledge? Pedagogy, like all sciences, does not stand still, but is constantly developing and improving. The volume of scientific knowledge is increasing every year. Scientists claim that the knowledge that humanity has at its disposal doubles every ten years.

This obliges each specialist, regardless of the education received, to engage in self-education.

Korney Chukovsky wrote: “Only that knowledge is strong and valuable that you have acquired yourself, prompted by your own passion. All knowledge should be a discovery that you made yourself. "

The head of a preschool educational institution organizes the work in such a way that the self-education of each teacher becomes his need. Self-education is the first step towards improving professional skills. In the methodological office, the necessary conditions are created for this: the library fund is constantly updated and replenished with reference and methodological literature, the experience of teachers.

Methodological journals are not just studied and systematized over the years, but are used to compile thematic catalogs, help the teacher who has chosen the topic of self-education to get acquainted with the different views of scientists and practitioners on the problem. A library catalog is a list of books available in a library and located on a particular system.

A special card is entered for each book, in which the author's surname, his initials, the title of the book, the year and place of publication are recorded. On the reverse side, you can make a short annotation or list the main issues covered in the book. The thematic filing cabinets include books, magazine articles, and individual book chapters. The senior educator compiles catalogs, recommendations to help those involved in self-education, studies the influence of self-education on changes in the educational process.

However, it is very important that the organization of self-education is not reduced to the formal maintenance of additional reporting documentation (plans, extracts, notes).

This is a voluntary desire of the teacher. In the methodological office, only the topic that the teacher is working on is recorded, and the form and term of the report. In this case, the form of the report can be as follows: speaking at the pedagogical council or conducting methodological work with colleagues (consultation, seminar, etc.). This can be a show of work with children, in which the educator uses the knowledge gained in the course of self-education.

Summarizing what has been said, we emphasize that the forms of self-education are diverse:

Work in libraries with periodicals, monographs, catalogs;
- participation in the work of scientific and practical seminars, conferences, trainings;
- getting advice from specialists, practical centers, departments of psychology and pedagogy of higher educational institutions;
- work with the bank of diagnostic and correctional-development programs in regional methodological centers, etc.

The result of these and other types of work of the teacher is the process of reflection on the experience gained and, on its basis, the construction of a new experience.