The teacher teaches. School teacher. Diary of mutual attendance of classes

We prepare responsible formed specialists who:

• have the skills of empathy at the highest level (analysis of the child's behavior);
• understand the features of child psychology;
• mastered the aspects of pedagogical tact, mastered the culture of communication.

Another question is that to get an education at the capital level in the specialty of a teacher lower grades not all Muscovites have the opportunity (what can we say about non-residents, foreigners). This is where a new training format comes to the rescue - the distance learning mode.

Specialty "Teacher of preschool education"

At our university, you can learn remotely not only the most sought-after profession of a primary school teacher. We offer students another promising direction - pedagogical education for working with preschoolers.

This specialty ("Teacher preschool education”) is available on the terms of distance learning:

• training programs comply with the requirements of legal/by-laws;
• graduates of all forms receive the same diploma (Moscow, state standard, corresponding to the standards / requirements of the international market).

What exams will you need to take?

The conditions for admission from the choice of the form of study do not change. Applicants who want to get a profession in demand fill out a single application template indicating USE results in three subjects:

• Russian language;
• mathematics;
• biology.

Admission to the Faculty of Education is carried out with the sufficiency of the total score in the listed disciplines.

The relevance of education in the most modern form of education

Platform remote vocational training(MegaCampus) implemented in 2006. For 10+ years of its work, we state that interest in this format is growing, for which there are many reasons:

• distance learning allows you to combine work, study, life, research;
• higher pedagogical education with distance learning is a convenient, often the only affordable way to get a Moscow diploma for a foreigner, nonresident students;
• learning online is comfortable: all materials are at hand, as questions arise, you can get advice, there is no tedious schedule / mode of attending classes.

Every year, our distance learning resources involve more than 30,000 people. The opinions of the participants are unequivocal: the remote format is the future vocational education without restrictions (temporal, geographical). Plus, the cost of online education is much lower.

How much to study as a teacher in a remote form

The program of the university was developed by the strongest specialists in the pedagogy industry. We have built a system for training future teachers in such a way as to fully comply with the requirements of the State Standard and optimize the workload for students, ensuring complete immersion in practice, research, and profession. The term of distance learning for the specialties of a teacher of elementary, preschool classes at a bachelor's degree is 4 years 6 months.

What does a student need for distance learning

The rules for a remote form are the same as for any other form. Everyone can reduce the time of study - it all depends on the interest shown, achievements in the labor field, and interest. These moments determine the success of training. Of the other conditions for remote study in Moscow, it should be noted:

• technical factors: computer + Internet (standard speed, optimal - from 20–70 Mbps);
• a software resource (online courses are available via skype connection), a Youtube account, it is useful for active students to install popular communicators;
• the right attitude: taking into account specific conditions (family, work, habits), you should draw up a schedule of classes in advance.

Distance learning gives freedom of action, solves the problem of binding to a given mode of life, but requires self-discipline, responsible approach, self-control.

Where and by whom to work after graduation from the university

The demand for teachers in the Russian Federation is huge, their employment is not limited to activities in city schools and kindergartens. Our graduates work as tutors, educators, defectologists, methodologists, social teachers.

Many give preference to their own business - they organize privileged children's educational institutions, and are engaged in private practice. Growth prospects are present: leadership positions in the field of education (including at the level public services and ministries) is enough.

Have you noticed that teachers working in higher educational institutions, are offended if they hear the word “teacher” addressed to them? A person who is far from the educational system often does not understand what is the difference between a teacher and a lecturer? But we hasten to assure you that these concepts, although similar, are not identical. What is the difference between a teacher and a teacher and what are the differences in their professional duties, we will describe below.

What is a teacher?

For many, these are synonymous words, as they are used to identify educational workers. But if you look deeper into their essence, the difference becomes obvious. Teacher and lecturer are different positions in educational institutions of different levels. These specialists are subject to various professional requirements, including a different level of training. But first, let's find out the meaning of the most general concept- "teacher".

The word "teacher" came into our language from ancient Greek and literally translates as "leading the boy." The fact is that in Ancient Hellas a slave was called a teacher, who “led”, taught and accompanied boys through life from the age of 6.

Modern pedagogy is the science of educating and educating a person.

Accordingly, a teacher today is a person who has an appropriate pedagogical education and possesses the skills necessary to implement professional activity for the upbringing, training and education of others.

Also a teacher, according to encyclopedic dictionary, is a person who is engaged in the scientific study of problems pedagogical theory and practices.

As you can see, "teacher" is a collective meaning applied to all workers in the educational field.

Now let's look at the difference between a teacher and a teacher.

Definition of "teacher"

A teacher is a specialist who has graduated from a pedagogical university and has begun to perform professional duties in educational institutions of primary, basic general and secondary general education.

The teacher is engaged in the education and training of the younger generation. This is a responsible profession, to the representatives of which society imposes huge demands. This is due to the fact that the teacher is a role model, a person who significantly influences the process of socialization and the formation of the child's personality. V.A. Sukhomlinsky put it this way about this profession:

The teacher is the sculptor of human souls.

Many believe that teaching is not a profession, but a vocation. After all, not every graduate of a pedagogical university is able to sleep truly as a "Teacher" with capital letter.

Job Responsibilities

The main functional duties of the teacher are the following provisions:

• In work, he reports directly to the director of the educational institution and his deputies.
• Pedagogical activity is carried out in accordance with the basic laws of the state.
• The teacher teaches and educates children in accordance with state educational standards.
• The duties also include promoting the socialization of pupils, a positive impact on the formation of their personality, the formation of a common culture and universal values ​​in children.
• The teacher must create conditions to ensure the safety of students during the UVP.

Definition of "teacher"

A teacher is a person who has a higher pedagogical education, often scientific degree and teaches subjects in secondary specialized or higher educational institutions.

The essence of the teacher's work

In their professional activities, teachers deal with an older contingent of students. Therefore, the duties of such a specialist do not include teaching the subject as such. His job is to teach, present material to students. According to developmental psychology, a feature of adolescence is the prefix "self-" to the verbs - self-learning, self-development, self-education. Therefore, most of the knowledge that such a specialist presents in his classes, students must learn on their own.

In addition to teaching, the duties of a teacher, in accordance with the Federal Law "On Higher and Postgraduate Professional Education", include the mandatory implementation scientific activity and involvement of students. This is another feature that distinguishes a teacher from a teacher. Scientific activities include:

• conducting lectures, practical and seminar classes;
• development curricula;
• drafting teaching aids and guidelines;
• conducting scientific research;
• participation in scientific and scientific-practical conferences, seminars, etc.

In fairness, it should be noted that teachers are often involved in scientific activities. Especially today, when new educational standards have come into force, requiring children to be introduced to independence and partially search activity from an early age.

It is not uncommon to meet a university teacher at school. Due to low wages, teachers often combine work in different educational institutions. But it is worth remembering that when coming to school, the teacher must take into account the methods, techniques and technologies of teaching and education that are typical for school teachers. Since the specific general education schools and their students, differs significantly from secondary specialized and higher educational institutions.

Conclusion

So what is the difference between a teacher and a teacher? The teacher and the teacher are teachers working in educational institutions of different levels. However, there is a significant difference between them. The peculiarity of the teacher is that he teaches, "drills", educates. Teacher - teaches his subject, shares knowledge with students, while doing scientific work. Everything is pretty simple.

We hope you got an answer to the question “What is the difference between a teacher and a teacher”.

Program

"School of a novice teacher"

Analytical justification of the program

Any person starting his professional path experiences difficulties, problems due to lack of necessary experience. The formation of a teacher is more difficult, more difficult than for representatives of another profession, because pedagogical education does not guarantee success for a novice teacher. Teaching is not a profession, it's a way of life. The modern rhythm of life requires from the teacher continuous professional growth, creative attitude to work, dedication. Of course, a real teacher has professional pedagogical skills and abilities, owns innovative technologies training and education. Highly important role play personal qualities teacher: pedagogical position, attitude to life, colleagues, children and people in general. All these professional skills and character traits are, of course, primarily inherent in a teacher with many years of experience. But what about a novice teacher who has just graduated from the university, or who does not have a pedagogical education at all?

At the beginning of his professional career, a young teacher faces certain difficulties. The inability to accurately calculate the time in the lesson, to logically build a sequence of stages of the lesson, difficulties in explaining the material, lack of mutual understanding with children and colleagues, difficulties in recruiting children into associations - this is not a complete list of adversities that await a novice teacher. Often beginner teachers experience a feeling of insecurity in their actions, as a result of which problems arise. According to psychologists, 87% of novice teachers put in the first place precisely the lack of teaching skills, communication with children.

A novice teacher should get comfortable in a new team, establish the right relationship with children, be able to speak competently and emotionally in the classroom, try to interest children in their subject. That is, in short, learning to teach. He needs to develop his individual style communication with children, colleagues and administration of the institution. For the teacher, this is a new personal situation - responsibility for the quality of their work, the result expected by teachers, students, parents. A novice specialist needs constant friendly help. It would be easier for novice teachers to start their pedagogical activity if the older generation of teachers sought to pass on their experience to them, and at the same time they would be ready to accept it.

Purpose of the program: scientific and methodological support for the activities of beginner teachers, improving their professional skills, revealing individual pedagogical abilities, shaping the need for constant self-development and self-improvement

Tasks:

- plan methodological work in a differentiated and purposeful manner based on the identified potentialities of a novice teacher;

- raise professional level the teacher, taking into account his needs, difficulties, achievements;

- develop the creative potential of novice teachers, motivate their participation in innovative activities; trace the dynamics of the development of the professional activity of each teacher;

- to increase the productivity of the teacher and the effectiveness of the educational process in an educational institution;

- create conditions to meet the needs of self-education of novice teachers.

Program Implementation Mechanism

The "School of a novice teacher" is a permanent form of improving the methodological literacy of a novice teacher: propaedeutic adaptation work, monitoring studies, accompaniment of a novice teacher ; organization of professional communication, orientation of teachers who do not have secondary specialized education to receive higher education. The program will be implemented by organizing various forms methodological work: seminars, trainings, consultations, questionnaires, self-education, etc. Building effective interaction of all subjects educational process needs to be done in four directions:

First direction: monitoring "Theoretical knowledge and professional skills of a teacher" - tracking 3 times during the year (at the beginning, middle and end) the results of the teacher's activities in the following areas: knowledge of the subject, the ability to analyze, knowledge of teaching methods, knowledge of child developmental psychology , knowledge of the psychology of children's communication, the psychology of creativity, the ability to use various forms of organization cognitive activity students, updating the methodological equipment of the lesson. The results of the survey help to identify what problems have arisen in the process of work, what successes the teacher has achieved, what methodological assistance he needs to prove. On the basis of these results, a plan of self-education is drawn up, the study of the main directions of its activity.

Second direction: adaptation- familiarization of the teacher with teaching materials in the direction of activity, the library, classrooms, the specifics of recruiting children into associations, plans for educational, methodological, educational work, documentation, basic requirements for its maintenance, the basics of scheduling classes. The main thing at this stage is to help the teacher understand all the intricacies of communication between members of the teaching staff and students, work with documentation.

The third direction: mentoring accompaniment of a novice teacher: starting from the director and deputies, ending with a teacher-colleague; a well-planned mentoring system, the development of self-confidence, the ability to organize a group and keep children in the association. After all, it is not enough to be talented and educated. If there are no wise mentors nearby, then a valuable specialist will never turn out of a novice teacher. The main thing at this stage is to help the teacher understand all the intricacies of the teaching profession. We consider the work of teachers-mentors as one of the most responsible social assignments. They are experienced, creative teachers. They make up individual plan work with a novice teacher.

Fourth direction: professional development a methodologist or curator should act as a tutor of mentors, who will always tell you how to properly plan work with a teacher, choose the forms of work. The teaching profession is complex, it requires a vocation, which is helped by the experienced teaching staff of the institution. In the professional development of a novice teacher, there is a presence of pedagogical abilities. They consist of the following components:

Didactic - the art of transferring knowledge in an accessible form;

Constructive - when the teacher does not use ready-made recipes, but creates them himself for each specific situation;

Expressive - the ability to appropriately include humor, benevolent irony, a joke in your explanation;

Communicative - the right approach to students in the process of education and upbringing;

The ability to distribute attention - a wide view of attention, the ability to easily switch from one object to another as needed;

Acting - the ability, depending on the situation and educational tasks, to be kind, sometimes strict, sometimes calm, but always objective, fair;

The ability to control all your words, deeds, actions, mood.

It should be noted that all components of pedagogical abilities are closely interconnected, complement and presuppose each other. The absence of one or more can be compensated by the active development of other components. Considerable attention is paid to such a form of individual methodological work as consultations. Beginning teachers will receive specific advice on difficult issues, sample developments different types lessons, recommendations. An inexperienced teacher receives help not only from a mentor, but also from a supervisor methodical association, deputy director, psychologist, experienced teachers.

Program implementation

First stage. Preparatory (September-October)

Target: Creation of a methodological base for the implementation of the program: recommendations, training and diagnostic materials.

- formation of a list of novice teachers (Appendix 1)

- development of a work plan for the "School of a novice teacher" (Appendix 2)

- input diagnostics, with self-diagnosis (appendix 6)

- appointment of mentors, drawing up an individual work plan with a novice teacher.

- organizational matters. Acquaintance with the institution, traditions, internal labor regulations creation of regulatory documents for the implementation of the program; position, order;

Development of monitoring the implementation of the program: input diagnostics, diagnostics of the teacher's professional readiness: activities, skills, knowledge, correction; success assessment academic work teacher

Development of program and methodological, information support: programs, recommendations, memos for a novice teacher, mentor;

- methodological assistance in the development of an educational program

- methodological assistance in the preparation of calendar-thematic planning.

Providing methodological assistance in the development of lesson plans.

Expected Result:

- Determination of methodological difficulties in novice teachers.

- Creation of a methodological base for project implementation

- Development of software, methodological, information support

Second stage. Practical (November-February)

Target: Implementation of the program into practice

Information and methodological support for beginning teachers: consultations, recommendations, study;

Monitoring tracking of the dynamics of changes;

Requirements for a modern occupation;

Open classes of experienced teachers, where you can specifically see, learn how to use such areas Diary of Mutual Visits (Appendix 3)

- main stages of the lesson

Classification of methods, techniques used in the educational process;

Didactic, psychological, hygienic, educational requirements;

Definition of educational goal;

Implementation of didactic principles of teaching;

The choice of rational methods, techniques, methods;

Interactive forms and teaching methods;

Non-traditional, integrated classes using computer technology;

Intermediate diagnostics (class attendance)

- individual approach to teaching gifted children;

This will help the teacher rationally choose the type of lesson, its structure, correctly determine tasks, goals (educational, educational, developmental), rational teaching methods, combine different forms of collective and individual work, get acquainted with modern educational technologies, interactive methods.

Expected results:

1. Increase professional competence teachers:

2. Improving the effectiveness of training, maintaining and increasing the contingent of students;

3. Empowerment for creative development the personality of the child, the realization of his potential;

4. Inclusion of each novice teacher in a creative search through participation in the work of the SNP

Third stage. Analytical (March-May)

Target: Analysis, evaluation, development perspective of the teacher.

Monitoring the mutual impact of the growth in the level of professional competence of novice teachers and changes in the effectiveness of the educational process in their associations;

Self-analysis of the lesson.

- organization of individual work with students.

Formation of unified approaches to assessing students' knowledge;

Non-traditional, integrated classes using computer technology interactive forms and teaching methods

Making a "Portfolio of a novice teacher"

Final diagnosis. Self-diagnosis (Appendix 8)

Every novice teacher from the first days of his pedagogical activity with his mentor is preparing a "Portfolio of a novice teacher" (4). This folder is a “desk book”, which contains the most necessary tips, recommendations and materials needed in becoming a teacher.

The Portfolio is collected as it accumulates:

Section 1. General information about the teacher "

- Surname, name, patronymic of the teacher,

- home address,

- Place of Birth,

- Date of Birth,

- education information,

- professional activity,

- training

Section 2Regulations

Diploma of vocational education;

Employment history;

Certification sheet or order on assignment of a category;

Certificates of advanced training courses.

Section 3. Results of pedagogical activity”

Children's achievements

- Achievements of the teacher (Diplomas, diplomas, letters of thanks, certificates of participants, etc.)

Section 4. Scientific and methodological activities:

Messages and reports at conferences, seminars, MO

Participation in innovative and research work of students (individual plan for working with children, materials for working with gifted children)

List of literature on the topic of self-education

Publications and articles in scientific and methodological journals, on websites

Lesson development

Master classes.

Section 6. “Reviews”

- Reviews of children and parents.

Section 2. “Self-analysis of pedagogical activity”

Program expertise materials

Monitoring progress and quality of education (graphs, charts)

Monitoring the achievements of students (map of creative growth)

Analysis of pedagogical activity, diagnostics of the teacher's work

Questionnaires and tests of students, parents

Portfolio is constantly updated necessary materials. Gradually, it becomes the "center of self-education" of the teacher.

Expected Result: obtaining an objective assessment of the activities of novice teachers, determining effective forms of methodological assistance.

Methodological support of the program

- Program "School of a novice teacher"

- The plan of work of mentors with novice teachers

- Memo for a novice teacher (Appendix 5)

- Memo for the mentor of a novice teacher (Appendix 7)

Expected results of the program implementation

The implementation of the program will contribute :

Adaptation of novice teachers in the institution;

Activation of practical, individual, independent teaching skills;

Improving the professional competence of teachers in matters of pedagogy and psychology;

Ensuring continuous improvement of the quality of teaching;

Improving the methods of work for the development of creative and independent activities of students;

The use of new pedagogical technologies in the work of novice teachers;

Literature:

1. Leader's Handbook educational institution- the topic of the article "Adaptation of a novice teacher" (No. 5, 2010, p. 54);

2. Methodist - topic "Adaptation of young professionals in institutions additional education(No. 5, 2010, p. 41);

3. Methodist - topic "Case technology in working with young professionals" (No. 5, 2010, p. 51);

4. National project "Education" - the topic "On the implementation of the program "School of a novice teacher as a way to optimize the process of entering the profession" (No. 3, 2010, p. 17);

5. Innovations in education - the theme "Features of the development of integrative trends in Russian special education (Integrative, inclusive education)" (№ 8, 2010, p. 4);

6. Pedagogy - the topic "Ethical and pedagogical approach to the formation of value orientations of the future teacher and the principles of its implementation" (No. 6, 2010, p. 15);

7. Public education - the theme "Is there legal status from a young specialist?" (No. 2, 2010, p. 132);

8. Principal of the school - the theme "He flew away and did not promise to return ..." (№ 8, 2010, p. 4);

9. Primary school + before and after - "On the preparation of the future teacher for the spiritual and moral education of the individual" (No. 9, 2010, p. 10

10. Social Psychology. – M.: Andreeva G. M. Aspect Press, 1999. - 375 p.

11. Body language. – M.: Piz BUT. Eksmo, 2005. - 272 p.

12. School of a novice teacher: Methodical recommendations. Vorobieva N.I., Tsintsar A.L.

Annex 2

The work plan of the "School of a novice teacher"

		Forms, methods of conducting		responsible
Organization of education at the School	Legal framework: law on education, regulation on the institution of additional education for children, the concept of the development of the institution; Inner order rules.		September	Administration
	Dedication to teachers	Solemn event		head of the school for a novice teacher, cult mass department
Organization of the educational process	The structure of educational programs of additional education; Calendar-thematic planning; Criteria for evaluating the educational, educational achievements of children; Records management	Practical lesson	September	Administration, head of the school for a novice teacher, mentors
Learning process	Principles and rules of training; Forms of organization of the educational process;	Theoretical seminar
Cognitive activity of students	Psychological features of the cognitive activity of students; Ways of formation of cognitive interests; Motives for learning;	Seminar-training		head of the school for a novice teacher, experienced teachers
Teaching methods	Lesson 1. The essence and functions of teaching methods; Classification of teaching methods;	workshops		teachers-mentors, leaders of the MO
	Lesson 2. Different ways of learning; Practical teaching methods;
	Lesson 3. Logical teaching methods. Methods of control of students' knowledge.
	Lesson 4. Game teaching methods. Methods of self-management of the educational process.
Forms of study	Lesson 1. Occupation is the main form of organization of the educational process of the occupation function. Objectives of the lesson. Class types. Requirements for the modern occupation.	Theoretical seminar, practical lesson		teacher mentors, head of the school for novice teachers
	Lesson 2. Designing a lesson according to goals, didactic tasks, according to the content of the program material; Choice of teaching methods.	Open classes for beginner teachers, discussion
	Lesson 3. Open lesson - features of preparation and conduct; Analysis and self-analysis of the lesson.	Practical lesson		head of the school for novice teachers administration, leaders MO,
	Lesson 4. Different forms of education: excursions, seminars, electives, elective courses… Analysis of their implementation; Goals and objectives of the forms of education	Workshop
educational process	Forms and types of educational activities; Methods of education of schoolchildren; -national character of education; Criteria of upbringing of the personality; Features of oriented education and upbringing of children.	Problem seminar
The role of the teacher in the educational process	The personality of the teacher-creator; Requirements for a teacher Self-education and self-education of the teacher; The role of the teacher's personality in the modern educational process.	Conference		head of the school for a novice teacher, teachers
Summarizing	A kaleidoscope of pedagogical discoveries of novice teachers "Let's get to know each other, young colleague!"	Kaleidoscope of finds		head of the school for a novice teacher, mentors cult-mass department
	Competitive entertainment program for novice teachers "Our Hope".	competition

Application No. 3

Seven golden rules for the teacher

1. You must love what you do and go forward step by step (I. Pavlov)

2. You cannot pretend to be an intellectual (D. Likhachev)

3. Politeness is brought up only by politeness (W. James)

4. "Magic Ten": Count to ten before unleashing your anger. And he will seem disgusting to you. (V. James)

5. A wise man looks for everything in himself, and a fool looks for everything in another person (Confucius).

6. No big victory is possible without a small victory over oneself (L. Leonov)

7. The first steps are always the most difficult (R. Tagore)

Commandments for a novice teacher

1. Immerse yourself in your work and then nothing will prevent you from working productively.

2. Be friendly and you will be brave.

3. Don't be presumptuous and you can become a leader.

4. Know how to demand and forgive.

5. Believe in unique abilities every child.

6. Be competent and be confident.

7. Believe that every child can be taught, it just takes time.

8. Make learning fun.

9. Be not a leader for the child, but a rival, then he will be able to surpass you.

Reminder for a novice teacher

1. Prepare carefully for classes. Be sure to use the lesson plan and stick to all of its points. Take it as a rule: the presence lesson plan is your license to practice.

2. Going to class, you must know in detail where you came, why, what you will do, whether it will be effective.

3. Come to the office before class starts to prepare everything you need for the class.

4. Try to show the beauty and attractiveness of the organized beginning of the lesson, strive to ensure that each time it takes less and less time.

5. Lead the lesson so that each child is constantly busy with work. Remember: pauses, procrastination, inactivity are the enemies of discipline.

6. Get the kids involved interesting content material, creation problem situations, brainstorming. Control the pace of the lesson, help the weak to believe in themselves. Keep an eye on the whole group. Pay special attention to those with unstable attention. Prevent attempts to disrupt work order.

7. More often make requests, questions to those students who are distracted in the classroom, are engaged in extraneous matters.

8. At the end of the session, give overall score group work and individual children. Let the children feel satisfaction from the results of their work. Try to notice the positive in the work of undisciplined students, but do not do it often and undeservedly, for little effort.

Application No. 4

Diary of mutual attendance of classes

		direction			visiting	Topic of the lesson	Purpose, tasks	Conclusions of the proposal

You are a very close person to your student. Try to keep it always open for you. Become his friend and mentor.

Do not be afraid to admit your ignorance of any issue. Be with them in their search.

Try to instill in the child faith in yourself, in his success. Then many peaks will become surmountable for him.

Don't demand "perfect discipline" in class. Don't be authoritarian. Remember, an activity is a part of a child's life. It should not be shackled and pinched. Form in him an open, enthusiastic, uninhibited personality, able to create, comprehensively developed.

Strive to ensure that your classes do not become stereotyped, carried out "according to a stencil". Let discoveries be made in the classroom, truths be born, peaks be conquered, searches continue.

Each meeting with a teacher for parents should be useful and productive. Each meeting is to equip them with new knowledge from the field of pedagogy, psychology, the learning process.

Enter the office with a smile. When meeting, look into everyone's eyes, find out his mood and support if he is sad.

Bring good energy to children and always remember that "a child is not a vessel that needs to be filled, but a torch that needs to be lit."

Be on the lookout for opportunities to find a way to overcome the failure that has befallen.

Remember, each of your activities should be a small, but a step forward, to the recognition of the new, the unknown.

The child must always overcome difficulties in learning. For it is only in difficulties that the abilities necessary to overcome them develop. Be able to define the "bar" of difficulty. It should not be too high or too low.

Teach your students to work. Don't look for the easy way in learning. But remember how important it is to support, encourage, to be there in a difficult situation. Feel where your shoulder, your knowledge, your experience are needed.

If you think of two points, which one to choose, - do not hesitate, put the highest. Believe in the child. Give him wings. Give him hope.

Do not hide your good feelings from your children, but remember: among them there should never be a special place for "favorites". Try to see in each child what is destined for him, open it to him and dispel in him that hidden thing that he does not even suspect.

Remember that the child should be interested in the lesson. Only when it is interesting, the child becomes attentive.

In communicating with the parents of your students, remember that their children are the most precious thing in life. Be smart and tactful. Find the right words. Try not to offend or humiliate their dignity.

Don't be afraid to apologize if you're wrong. Your authority in the eyes of students will only increase. Be patient with their mistakes too.

Live with children full life. Rejoice and grieve with them. Get involved and be surprised. Joke and instruct. Learn to be impatient with lies and violence. Teach justice, perseverance, truthfulness.

Do not educate the overconfident - they will be shunned; too modest - they will not be respected; too talkative - they will not pay attention; too silent - they will not be considered; too harsh - they will be brushed aside; too kind - they will be trampled.

Application No. 6

Reminder for novice teacher mentor

1. Together with a novice teacher, develop and deeply analyze educational programs and explanatory notes to them.

2. Help create a thematic plan by drawing Special attention on the selection of material for systematic repetition, practical and laboratory work, excursions.

3. Assist in preparation for classes, especially for the first, for the first meeting with students. The most difficult topics are best developed together. In your group, try to study the material 2-3 lessons ahead of time, in order to give the novice teacher the opportunity to reveal the most complex topics.

4. Try to prepare and select didactic material, visual aids together.

5. Attend classes for a novice teacher with subsequent thorough analysis, invite him to your classes, and discuss them together.

6. Help in the selection of methodological literature for self-education and in its organization.

7. Share experience without edification, but by kindly showing samples of work.

8. Help in a timely manner, patiently, persistently. Never forget to celebrate the positive in your work.

9. Teach not to copy, not to rely on ready-made developments, but to develop your own pedagogical style.

Appendix 7

incoming monitoring.

QUESTIONNAIRE

professional readiness of the teacher

1. Understanding children's conditions and the ability to motivate children.

2. The speed of pedagogical reaction and the ability to impromptu.

3. Positive charge, wit, humor.

4. The ability to find contact with children, colleagues, parents.

5. Skill before entrance to the institution throw off the burden of problems.

6. Tolerance is the ability acquired and developed in oneself to have a good attitude towards everything on the planet, the ability to forgive, see and maintain beauty in a person.

7. Empathy is the ability to empathize, sympathy, the willingness of the soul to help a person, support him.

8. Passion for whatever you do.

9. The ability to keep children's secrets.

10. Ability to live in the interests of children.

11. Initiative, energy.

13. The presence of interests that are attractive to children.

14. Ability and desire to compose, invent, bring to the end.

15. The ability to patiently move towards the intended goal.

16. Ability to initiate, organize and help children's amateur organizations.

17. The ability to come to the rescue in time.

18. The ability to search, creativity.

19. The ability and desire to follow the path of self-education, self-development.

20. Emotional emancipation, a wide palette of positive sensory perception of the world. The ability to infect others with your energy.

21. A stable ethical position, a moral law in the soul.

22. External attractiveness, the ability to figuratively, beautifully, expressively and clearly express one's thoughts.

23. The ability to self-irony.

24. reflective ability.

25. Constant concern for their health and the health of students.

26. The ability to finish what you start.

27. Daily constant deep psychological and pedagogical, subject, methodical preparation for classes.

28. The ability to admit your mistakes.

29. Ability for individual productivity work with students

Appendix 8

Final monitoring

1. What difficulties did you face? List them.

2. How do you overcome them?

3. Who helps you at work? How?

4. I go to class to...

5. What is the most difficult part of your job for you?

6. What personality traits are most difficult for children to develop?

7. How do you explain the difficulties in your work?

8. What should be modern teacher?

9. How to develop the individual abilities of the child in the educational process?

10. What and how can you learn from an experienced teacher?

11. Were there any difficulties in educational work in your work?

12. What books on pedagogy, psychology, methodology have you read in the past academic year?

13. What were your pedagogical discoveries?

14. Classes, on what topics were you most effective, interesting this year? What was your artistic success?

Diagnostic test card for assessing the professional growth of a teacher

Theoretical knowledge and professional skills of the teacher	Beginning of the year	middle of the year	The end of the year
1. Knowledge of your subject
2. Ability to analyze
3. Knowledge of teaching methods
4. Knowledge of child developmental psychology and ability to use psychological methods, techniques, procedures, norms in their professional activities.
5. Knowledge of the psychology of children's communication, the psychology of creativity. The ability to stimulate children's activity.
6. Search for various forms of organizing the cognitive activity of students.
7. Possession and use of various forms of occupation, traditional and non-traditional.
8. The ability to captivate children, organize their individual and collective successful activities.
9. Knowledge and use of modern educational technologies in their work.
10. Rational use of visibility in your work.