What should teachers do during the extension. The teacher works on two rates? He will not teach children anything good

And who said that the child is offended?? What exactly does this mean? Why do you immediately offer to climb the barricades and make a fuss??? Well, if you complain to the RONO, a check will come, which in 99 cases out of 100 will not find any violations, because there are a huge number of different instructions and orders that seem ridiculous to you, and we work on them and, having ruffled the nerves of the teacher, the members of the commission You will be told that there are no violations on the part of the teacher. The test will go away, and your child will remain in the same class, with the same teacher. Teachers are also people and one must have an iron will, so that, realizing that he is right and he was pulled and tested in vain, not to recoup on the child. And I observed this more than once: the girl studied at 4 and 5, but she was a mathematician and stood a solid 4 in Russian. In the 10th grade, her mother decided that her daughter should have 5 in Russian, went to the teacher and demanded to put 5. The teacher explained that the child knows 4. The parent decided to take the simplest path - she complained to the education department. There were three commissions, they checked the work of the teacher, the administration, they arranged sections and checks in Russian (and for the whole class). Result: the commission confirmed that the child knows the subject at 4, that teaching was conducted in accordance with the state. standard. The girl left the school in the middle of the year, she was bullied by her classmates, who were fed up with checks and tests, and the teachers pretended that they did not notice it. And this is not the only case. In our parallel, the child of a very scandalous mother is studying (although she is still silent with us, apparently she hasn’t figured out why to scandalize), so we got a call from the former school and warned what kind of child was coming to us.

I want to say that you must be sure that the school has exhausted all means to resolve the conflict. Have you talked to the aftercare teacher about what worries you? You asked to pay attention to your child and give him more time when doing homework. tasks???
And yet, psychologists advise in such cases to play on pride, go to the teacher and say: “Could you check how my girl did the house. ". Perhaps this will give a better result than all your complaints.

One of the leading types of cognitive activity in the working conditions of an extended day group is self-training.

Self-training is one of the forms of organizing the educational process in an extended day group. These are compulsory daily classes, in which students independently perform educational tasks in a strictly allotted time under the guidance of a teacher-educator.

Self-training is not a lesson. Unlike the lesson, this form of education, despite the fact that it is organized not at home, but at school, contains self-educational principles and is characterized by independent learning activities of students.

In addition to the lesson in after-school groups, it becomes the second main form of education.

The purpose of self-training:

- to instill in students the skills of self-educational work, which are of great importance in everyday life. This takes into account the age of schoolchildren, their self-educational capabilities, the effectiveness of consolidating knowledge gained in the classroom, and exercises in their practical application.

Self-training tasks:

- expanding the boundaries of educational work;

- deepening the content of educational subjects;

- obtaining knowledge, skills and abilities available for independent assimilation;

- consolidation and repetition of the material studied in the lessons;

- exercise in the application of knowledge, skills and abilities for their lasting assimilation;

- development of interest in learning;

- acquisition of independent work skills by schoolchildren;

- formation of performing skills.

Leading forms of educational activity on self-training:

- collective activity;

- independent activity.

The teacher can vary the various forms of learning activities of students in the process of self-training: individual independent work, work in pairs and groups, etc., i.e. manage the forms of interaction, cooperation of students in the conditions of educational communication.

The organization of educational activities on self-study involves the regulation of communication between the teacher and students, between students, within the group, between the teacher and one student during consultation and in the course of the student’s independent work with the book, as well as the systematic work of the teacher to overcome difficulties of an objective and subjective nature, with faced by the student when doing homework independently.

These difficulties include:

- inability to master the methods of rational organization of independent work, to allocate one's time;

- negative attitude to learning activities, lack of interest in learning,

- misunderstanding of the goals, content of homework;

- general disorganization and lack of sufficient volitional qualities, as well as help and stimulation from adults (teachers).

Hygienic requirements for the organization of self-training:

- uniform and sufficient illumination of the entire room;

- regular movement of students from the less illuminated part of the class to the more illuminated during the week, month;

- cleanliness of window panes;

- the inadmissibility of darkening windows with curtains, flowers and closely growing trees;

- the use of translucent curtains on the windows in the spring to protect against direct sunlight;

- maintaining a normal temperature;

- regular ventilation of classrooms;

- use of school furniture in accordance with the age data of schoolchildren;

- the inadmissibility of the operation of broken furniture;

- wet cleaning of the premises before self-preparation;

- maintaining cleanliness and order in the classroom;

- observance of personal hygiene by schoolchildren;

- maintaining the correct posture in children during work;

- holding “physical education minutes”, a special attitude towards children with poor health;

- elimination of noise stimuli;

- providing children with long-term self-training breaks for unorganized rest.

Didactic requirements for self-training:

- self-training classes are held regularly, at the same time, have a certain duration;

- students complete assignments on their own.

- the check is carried out in stages (self-check, mutual check, check by the educator);

- an initial step-by-step assessment of the work performed is carried out (self-assessment, mutual assessment, assessment by the educator);

- planned individual work with low-performing students;

- the volume and nature of tasks are regulated with the help of mutual contacts between teachers and educators.

Educational requirements for self-training:

- refusal to apply any punitive measures;

- the use of various forms of approval, stimulating any manifestation of independence when doing homework;

- promoting diligent attitude of students to independent work;

- inadmissibility during self-preparation of edifying conversations with pupils, remarks that distract students from work, expression of coercion in a hidden form;

- clarification is carried out in extreme cases and to a limited extent;

- tolerant attitude towards students' mistakes during work;

- enticing students to do what they can to help their comrades, provided they complete their lessons.

The best combination of activities for students in extended day groups is their physical activity in the air before the start of self-training (walking, outdoor and sports games, socially useful work at the site of a general education institution, if it is provided for by the educational program). After self-training - participation in emotional events (classes in circles, games, attending entertainment events, preparing and holding amateur concerts, quizzes and other events).

After the end of training sessions in a general education institution, to restore the working capacity of students, before doing homework, a rest of at least two hours is organized. Most of this time is spent outdoors.

Preparing homework

Homework - this is a special activity of each student, who is in conditions other than in the classroom. The student independently continues what he did with other students in the class, and at the same time acquires such knowledge and skills that are necessary for further study under the guidance of a teacher. Without this knowledge, the educational process cannot continue.

Thus, homework is not only an important form of organizing learning, it is organically included in the learning process as its necessary link, representing an individual form of training sessions under the guidance of a teacher.

Independent work of students is the main activity in the preparation of homework. The task of preparing homework is to develop and develop in schoolchildren the skills of independence in educational and labor activities.

When students do homework (self-study), the following recommendations should be observed:

- preparation of lessons to be carried out in a fixed educational room equipped with furniture corresponding to the growth of students;

- start self-training at 15.00–16.00, since by this time there is a physiological rise in working capacity;

- limit the duration of doing homework so that the time spent on doing it does not exceed (in astronomical hours): in grades 2–3 - 1.5 hours, in grades 4–5 - 2 hours, in grades 6–8 - 2.5 hours, in grades 9-11 - up to 3.5 hours;

- provide, at the discretion of the students, the order in which homework is done, while recommending that they start with a subject of medium difficulty for this student;

- provide students with the opportunity to arrange arbitrary breaks at the end of a certain stage of work;

- conduct "physical culture minutes" lasting 1-2 minutes;

- provide students who have completed their homework before the whole group, the opportunity to start classes of interest (in the game room, library, etc.).

It is possible to single out the main stages in the structure of self-training:

a) organizing the start of self-training;

b) preparation for independent work and

independent work of children;

c) self-evaluation, mutual verification, evaluation of work;

d) checking the work of the educator;

e) summing up the results of the work.

1. Organizational moment

Time - 1-2 minutes.

2. Preparation for independent work and independent work of children

It doesn't take much time either. It turns out frontally whether everything is clear on homework. The content of the task is clearly voiced, a more rational sequence of its implementation is explained.

There is no general template in the sequence of doing homework in subjects. With the recommendation to start with the most difficult, everyone will choose their subject.

In the second and third grades, 1.5 academic hours are allotted for self-training, in the fourth and fifth grades - 2 academic hours. During this time, as a rule, children have time to complete the task in two or three subjects. Therefore, it is advisable to prepare lessons in the Russian language, mathematics in a group, i.e. written assignments. Reading and memorizing poems is desirable to be transferred to the home, because after completing complex written tasks, the child needs a long break, in addition, memorization and reading require greater isolation by the very nature of these activities. And they are more conducive to the contact of the child with the parents.

Also in the group there is a clock with a large dial, Arabic numerals, they are visible from every workplace. Children know that every 20 minutes there will be a five-minute break. If necessary, children can relax additionally. Physical education during the break, as a rule, are held in the corridor of the school. We play mobile games.

Not everyone has developed the necessary skills, tasks can be difficult. In some cases, the individual assistance of the educator is justified and necessary. However, the student should know that before asking for help, you need to carefully read the condition of the problem yourself and briefly write it down, draw a diagram, draw a picture, and then think about the solution, remember how it was done in the class, i.e. he must learn overcome difficulties on your own.

Working noise is quite acceptable in a group and does not interfere with the fruitful work of students. You should not demand perfect silence during self-preparation, naturally, that there should not be a loud conversation and even remarks from the teacher, so as not to distract the attention of all children. It is necessary to strictly monitor that parents also plan their time, without violating the regime of self-study, do not distract children while doing homework. Each child works independently, without interfering with his comrades.

Often children come to the group who do not have the skill of independent work, with gaps in knowledge. Therefore, the task of the educator in working with these students is to identify and eliminate gaps in their knowledge and to instill in them the skill of working in the system. This work is carried out according to an individual plan. In individual work, it is extremely important to take into account the characteristics of children of primary school age. When providing assistance, it is necessary to encourage each of them even for small successes, trying to convince that the student is able to overcome the difficulties that arise in learning and gradually, with persistent regular work, he will be able to learn no worse than others.

Students who quickly coped with the work and do well in subjects can be assistants for the educator. After receiving the approval of the elder, they diligently check the homework of younger or weaker students. This technique develops the cognitive abilities of students.

3. Self-assessment, peer review, performance appraisal

Before checking the work of children, they are given the opportunity to check it themselves, thereby the child learns to be attentive, organized.

In some cases, it is useful to organize mutual verification, which contributes to the education of responsibility, exactingness towards oneself and one's comrades, and develops the ability to evaluate work.

4. Summing up the work

A necessary stage of self-preparation is summing up the results of the work. Here it is necessary to evaluate the work of each student: who worked independently, who found it difficult, but they did it, be sure to evaluate the desire of the guys to help their comrades in explaining the topic, explaining the example, etc.

Thus, at each stage of self-training, it is important to constantly monitor the organization of the educational process, to think through the entire course of self-training, predicting the difficulties of children and ways to eliminate them. Speaking about the work of the extended day group, it should be noted that doing homework is the most important moment in organizing the children's regimen. During the self-training of children, it is necessary to create friendly relations in the team so that strong students, if necessary, help the weak, so that the one who completed the task does not interfere with those who are still working.

There are many methods. Each educator should be creative in organizing self-training. It is categorically impossible to copy a lesson and formally approach the organization of self-training, just as one must not forget that children are at school all day and this is a huge job for them. And in order to make self-training easier for students, it is necessary to constantly look for new ways and means of its implementation.

Reminder for self-training:

General instructions

Do your homework at the same time.

Prepare everything you need for class: notebooks, textbooks, pencil, ruler. Position them correctly on your desktop.

Look in your diary for your homework.

Keep the correct posture - the back should be straight, the legs should stand flat on the floor, do not lean close to the textbook.

Do the hard things first, then the easier ones.

If something does not work out, switch to another subject, then come back again, ask those who have already done it or the teacher.

Focus, don't get distracted. You should have time to do your homework in 1.5-2 hours.

Do the job clearly and accurately.

Every 10 minutes, let your eyes and fingers rest: open and close them several times, look around, etc., squeeze and unclench your fingers.

After 20 minutes, do a little exercise: get up, do some exercises, take a deep breath and exhale.

After completing all the tasks, look again at the diary, whether you have done everything for tomorrow, whether you are ready for all the lessons.

Pass the lessons and put the diary to the teacher. Time left - quietly go about your business without disturbing others.

Read the task carefully; If you do not understand the content, read again, think.

Repeat the task and its questions.

Think about what is known from the condition of the problem, and what needs to be found.

Think about what you need to know first, what then, in order to answer the questions of the task.

Think about how you plan to solve the problem.

Check the solution, answer.

Read the sentence to understand and remember it.

Repeat the sentence without looking at the text to see if you remember it

Highlight the spelling in the written text.

Read the sentence the way it is spelled.

Repeat the sentence without looking at the text, spelling.

Write, dictating to yourself, speaking spelling.

Check what is written: read what you wrote, marking the syllables; underline the spelling in the written; check each spelling with the original text.

Start preparing your lessons by working on a poem.

Quietly read the poem aloud; remember that you are reading a poem in order to remember; find out all unfamiliar words and expressions.

Read the poem aloud; when reading, try to catch the melody, the rhythm of the poem.

Read the poem a third time, loudly and expressively.

After 2 minutes, try to repeat the poem aloud from memory 2-3 times, looking into the text if necessary; try to imagine the event or mood described in the poem;

After 2–3 hours, repeat the poem 2–3 times without looking into the text;

Before going to bed, repeat the poem again.

On the morning of the next day, first read, and then recite the poem from memory.

When choosing a school where a future first-grader is planned to study, busy parents may inquire about the existence and activities of a special service - an extended day group. Many children like to visit the afterschool, where they communicate with friends and spend time usefully. The guys continue to go to it throughout the entire period of elementary school, and not only because they are left without adult control in the afternoon.

Organizational aspects

1. After-school group(GPA) is completed by the beginning of the academic year from among the students of the educational institution. Parents write an application with a request to enroll their son (daughter) in an aftercare program. The document must indicate how the child will get home every day after the group closes (leave the school on their own or be picked up by adults).
2. The number of students in the GPA is determined based on the territorial capabilities of the school and its occupancy. Usually it is 25 people. The children are mostly elementary school students.
3. An educator with a professional pedagogical education is engaged with children. He checks and helps with homework. The teacher maintains a close relationship with the class teacher of the student, his subject teachers. In order to, if necessary, report on unforeseen circumstances that have occurred with the child. Clarify the nuances of doing homework, get advice. The GPA educator is responsible for the child's compliance with safety regulations on the playground, in the dining room. Maintains the necessary documentation, control over attendance. The work takes into account the age characteristics of schoolchildren.
4. The activities of the GPA are provided for by law and are spelled out in the regulations of the educational institution. At a meeting of the Governing Council and the school-wide parent committee of the school, current topical issues are resolved (about the amount of additional payment for hot meals for children, exempting some categories of citizens from payment, organizing sleep for first-graders in the afternoon).

GPA daily routine

The school administration, in accordance with the recommendations of the sanitary and hygienic services, establishes a daily routine for children attending an extended day group. The main regime points are:
- Meeting. The teacher collects the children from the GPA after the end of all lessons.
- Lunch according to the established norms.
- Walk for at least 2 hours.
- Self-training after 15 hours. For 1st grade students - 1 astronomical hour; 2-3 classes - 1.5 hours; Grades 4-5 - 2 hours in total. The advantage of after-school classes is the child's ability to spontaneously take breaks under the supervision of a teacher.
- Afternoon.
– Hobby classes (sculpting, application, drawing, board games), attending additional education circles, sports sections.

Each family independently decides whether the child will visit the GPA: whether the working conditions of the group suit her, whether the student will be able to prepare lessons in a team, and not at home. It will not be superfluous to listen to the reviews of other parents whose children attended the aftercare. By identifying the child and observing him, you can draw the right conclusions.

Good afternoon! The situation is this: the child went to grade 1, he started going to the after-school this week. Lessons began to be asked from the second day, I know that it’s not supposed to be given to first-graders for two weeks, but you won’t argue with the teacher. Our school has a bias, they ask a lot. While I was on vacation, we did homework with him, it took about two hours. I inspired him, if you go to an after-school, be sure to do your homework there so that the evening is free, you can take a walk. If you don't understand something, ask your teacher. I pick him up yesterday, he practically did nothing. I wrote a couple of lines in copybooks and that's all, but they asked four pages of some copybooks, plus mathematics and reading. I ask what's wrong, why didn't I do it. He says I played. The teacher told them that whoever wants to sit down and do homework, whoever does not want to play. So he decided to play, but did not have time to do the lessons. I heard that in many schools they do not force you to do homework. She told us that she did not have time to study individually. But you can somehow organize work with homework so that everyone sits down and does it. Today we have a meeting, I know that the teacher will answer my questions that she cannot force children to do their homework. But if she said, so we all sit down now and do the task, then mine would sit down and do it. How can I argue and what to say today, tell me. Is it her responsibility to do and check homework. How can I find out all this with her, while not wanting to spoil the relationship with her. The problem is not with us alone in the class, some parents come home only at 8. And just like we sat until 10 yesterday, we did these lessons with scandals, he already sits, he doesn’t understand anything, it’s time to sleep. In general, I really look forward to your advice, maybe someone had a similar situation.

It's good in its own way that they are not pressured. And that he plays with peers with pleasure. The task of adaptation in the team of first-graders is no less important, in my opinion, than the ability to read / write. In addition, homework is given precisely to develop skills for independent work, it seems to me.

If I were you, I would put pressure on my son's consciousness. Everyone would encourage self-study. I would promise some thread of interesting entertainment, in the evening freed from lessons.

I press as hard as I can, which is called both a stick and a carrot. Yesterday we passed walking friends in the yard to do homework. There is time to play with the guys at school, they played until lunch, then went for a walk. He spends most of his time at school, at home we have to do homework all evening. In addition, in the evening he is very tired, his attention is distracted, it is difficult to concentrate, everything is much harder for him, compared to how we did these lessons during the day. Still, it seems to me that on the after-school they should allocate time for lessons and seat all the children to do the task, help them, check. Another thing is if the teacher does not want to strain. So the question is how to negotiate with the teacher if she answers that she should not do this.

In your situation, I would give my son a mobile phone with me and send a message saying "TIME". Or a wristwatch and the time "U" discussed. And gradually, of course, not immediately, but I would have achieved results, it seems to me. I also have a first-grader son, I'm at home with him for now, but I plan to go to work. Maybe I still see everything in very pink colors.
I wouldn't talk to a teacher. Just because the task of developing independence and responsibility seems to me more important than the completion of the lessons themselves.

Cell phones are not allowed to be brought to school. Still, it seems to me that the teacher should say the time, they have a different number of lessons every day, extra classes, then lunch, a walk. I just see a good excuse from the teachers appeared, I have no right to force. I don’t need to force mine, and I don’t ask to sit next to him individually, if the teacher said, so now is the time for lessons, we sit down and do our homework. And not so that someone is doing homework, and someone is playing, and it seems to me that while distracting those involved. Another question is that he won’t be able to do everything this hour or will do it wrong, at home it’s already easier to redo it than to do the entire volume. And the child will get used to it and will consider it necessary to do homework on an after-school. I remember when we were studying because it was like that. They told us: we sit down, take out mathematics and do it, we did it - they came up and showed the teacher, she checked, we do the next subject. And everyone was happy, and the children did not need anything in the evening, and the parents were calm. I inspire my own as best I can, but I also want to count on the help of a teacher.

No offense, but I have a feeling that you are trying to shift the responsibility for your son's studies to the teacher.

We started the same way: in the evening we did it, our daughter played on the after-school.

Nothing, over time I learned that it’s better to free the evening for myself.

I'll tell you more: there was a period when a teacher "with principles" temporarily taught them an after-school program and forced everyone to do it, and checked it forcibly. That was horror! Suppose a child misunderstood something, wanted to clarify with me / dad, and then do it. No, the teacher insists... But she can't explain it in a different way than in the classroom. It's good that this coercion quickly ended.

We have an after-school program just like you: after lunch, walks and circles, an hour is allocated for lessons / games. Each student decides how he will spend this hour.

This is how you develop the ability to be responsible for your actions, IMHO.

Of course, tired in the evening.
I would suggest not to do it at all in this situation, or do it as it will.
And I would emphasize that during the day it would come out faster and better.

The teacher really shouldn't force them to do the lessons. she must ensure that the time is organized in such a way that students have time to prepare homework. And whether they do or not is not her concern.

Well, we can talk. But, I won’t be surprised if the teacher is not obliged to provide homework, but should only provide an opportunity.
You can probably only demand that the players do not interfere with those involved.
The rest is just negotiable.

All the same, I consider it right to influence the son directly.

Yes, I was not offended in any way, I am not trying to shift responsibility to the teacher, but I am counting on her help. Maybe she, of course, does the best, accustoms to independence and choice. But after one day of prolongation, I panicked, just quit your job and sit with him. But my opinion is still that the child should do pre-school on an after-school, as we studied before, it seems to me that it’s more correct when everyone sits down and does an hour. At least he can, I do not ask the teacher to help him. Enough, just what she would say, we do our homework together. My colleague, on the contrary, forbade her daughter to do it, because it’s hard for her there, everyone around is running around playing and she can’t concentrate. Let them then draw something there this hour. But they knew that there is a daily routine and there is an hour of classes. In general, time will tell where we end up.

In the first grade - not you, but your son Lessons - his task and his responsibility. The less you initially bother with the lessons, the easier it will be in the future.

And, this is... 1st grade is very exciting, especially for mom. Honestly, do not waste your nerves because of one day, it will come in handy again. I don’t scare, but yq-god, there are still enough problems to get ahead, compared to the unfinished / unfinished lessons on the after-school.
He is getting used to it, it is difficult yet ... to get used to it.