Non-traditional forms of work in elementary school. The concept of organizational forms of education. Characteristics of traditional and non-traditional forms of education

The educational process, like any socio-psychological and cultural phenomenon, has a form. Since the subjects of the organized process are individual and unique, the combination of methods and the selection of means, due to the individual originality of the teacher (or the teaching staff as an aggregate subject), determines the uniqueness and originality of the form of the educational process. Therefore, the form of the educational process can be defined as follows.

The form of the educational process- this is an image of interaction between children and a teacher that is accessible to external perception, which has developed thanks to the system of means used, built in a certain logical support of the method of working with children.

The form follows logically from the analytical pedagogical evaluation of the means. The selected medium dictates the form, and the teacher directly follows this dictate, only polishing the form, giving it a complete look.

The question of classifying the forms of educational work has been discussed for a long time. The foundations for solving this issue were laid by E.V. Titova in the work “If you know how to act”, the observations of S.D. Polyakov, presented in the book "Psychopedagogy of Education", as well as L.V. Baiborodova and M.I. Rozhkov, set out in the textbook "Educational process in a modern school." Any form of educational work, according to E.V. Titova, can be attributed to one of the following large groups: events, activities, games. The first and second, in her opinion, differ in the subject of organization of activity (adults and children).

So, according to the definition of N.E. Shchurkova, educational event- this is a separate single act of pedagogical initiation of the physical and spiritual activity of children by organizing and conducting a group business, the content of which has a social value character and in the course of the course of the case, thanks to the value content, acquires a personal meaning for each child. At the same time, it should be noted that an educational event is always a “group affair” (a group “does” something: sings, drinks tea, washes the floor, reads poetry, listens to a guest, reflects on life issues), therefore, one who does not like soul, the methodical term "educational event", may use another term "group business".

Business - common work, important events carried out and organized by members of the team for the benefit and joy of someone, including themselves.

educational business is an organization of bright cooperation filled with work and play, creativity and partnership, dream and joy of life. In educational affairs, forms, means and methods of interaction between educators and schoolchildren merge. The main distinguishing features of VD are necessity, usefulness, and feasibility. The educational process consists of a chain of ongoing educational activities.

Consider the proposal as a special form of educational work game is also not objectionable. Indeed, a number of forms have signs of a game (an imaginary situation, roles, rules). For example, a fair, a situational role-playing game, an evening of communication in an impromptu cafe, a travel game, a parade, a productive innovative game are unthinkable without game attributes.

S. D. Polyakov, relying on the approach to the classification of forms of joint activity of L.I. Umansky, puts forward the nature of the relationship between the subjects of action as the basis for their typology. He proposes to distinguish the following types of forms of educational work: "defense", "relay race", "fights", "happing".

"Protection" - each group (or student) performs, acts on its own, and only a common theme unites the participants.

"Relay race"- joint activity of a group of schoolchildren (or individual participants), performed in a sequence determined by the plot, scenario, rule.

"The battle" - competition between groups (individual students), using, for example, the exchange of tasks (a classic example is KVN).

"Happing" - simultaneous interdependent action of schoolchildren, groups without goals. Examples: carnival, dramatization, general role-playing game.

According to the degree of complexity, scientists distinguish simple and compound forms of education. Simple forms include conversations, excursions, stories, etc. Scientists include lessons-conferences, lessons-KVN, etc. Complex forms combine simple and compound forms. These include open days, weeks, etc. Cooperative forms are characterized by the distribution of functions between participants.

Also, all forms can be divided into individual, group, collective(subbotniks, reviews).

It is interesting to divide the forms of education into traditional and non-traditional. The traditional forms include the class hour, as it is characterized by a fixed position in the distribution of the working day, conversations, excursions, KVN and others. Scientists distinguish more than 200 species of non-traditional forms. Many of them are presented in the book by N.E. Shchurkova "Collection of colorful cases": "rings", "envelopes", "swings" and many others.

L.V. Baiborodova and M.I. Rozhkov offer two indicators to distinguish between forms of educational work: quantitative (number of participants) and qualitative (subject of organization and socially significant result). Their approach can be presented in the form of a table:

Of greatest interest are short-term (from 1 to 2 hours), mass (at least 15 participants) forms of educational work, and those where the subject of the organization can be anything, as well as the intended result.

The dominant educational goal (usually this is the goal of moral education) determines the tasks of specific cases. In each case, a core idea stands out, which coincides with one of the general areas of education (mental, physical, labor, etc.). Comprehension of the tasks of VD is a necessary condition for its effectiveness. They must be skillfully interpreted and communicated to students. Do not impose your point of view on them, convince the children to make the necessary decision, which they must perceive as their own. Passivity is the first enemy of educational affairs. Look closely at the behavior of students, they themselves will tell you what needs to be changed. Educational affairs do not tolerate a pattern, flexibility and latitude of maneuver are their hallmarks. Strive to make the most of the dissimilarity of classes, individual guys. When designing a business, remember that successful experience gained in one class does not always take root in another. A stereotyped approach, stencilling, formalism will ruin the case if the teacher allows himself at least once to use a scenario that has not been adjusted according to the circumstances.

Educational activities should be varied. Pupils remember bright deeds for a long time, and therefore any repetition is undesirable, because it will play a negative role. Educational affairs are designed as a powerful catalyst for emotions. It is known that an agitated child is more receptive. To find in each VD something close, consonant with the pupils and convey it in such a way that it helps in the development of positive character traits, in the formation of a firm life position, in a correct understanding of the surrounding reality - this is one of the most important ways to improve the culture of educational work (Yu. A. Konarzhevsky).

When planning the VD, the teacher will rely on the level of preparedness of the pupils, taking into account their age and personality characteristics as much as possible. The complexity of the cases, the teacher's idea, inaccessible to the children, a vague idea of ​​what, why and why it is necessary to do, turn the VD into a formal event.

Main goals And appointment educational affairs are distinguished: ethical, socially oriented, aesthetic, cognitive, sports and physical education, environmental, labor, etc. The allocation is conditional, because the goal of any educational work is complex.

Socially oriented educational affairs. Their main goal is to form a system of social relations among schoolchildren: to society, law, state authorities, law enforcement, etc. The core quality brought up in such VDs is discipline. It is through discipline understandable even to younger schoolchildren - a conscious need - that a gradual and imperceptible transition is made to the assimilation of social relations. Discipline is manifested in actions and reflects the conscious implementation of social norms and rules of conduct. It does not require constant tension of thought, because this is a consequence of the habit of acting in accordance with the already established way of thinking and acting. Thanks to this attitude, the child finds the right line of behavior in various situations.

The education of discipline is consistent, first of all, with the rules of conduct, which reflect, on the one hand, the moral principles of society, and on the other hand, the specifics of the work of the school.

A certain order of life and activities of schoolchildren is usually called a routine. Schedule is a constant current VD. Fulfillment of its requirements is one of the main conditions for effective education: the routine quickly develops stable habits of the individual. Pupils get used to the correct alternation of work and rest, learn to determine the amount of work, learn hygiene requirements. Compliance with the schedule not only has a positive effect on the physiological functions of the body, but plays a large disciplinary role: it teaches you to a certain style of behavior, helps to develop the skills and abilities to fulfill disciplinary requirements.

Ethical educational affairs. Moral education is a purposeful and systematic impact on the consciousness, feelings and behavior of pupils in order to form their moral qualities that meet the requirements of public morality. The main tasks of moral education: 1) the formation of moral consciousness: 2) the education and development of moral feelings; 3) development of skills and habits of moral behavior. The content of moral education in the modern school is undergoing significant changes due to the fact that there is an urgent need to revive universal values.

The main such value is life. The human right to life is sacred and inviolable. With mother's milk, children should absorb the truth that an attempt on the life and health of other people and one's own life is unacceptable. Today, the increased number of suicides among schoolchildren is of great concern. Some of them go for it, having lost the meaning of life, having lost their ideals, finding themselves in isolation. Christian morality has taught for centuries - when it is difficult, uncomfortable, lonely, one must go to people, seek their help and protection.

Another universal value is freedom. Under the conditions of democratization, the rights and freedoms of the individual have increased significantly. And this especially clearly revealed the low level of culture and upbringing of many school graduates. An uncultured person understands the democratic style of communication as unlimited freedom of expression, the right to ignore the feelings, dignity of others. In fact, freedom and responsibility, freedom and discipline are inseparable concepts. Obedience at school is necessary; it is one of the conditions for fruitful upbringing, especially at a younger age. But from obedience to the reb-

Nok should move as quickly as possible to responsibility, to conscious discipline.

Such moral qualities as patriotism, internationalism, duty, honor, conscience, decency, kindness, disinterestedness, etc. have not lost their significance, but, on the contrary, have become even more important. The problems of sexual education of schoolchildren, attitudes towards work are extremely relevant in the system of modern moral education. The problems are many, different, complex. Drug addiction, alcoholism, prostitution, aggressiveness, cruelty of young people - this is not a complete list of negative phenomena that the school encounters on a daily basis. They destroy both the moral sphere and the person himself: he degrades spiritually and physically. There is a process of self-destruction. Moral criteria must always stand higher all other interests. Today the question is about saving the younger generations.

aestheticAnd physical education affairs. Aesthetic (artistic) affairs - the general name of affairs, the dominant goal of which is the formation of an aesthetic attitude to life: work, social activity, nature, art, behavior. The main tasks of aesthetic education have already been named, including the formation of aesthetic concepts, assessments, judgments, ideals, needs, tastes, and abilities. The criterion of aesthetic education is the mastery of aesthetic culture. Aesthetic culture as an integral part of spiritual culture presupposes the ability to distinguish the beautiful from the ugly, the noble from the vulgar, not only in art, but also in any manifestation of life: in work, everyday life, human behavior.

The most important component of aesthetic perception is emotionality. The nature of VD depends on what acts as a means of aesthetic education - nature, labor, human relations, art, etc. Extremely great opportunities open up nature. K. D. Ushinsky called her an excellent educator of the younger generation, having a profound influence on the development of aesthetic feelings. Excursions, hikes, walks, the study of works of art dedicated to nature are traditional activities in this area. However, just being in nature is not enough. One must be able to see the beauty of nature, to experience it emotionally. This ability is gradually developed. During walks, hikes, work on the school site, we recommend that the educator draw the attention of pupils to the richness of nature, the perfection and harmony of its forms, to educate the need not only to admire nature, but also to treat it with care.

Educational labor - the main type of work of schoolchildren. It is important to develop in him the ability to see the beauty in this work, to evoke the joy of participating in it, to create an aesthetic environment for daily work.

A constant source of aesthetic educational affairs - World of Art . Works of art have always been a "textbook of life" (N. G. Chernyshevsky). The artistic image adopted in art reflects in a specific form the typical phenomena of the surrounding reality. It is emotional and active, it expresses the attitude of the artist to the phenomenon he depicts. Art, with its figurativeness, actively influences the consciousness, feelings, will of people and plays a huge role in the life of society. Education by means of art is always attractive and effective.

Dominant target of the VD physical education follows from the tasks of physical education already known to us: 1) strengthening health, promoting the correct physical development of schoolchildren; 2) mastering physical culture and sports knowledge; 3) development of motor skills and abilities; 4) development of motor qualities (strength, dexterity, etc.); 5) education of moral qualities (courage, perseverance, discipline, etc.); 6) the formation of aesthetic qualities (posture, culture of movements, etc.); 7) developing the habit of systematic physical education and sports; 8) formation of hygienic skills and abilities. Such a variety of VD allows us to solve the problems of moral, mental, aesthetic and labor education in a complex.

Very important gymnastics before class (morning exercise), which begins the working day at school. Morning exercise in the open air increases efficiency, contributes to the overall hardening of the body. The usefulness of morning physical exercises depends on their regularity and organization. The physical education teacher pre-composes sets of exercises for students of various classes, taking into account their preparedness. In this case, the characteristics of the school and climatic conditions must be taken into account. The main content of morning exercises is general developmental exercises. They are complemented by walking, easy running, jumping on the spot, dance exercises, specially selected games for the whole class.

Permanent educational affairs include physical education minutes (physical education pauses), during which several exercises are performed that prevent or reduce overwork. Changing activities helps to maintain high performance. With a well-organized and methodically correct conduct of physical education pauses, they have a positive effect on the educational process.

Environmental and labor educational affairs. The danger of an impending ecological catastrophe, which can only be averted by immediate and radically improved environmental protection, is well known. Life requires not to be limited to individual cases, but to combine them into a chain of constant environmental actions, to merge with labor education. Part of the time in such educational affairs is devoted to environmental education - the formation of the necessary knowledge, judgments, concepts, and beliefs. Supplemented with local material and properly presented, environmental information develops a conviction in the need for urgent assistance to nature, the desire to at least partially compensate for what we have taken from it for so long. If a child understands that his well-being, tomorrow, the happiness of himself, his relatives and friends depend on the purity of air and water, concrete help to the stream and birch, he will join the ranks of the defenders and friends of nature.

Thus, extracurricular and extracurricular educational work at school is carried out in the form of specially organized and constantly ongoing educational activities. VD - This form of organization and implementation of specific activities of pupils. According to the goals and purpose, educational activities are distinguished: ethical, socially oriented, aesthetic, cognitive, sports and physical culture, environmental, labor, etc. The allocation is conditional, because the goal of any educational activity is complex.

The form of the educational process fulfills an extraordinary purpose: thanks to a fascinating, interesting, exciting form, the pupil lives satisfaction from interaction with the object, this moment of satisfaction becomes the basis for accepting the object as a personal value in the personality structure. The captivating episode of life is transferred to the object - now the object itself becomes captivating for the subject. So, having experienced spiritual pleasure at a reading competition, one child shows love for poetry, captivated by their melodiousness, another discovers his comrades, marveling at their talents, a third discovers the value of a word that contains a storm of feelings.

The form has another key purpose: it helps to differentiate pedagogical influence, emphasizing the peculiarities of toddlers and older children, girls and boys, adolescents and young men, the dissimilarity of groups, classes, and individuals. To find the appropriate form, you need to look for it together with the children, getting to know their passions, tastes, preferences. Sometimes teachers hold creative competitions for the best project for the implementation of an idea: a draft of the School Charter, a project for a New Year's holiday, a project for accommodating groups of different ages, a project for school duty, etc.

The pedagogical search for a form is associated with certain conditions:

² Any form should be oriented to the three channels of perception so that the auditory, visual and kinesthetic receive sufficient spiritual food for inner activity.

² The form should be changeable, but this should be done not through a sharp replacement of the form known to children with a new one unknown to them, but through the inclusion of new details, elements of novelty each time, so that the form can completely exhaust itself and be imperceptibly replaced by something fundamentally different .

Thus, the form, means, method and goal are pulled together into a tight pedagogical knot. If the form depends on the means, and the means are selected according to the method, then the method itself stems from the goal of education and the task set for this period of work with children.

Questions and tasks

1. What are the forms of education?

2. List the three most common groups of forms of educational work.

3. What is the characteristic difference between an educational event and an educational affair?

4. What are the essential features of the game are characteristic of the forms of education?

5. What classifications of forms of education do you know?

6. Name the types of educational affairs.

7. What educational activities are socially oriented?

8. What are ethical cases?

9. What educational matters are related to aesthetic, physical culture, labor?

Ashigaliyeva Tokzhan Tuleshevna

primary school teacher of the highest category

experience: 36 years

Place of work: secondary school im. Y. Altynsarin

Taskalinsky district with. Taskala

[email protected]

Explanatory note to the speech

on the topic: Non-traditional forms of educational work - one of the means of optimizing the educational process.

Everyone is well aware that at a certain stage, the family and the school constitute the main educational microenvironment for the child - the educational space. Both the family and the school convey social experience to the child in their own way. But only in combination with each other they create optimal conditions for the entry of a small person into the big world. The impact of the family and the school on the development of the personality of school-age children is carried out on the principle of joint activities of educators, public organizations and the family in educating the younger generations, which requires that all persons, organizations, public institutions involved in education act together, present agreed requirements to pupils, went hand in hand, helping each other, complementing and strengthening the pedagogical impact. The teacher also needs to reveal to parents the important aspects of the mental development of the child at each age stage of school childhood and recommend appropriate methods of education. Properly built communication between parents and educators is the key to successful education of a student. Traditional parent meetings in the form of lectures and reports no longer find a response in the soul of parents and do not give the desired result. The idea of ​​the insufficiency of traditional forms of work with parents and the need for targeted education of parents in order to increase their functional literacy and ability to fully cooperate with teachers of an educational institution is realized today by both parents and specialists: teachers. How to get parents interested in working together? How to make parents participants in the educational process? For this, in my work I try to use, in addition to the traditional form communication with parents, and unconventional.

- activate the guys;

Non-traditional forms of VR are one of the means of optimizing the educational process

(from work experience)

As a result of the reform of education, a qualitative renewal of the content, forms and methods of education and upbringing of children is being carried out.

Children all want to learn. Let's remember how they come to the 1st grade, how proud they are of the new uniform, the briefcase, how they are overwhelmed with a premonition of a joyful meeting with the school, with the secrets that await them there. They are inquisitive, they are drawn to everything new, unusual, they adore teachers, they rejoice in learning, although they still don’t really know what it is.

How to make children interested in learning at school?

Not every student can be successful in learning activities due to various circumstances, but everyone should be given the opportunity to reveal themselves in creativity. This is the mission of the teacher. I think that in many ways I managed to do this more even as a class teacher than as a teacher.

In my work with primary school students, I devote a significant place to non-traditional forms of educational work.

I see their advantages in the following. They:

- do not constrain the educational process;

- bring variety to school days;

- activate the guys;

I, like any creative teacher, am in search of original methodological solutions, I try to involve children in the development and holding of the event, to make it exciting for them.

KTD (traditions)

Training;

KVN;

Role-playing game;

Contest;

Projects

Weekend meetings;

Hiking;

Excursions;

Family living room (social);

And in order to captivate your students, you need not just fill them with knowledge, like an "empty vessel", but kindle in them that "spark" that, according to the degree of ignition, would lead them to the pinnacle of knowledge.

Working in collaboration with a social educator , use psychological trainings “Learning to be friends”, “Learning to forgive”, “Learning to communicate”. They allow children experience different life situations. The informal atmosphere (participants are arranged in groups) contributes to the creation of favorable conditions for communication and interaction. Children act out situations, which we then evaluate together, decide how to do the right thing. It is pleasant to note the result - the model of correct behavior is slowly taking root.

“Nothing holds the team together like tradition,” said Anton. Semyonovich Makarenko. To educate traditions and preserve them is an extremely important task of educational work. An integral part of team building, a tradition of our class has becomeKTD , as one of the links in the educational process at school, and in our country they often take place in the form of holidays of a sports and gaming nature. For example,"Review of the building and songs", "Birthday Day", "Graduation in elementary school." We do not forget aboutpatronage over the kindergarten kids: we make a journey together based on famous fairy tales, to the City of Purity and Order. Among the CTD, children consider the so-calledsocially significant cases : "Labor landing" - action "School-territory of cleanliness", "Plant a tree!", work on the project "School flower bed", "Flowers for kids" , but through such activities, which we have combined into"Route of Good Deeds" linking generations. We make panels and postcards for veterans. We do not forget to congratulate grandfathers, grandmothers, mothers and fathers on holidays. We remember the teachers who are now on a well-deserved rest. We welcome and congratulate them. Children do it with great pleasure.

Our class team already has traditional Weekend meetings(library, skiing, excursions). These things bring children together, give them great joy.

Analyzing my activities with children in conducting KTD, I think that I have already laid the foundation for the volunteer movement. I see the results of my work in that. that KTD to the greatest extent allows the child to reveal his creative individuality, make friends, self-confidence, and acquire organizational skills. I give them the opportunity to show them. In order to make life in our class the most interesting and fruitful, we plan activities together with the children. We choose topics. Children really like it, and they already have some experience in this direction - to spend class hours (“Games at recess”, “Know and follow the rules of the road!”, “Mystery, where are you?”) Students perform with them in front of their peers and at the scientific-practical conference "My country is my Kazakhstan". Now we are working on a collective project "History in monuments"

A special direction of VR is patriotic. At class hours dedicated to the years of the Great Patriotic War, children emotionally empathize with veterans and eyewitnesses of the war who talk about those difficult days, take part in a rally dedicated to the Victory, a watch of Memory. We interact with the Council of Veterans (we take patronage, grow seedlings of flowers and help, for example, plant flowers near the house, distribute newspapers, and provide all possible assistance).

The creative potential of the personality of a junior schoolchild is most fully revealed when using “theatrical activity”. My students are active participants in all events: be it a gala concert, a school anniversary, a festival. For example, a 2nd grade student Mikhail Krachkovsky

a child who is registered under the PMPK constantly participates in district, regional song contests among the disabled, is the winner of many different competitions. On October 8, Misha participated in the regional song contest, on October 21, 2014, on the Kazakhstan-Oral TV channel, Misha performed on television with the song “If there were no schools!”

I actively use another form of VR - contests. I involve my children in various types of artistic creativity, health”. Children's works were exhibited at exhibitions in the District Palace of Culture.

I especially want to focus on museum lessons . We have a museum in our school - the Museum of Labor and Military Glory. I discovered a very interesting form of work for myself (both for lessons and for extracurricular work). Having started working with children on the basis of the museum, I noticed that the study of the same type of material, for example, on literary reading on the topic “Oral Folk Art”, is easier for students to assimilate in the museum, through playing activities, staging. Entering the image, reincarnation give children the opportunity to show their creative abilities. For example, when studying material about the life of our famous villagers, the method of “immersion in the past” gives good results. And the use of museum items in the classroom (letter, shell casings, photographs) made it possible to manifest in the soul of the child a feeling of gratitude to the defenders of the Motherland and his native village.

At first, I myself conducted lessons in the museum, and now the children themselves are trying themselves as lecturers (not only for their class). When preparing local history material, we now turn first of all to museum materials, and then go to the library.

Close active cooperation with the library, library hour - this is another form of educational work that I carry out purposefully, starting from the first grade.

The result pleases. The class annually wins in the nomination "The most reading class", there are also leaders.

Success will be incomplete if there is no cooperation with family. But as Anton Semenovich Makarenko wrote: “Families are good and families are bad, we cannot vouch for the fact that the family brings up the right way. We must organize education"

How to get parents interested in working together? How to make parents participants in the educational process? For this, in my work I try to use, in addition to the traditional form communication with parents, and unconventional. This is the participation of parents in joint activities held at the school. For example, the “Master class” on wood carving, the intellectual game “Wheel of Fortune”, “Mom, Dad, I am a sports family”, the competition “Our Moms”, “My Dad and I are brave soldiers”. “Family living rooms” are especially close. Together we sit down at the table where the treat is ready. Communication on such holidays between me and my parents turns out to be relaxed and trusting.

Non-traditional forms of cooperation with parents include the following: parental readings, literary and musical evenings, thematic, group and individual consultations. In order for non-traditional forms of cooperation with parents to take root in a team, this work must begin in elementary school.

One of the most important forms of interaction between the class teacher and the family is individual consultation.

The organization and conduct of individual consultations is necessary, first of all, when a teacher in an elementary school is gaining the first grade. In order for the child to survive the adaptation to school faster and easier, it is necessary to organize and conduct group individual consultations-interviews with parents. The first individual consultation should be held at the end of August or at the beginning of September. Parents can be invited to an individual consultation on their own initiative, having studied the results of studying in kindergarten or on the recommendation of a preschool teacher. In preparation for the consultation, it is necessary to determine a number of questions, the answers to which will help plan the organization of educational work with the child and the class. Individual counseling should be exploratory in nature and help create good contact between parents and teacher. The teacher should give parents the opportunity to tell the teacher everything that they would like to introduce the teacher to in an informal setting.

During the initial consultation, the class teacher would like to receive answers to the following questions:

health characteristics of the child;

his favorite games, hobbies, interests;

preferences in communication in the family;

behavioral responses;

character traits;

motivation for learning;

moral values ​​of the family.

During an individual consultation, which is held at the first meeting with parents, parents can be invited to fill out a pre-prepared "My child" questionnaire.

During an individual consultation, the teacher should listen carefully to the parents and, with all their behavior, help them to willingly tell as much information about their child as possible.

The more the class teacher has about each child, the more likely it is to create normal conditions for him to develop his personality.

Each individual consultation should end with recommendations to parents on the upbringing of the child. Recommendations may be oral or written. Written recommendations will be very useful for parents of first graders.

And in conclusion, it should be noted that a teacher who owns modern approaches to the organization of the educational process will be able to interact more effectively with all its participants. And non-standard forms of work after school hours help the teacher-educator to form an interesting and extraordinary personality. This is exactly what our time requires.

And about myself I can say that I’m not working in vain and I’m proud of the title of Class Leader. For a special award, I consider words of gratitude from already adults, but still my students, especially from those “cool” kids with whom it was not easy. But we were together, and that's the main thing.

Literature.

Artyomenko Z.V., Zavadskaya Zh.E. ABC of forms of educational work / Z.V. Artyomenko, Zh.E. Zavadskaya. - Minsk, 2001. - 253 p.

Bykov, A.K. Methods of active socio-psychological education: Textbook / A.K. Bykov. - M.: TC Sphere, 2005. - 160 p.

Upbringing. Second class / Under the general editorship of Professor M.P. Osipova. - Minsk, 2003. - 259 p.

Klarin M.V. Interactive learning as a tool for mastering new experience// Pedagogy. - 2000. - No. 7. - With. 15 - 19

Reshetnikov, T.E. Non-traditional technological system of teacher training / T.E. Reshetnikov. - M.: Vlados, 2000. - 304 p.

Larisa Dakhova
Traditional and non-traditional forms of work with parents

Factors on which the course of the adaptation period depends

Age- one of the factors influencing the nature of the child's adaptation to new conditions. This factor has a deep connection with the attachment of the child to the mother and the neurotic forms of behavior that arise on this basis. Usually the child adapts to life in the environment of his family. The younger the child, the more significant and important this connection is for him. The kid sees life from the “hands” of parents, it is they who play the main role in creating that image of the world that will allow the child to eventually leave the “nest”, find his place among people, learn to live in harmony with himself and others.

Health status- Physical condition as a factor influencing adaptation. First of all, the nature of adaptation is associated with the physical condition of the child. A healthy, physically developed baby has the best opportunities, he copes better with difficulties. Children who are nervously and somatically weakened, who get tired quickly, have poor appetite and poor sleep, as a rule, experience great difficulties during the period of adaptation. Frequent diseases adversely affect the immune system, can slow down mental development. Lack of proper regimen and sufficient sleep leads to chronic fatigue, exhaustion of the nervous system. Such a child copes worse with the difficulties of the adaptation period, he develops a stressful state and, as a result, a disease.

Ability to communicate with adults and peers-

The attitude of the child to peers also has a great influence on the course of adaptation. Children who find it difficult to get used to a children's institution often shun their peers, cry when they approach, and sometimes behave aggressively towards them. The inability to communicate with other children, combined with difficulties in establishing contacts with adults, further aggravates the complexity of the adaptation period.

Formation of subject and game activity-

An equally important factor influencing the nature of adaptation is the degree of formation in the child of communication with objective and play activities. In the course of business communication, the child forms special bonds with the people around him. The direct, emotional contacts of the infant with the mother, which are selective in nature, intimate, personal, are being replaced by contacts centered on an object. Practical interaction with objects and toys is more impersonal. For him, the emotional closeness of partners is not so important, because all his attention is focused on the subject. Of course, any child would rather play with a loved one than with a stranger, but if he knows how to establish business contacts, then it is easier for him to be distracted from the personality of his partner, and therefore it is easier to communicate with strangers than a child who has only experience of personal communication. This means that the adaptation process will proceed more safely with a baby who has business communication skills related to objects. It has been established that children who experience difficulties in getting used to a children's institution most often have predominantly emotional contacts with adults in the family. Psychologists have identified a clear pattern between the development of a child's objective activity and his getting used to a children's institution. Adaptation proceeds most easily in children who are able to act with toys for a long time, in a variety of ways and with concentration. Having got to kindergarten for the first time, they quickly respond to the offer of the teacher to play, explore new toys with interest. In case of difficulty, such children stubbornly seek a way out of the situation, do not hesitate to turn to an adult for help. They like to solve subject problems together with him: to assemble a pyramid, a nesting doll, and elements of a designer. For a child who knows how to play well, it is not difficult to get in touch with any adult, since he has the necessary means for this. A characteristic feature of children who have great difficulty getting used to kindergarten is the low level of objective activity, including play. Their actions with objects often have the character of manipulations; games with plot toys do not captivate them, they are poor in content and composition of game actions. The difficulties that arise either leave the child indifferent, or cause tears or whims.

Approximation of the home mode to the kindergarten mode - During the period of adaptation, it is important to prevent the possibility of fatigue or overexcitation, it is necessary to maintain a balanced behavior of children. Since during the transition to a new way of life, everything changes for a child: the regimen, the surrounding adults, children, environment, food - I would very much like the educators to know as much as possible about his habits by the time a new child enters the group and try, if possible, to create at least some conditions similar to home (for example, sit with the child on the bed before going to bed, ask them to remove toys, offer to play loto).

The conditions for the child's confidence and calmness are the systematic, rhythmic and repeatable nature of his life, that is, strict observance of the regimen.

Use of traditional forms of work with parents

What are the main forms of traditional cooperation between the preschool educational institution and the family? Let's characterize the main ones.

Conversations

The interviews are conducted both individually and in groups. In both cases, the goal is clearly defined: to provide parents with timely assistance on a particular issue of education, to contribute to the achievement of a common point of view on these issues.

Visiting the child's family

Visiting the child's family does a lot for studying it, establishing contact with the child, his parents, clarifying the conditions of upbringing, if it does not turn into a formal event. The purpose of the first visit is to find out the general conditions of family education. Return visits are scheduled as needed, and include more specific tasks.

To familiarize parents with pedagogical literature, it is advisable to create slide folders, selecting articles on a specific topic in folders. However, it should be remembered that every time you need to talk with parents about the literature you read, find out what you are interested in, what you can borrow to raise a child.

Open days

An open door day, being a fairly common form of work, makes it possible to acquaint parents with a preschool institution, its traditions, rules, features of educational work, to interest it and involve them in participation. It is carried out as a tour of a preschool institution with a visit to a group where children of new parents are brought up. You can show a fragment of the work of a preschool institution (the collective work of children, fees for a walk, etc.)

parent meetings

Parent meetings are held group and general.

General meetings are organized 1-2 times a year. The manager plans and conducts a general parent meeting together with the parent committee and educators. They discuss general organizational issues of joint work of the entire preschool educational institution, tasks for the new academic year, the results of educational work, issues of physical education and problems of the summer recreation period, etc. You can invite a doctor, a lawyer to the general meeting. Parents are expected to attend.

At group meetings, parents are introduced to the content, tasks and methods of raising children of a certain age in a preschool and family.

Consultations

Consultations are close to conversations. Their main difference is that the teacher, when conducting a consultation, seeks to give qualified advice to parents. Usually a system of consultations is drawn up, which are carried out individually or for a subgroup of parents.

The goals of the consultation are the assimilation by parents of certain knowledge and skills; help them solve problems.

Exhibitions is a visual form of providing information. They acquaint parents with the expected or already past events in the group, kindergarten (promotions, competitions, excursions and holidays).

Parent conferences

The main goal of the conference is the exchange of experience in family education. Parents prepare a message in advance, the teacher, if necessary, assists in choosing a topic, designing a speech.

As before, holding Holidays and entertainment together with parents remains a significant vector of work. These are sports competitions "Dad, Mom, I am a sports family" and holidays dedicated to International Women's Day on March 8, February 23, May 9, etc. All this allows parents to get to know their children better, to discover still unknown aspects of their interests, hobbies, talents.

One of the forms of cooperation with parents is the work with the parent committee. The Parents' Committee works on the basis of the Regulations on the Parents' Committee. He, together with the head and under his leadership, plans, prepares and conducts all joint work on teacher education, establishing contacts with parents, assisting in the upbringing of children, analyzes, evaluates and summarizes the cooperation between the preschool educational institution and the family. Representatives of parents, permanent assistants to the teacher are included in the general parent committee of the preschool educational institution.

NON-TRADITIONAL FORMS OF WORK WITH PARENTS.

These include:

Kindergarten website

The site contains information for parents: about the direction of the work of the preschool educational institution, about the provision of services. With the help of the website of the institution, parents can obtain information of interest to them related to the adaptation of children; express your wishes, write reviews about the work of the preschool educational institution. The site is aimed at identifying the interests and requests of parents.

In each group, teachers arrange photo exhibitions and photo montages, which contain information about the life of the group, the successes of individual children, and competitions. Photographs, products of collective children's creativity are also placed there.

Promotions

This form of joint activity is of great educational importance not only for children who learn not only to accept gifts, but also to do. Parents will also not remain indifferent, seeing how their child enthusiastically plays with friends in kindergarten in a game long abandoned at home, and their favorite book has become even more interesting and sounds new among friends. And this is a lot of work, education of the human soul. For example, the action "Give a book to a friend." Thanks to this form of work with parents, the group's library can be updated and replenished.

One of the forms of information and analytical work is trust mail. This is a box or notebook in which parents can put notes with their ideas and suggestions, ask questions to specialists, a teacher or a methodologist. The questions asked are covered at parent meetings, become the topic of the meeting of the parent club, or are given by specialists in writing.

Conducting master classes- A meeting where parents demonstrate their achievements in the field of raising children. Previously, the teacher gives the topic to several parents and instructs each to conduct a small lesson in which they will have to explain to all the assembled parents how to teach the child to clean up toys and wash. At the end of the meeting, a summary is made.

Round table with parents

The purpose of such events is to discuss topical issues of education with parents in an unconventional setting with the mandatory participation of specialists. Parents are invited to the “round table” meeting, expressing in writing or orally their desire to participate in the discussion of a particular topic with specialists.

Presentations

- help parents to get acquainted with the main forms of work of the kindergarten with the family during the period of adaptation. Parents can apply the knowledge gained in the upbringing of children in the family, thereby facilitating the adaptation period of their child's stay in a preschool educational institution.

Issues of family newspapers and posters

Newspapers and posters will help make an interesting family experience accessible to everyone, and those parents who are not very interested in the problems of education will be involved in one way or another in joint work with educators and children. The parent newspaper is issued by the parents themselves. In it, they note interesting cases from the life of the family, share their experience of upbringing on certain issues. For example, "Family Day Off", "My Mom", "My Dad", "I'm at Home", etc.

Conducting training and business games

In the process of these games, the participants do not just "absorb" certain knowledge, but construct a new model of actions and relationships. During the discussion, the participants of the game, with the help of specialists, try to analyze the situation from all sides and find an acceptable solution. Training game exercises and tasks help to evaluate various ways of interacting with the child, to choose more successful forms of addressing him and communicating with him, to replace unwanted ones with constructive ones. The parent involved in the game training begins communication with the child, comprehends new truths.

Continuing the theme of cognitive non-traditional forms of work with the family, I would like to dwell on joint walks and excursions. Every year, teachers plan several large-scale excursions. Parents are always the first helpers in their organization. Nothing brings people together like a joint interesting business aimed at the benefit of children and their development. As a result, a booklet with photographs is always published, and, if possible, a video recording is made. With the help of the booklet, parents who have not visited the tour can familiarize themselves with its contents.

Brochures, flyers and booklets.

When lack of time or difficulties with the parents' work schedule prevent you from meeting with them in person; If you don't have a phone or want to discuss something in person, these forms of written communication will help you keep in touch with your parents. They help parents learn about kindergarten. Brochures can describe the concept of the kindergarten and give general information about it. Parents can apply for benefits throughout the year. They can be issued once or twice a month in order to constantly provide parents with information about special events, changes in the preschool educational institution.

Exhibition of family heirlooms- these are items in a family or clan that are passed down from generation to generation (beads, caskets, amulets, figurines, etc.). It's not often you hear about a family heirloom these days. Maybe because people began to forget their ancestors, their family traditions. The exhibition of family heirlooms helps children understand from an early age that a person's life is endless if descendants remember it.

According to the basic curriculum of primary general education, the organization of classes in the areas of extracurricular activities is an integral part of the educational process in primary school.

In the Federal State Educational Standard (FSES) of primary general education, extracurricular activities of schoolchildren are given special attention.

Extracurricular activities in the context of the introduction of the Federal State Educational Standard are gaining new relevance, because it is the standards that have fixed the obligation of its organization, this is a resource that allows the school to achieve a new quality of education.

The basic curriculum highlights the main areas of extracurricular activities:

1. Sports and recreation;

2. Artistic and aesthetic;

3. Scientific and educational;

4. Military-patriotic;

5. Socially useful and project activities.

Creativity can be regarded as one of the manifestations of the versatile, harmonious development of the student's personality.

These prerequisites for the creative activity of schoolchildren form such extracurricular activities as various olympiads, competitions, various thematic quizzes, compositions of various types, student performances at matinees, class hours dedicated to certain norms of behavior at school and beyond, and many other events.

Extracurricular work should be built taking into account the age of children, their psychological and individual characteristics. The system of educational work in the classroom is built on the basis of the unity of the educational process.

Grade 1 - development of communication skills;

Grades 2-4 - involvement of each student in creative activity.

Forms of extracurricular activities:

Creative games, holidays, contests, concerts;

musical performances;

Subbotniks, organization of class shifts;

class hours, conversations, quizzes;

· Excursions to museums and exhibitions of the city, to other cities;

· participation in school, city, Russian competitions.

In the organization of extracurricular work with younger students, entertaining and educational activities that help children have a good rest and unite the team are of great importance.

Currently, there are various non-standard creative forms of organizing extracurricular activities, which we depicted in our collage. For example,

1. Very useful to use project activities which has become part of the practice of many modern Russian schools. We list the undeniable advantages of this method:

It develops cognitive interest;

The guys use various forms of work: discussions, studying literature, collecting empirical information, etc.;

In the process of this activity, motivation occurs, satisfaction appears from the activity, from its result;

Knowledge finds practical application;

A connection is established with the life experience of children;

In group projects, schoolchildren master the ability to cooperate, hear each other, and provide mutual assistance.

During the work on the project, you should try at all stages to help in finding sources of information, to encourage and maintain the enthusiasm of the project participants, to help when difficulties arise, to support feedback.

2. KVN held in the form of competitions between teams.

The stages are tasks for teams: greeting, warm-up, homework, practical tasks, captains' duel and others. Questions and tasks in terms of content can be of a cognitive, educational, problematic nature, and in terms of form they can be entertaining, comic, playful.

3. Quiz

It involves the individual work of students and is carried out, like the KVN lesson, in order to repeat the educational material.

4. "Trips"

These classes are colorful, they use visuals, elements of games, during such lessons children are unusually active, almost everyone gets an assessment of their knowledge and is more serious, responsibly treats the study of the necessary material.

5. Activities based on fantasy: fairy tales.

This type of non-traditional activities is best done in grades 1-2. It can be built according to the fairy tales of V. Bianchi, M. Prishvin, N. Sladkov, according to Russian folk tales, or the teacher himself composes a new fairy tale. As in any fairy tale, there should be positive and negative characters in such a lesson. There must be a plot in the fairy tale;

6. Games

They can be built by analogy with the TV games of the same name “What? Where? When?”, “Field of Miracles”, “Lucky Chance”, “Hour of Stars” and others. Such a form of the game as "Tic-Tac-Toe" is also interesting. The educational task of these lessons is the generalization and systematization of knowledge.

7. Competition "Russian bear cub"

Linguistics seems to many schoolchildren to be a set of dry and boring rules. In order to overcome this delusion, to reveal to children the beauty of the science of language, since 2000 an annual international game-competition "Russian bear cub - linguistics for everyone". The game is played directly in schools, does not require special efforts from the teacher, and the tasks are fun, entertaining and in most cases are available not only to "gifted", but also to the most ordinary children (which does not interfere with their content). Even those participants who are not too fond of linguistics solve at least a few problems correctly, and few people leave offended.

8. Competition "Kangaroo"

In Russia, the competition was first held in 1994 on the initiative of

St. Petersburg Mathematical Society. Competition "Kangaroo" is an Olympiad for all schoolchildren from grades 3 to 11. The purpose of the competition is to captivate children by solving mathematical problems. The tasks of the competition are very interesting, all participants (both strong and weak in mathematics) find exciting tasks for themselves.

While doing work practice at school, I first encountered the problem of developing a summary of extracurricular activities and their implementation.

To solve these problems, we relied on the age characteristics and life experience of students. We held various extracurricular activities, in such circles:

"Skilled Hands"

"Entertaining mathematics"

«Entertaining ecology»

"The ABC of Kindness"

"Fun Grammar"

When conducting circle lessons, the following were used:

individual (conducting experiments and self-selection of the properties of air and water in the classes "Entertaining ecology");

group (performing tasks on cards in the classes "Funny Grammar", "Entertaining Mathematics");

pair (mutual verification of the solution of the arithmetic dictation by each other in the lesson "Entertaining mathematics"),

Collective (at the ABC of Kindness classes, students made lists of rules for talking on the phone, politeness),

Frontal (used in every lesson).

verbal (used in each lesson);

visual (using presentations in the classroom, conducting experiments, staging various situations);

Partially - search (used in each lesson);

Control and mutual checks (used after the children had completed independent work).

In order to continue the formation of the motivational sphere of students, students used the following settings:

1. Creating an atmosphere of mutual understanding and cooperation in the classroom;

2. The use of group and collective forms of organization of educational activities;

3. Emotional speech of the teacher;

4. Use of problematic situations, disputes, discussions;

5. Application of encouragement and censure;

6. Non-standard forms of conducting circle classes;

7. Use of cognitive and didactic games, game technologies;

8. Create a situation of success.

CONCLUSION: During the internship, we encountered difficulties in organizing the activities of children. The practice contributed to a positive attitude towards his choice of the specialty "Teaching in primary school".

Along with the traditional forms of education, there are various non-traditional forms. These are collective creative work (KTD), talk shows, "Socratic Conversation", intellectual auction, discussion swings, educational training and others.

The form of education (educational work) is the options for organizing a specific educational process. Dozens of forms of educational work can be summed up under the event, each of which has its own specifics. It is important to take into account the fact that the pedagogical value of educational extracurricular work is determined not by the number of events, but by the variety of their forms.

A non-traditional educational event is an educational event that has a non-traditional form and structure.

Advantages of non-traditional forms of educational work

• do not constrain the educational process
• bring variety to the school day
• enliven the atmosphere in the team, cheer up
• activate the guys
• bring the educational process closer to life situations

One of the non-traditional activities, forms of education is educational training.

Training is one of the methods of practical psychology used in psychotherapy, in psychocorrection, and in education. However, today group psychological training is singled out from a number of other methods of work of a psychologist, as a completely independent direction.

Educational training is a kind of group training, along with psychological and educational (pedagogical), and incorporates them. main features:

• small group of participants (from 8 to 20 people)
• specially selected or developed system of exercises
• confidence in the communication of the participants of the training
• feedback in class
• self-reflection of each participant of the training

Educational training is a form of specially organized actions, during which the issues of the formation of certain knowledge, skills, attitudes in pupils (to themselves, people, nature, work, duties, etc.) are solved; increase their cognitive activity; creating a setting for creativity, for searching.

Educational training is a form of extracurricular work that contributes to the education of schoolchildren, familiarizing them with spiritual universal values. This form involves partnerships between the subjects of the upbringing process, joint promotion to new knowledge and the level of personal relationships, qualities, attitudes.

The training session is conducted under the guidance of a facilitator. Participants sit on chairs in a circle, which contributes to the creation of favorable conditions for communication and interaction.

Principles of organization of educational trainings:

Maximum involvement of participants in active activities in the classroom. Awakening in them of various types of activity: internal and external; cognitive, social and physical.

Not entertainment, but entertainment and passion as the basis of the emotional tone of the lesson;

Support for alternativeness, plurality of opinions;

The development of the function of communication as a condition for ensuring mutual understanding, motivation for action, a sense of emotional satisfaction.

The preparation of a teacher for educational training begins with the definition of the goals and objectives of the lesson, with the study of the source material, literature. The teacher should have a clear idea of ​​what material the children should work out and, on this basis, he develops tasks, exercises for training.

The material submitted for pedagogical trainings must meet the following requirements:

• contain information that deepens knowledge;
• contain problematic issues;
• require in-depth work and reflection;
• include multi-level tasks: lightweight and increased complexity;
• include tasks, information that activates interest in the topic of the lesson, the emotional sphere.

In order to activate students, to arouse their interest in mastering knowledge, skills, interaction in the training environment is based on the formulation and solution of tasks by children, performing various types of exercises.

Types of training exercises / depending on their main function/ :

"Indicators" - exercises that encourage activity, interest;

Reproductive - exercises that require the reproduction of knowledge and skills;

Search - exercises that put you in a situation of searching, thinking;

Creative - exercises aimed at inclusion in creative activity.

The algorithm of work on educational training contains the following steps:

1. Communication of the rules of work.
2. Activation of mental activity and group interaction.
3. Main part.
4. Reflection.

Each stage, taking into account its specifics, is carried out through:

• setting specific tasks for the participants;
• organization of their activities with the help of a system of tasks, exercises;
• the use of certain materials (texts, information sheets, excerpts from literary works, drawings, video sketches, photographs, musical recordings).

So, setting work rules taking into account the specifics of the lesson, it can be carried out in different forms: collective discussion or direct communication to the facilitators.

Activation of group interaction is necessary to create a favorable, friendly atmosphere during the lesson, where everyone feels free, is not afraid to express their opinion, and feels supported by the participants. At this stage, it is advisable to use psychotechnical, intellectual games, dynamic games that allow you to induce a certain mood in the participants of the training, "start" mental cognitive processes, and promote self-knowledge.

On main stage training group work alternates with work in pairs and individual work, theoretical tasks with practical tasks, reproductive with search and creative.

Certain tasks need to be given a "personal" coloring so that children can "pass" the material through themselves, find personal meaning, update their own experience, and express the author's position.

Methods of work at the training: conversation, discussion, problem statement, case analysis, role-playing game, practical exercises, mini-presentations, independent work, work with literary sources, etc.

The final stage of any training - reflection- introspection of one's own activity, sensations, feelings, thoughts, awareness of what I want, I can and I don't want, I can't. Reflection gives a logical conclusion to the whole work. The children reflect on the usefulness of the lesson, both in terms of knowledge, and in terms of development, education.

Here are some examples environmental trainings- training "I + nature = We", "My pets".

Eco training

"I + Nature = We"

Training goals:

• formation of subjective perception of natural objects;
• formation of ecological empathy through identification with nature.

Stages of training

1. Communication of work rules

Be active!

Respect the opinions of others!

2. Activation of group interaction and mental activity

1. Game "Apple, orange, peach"

Rules of the game: Everyone calls himself some kind of fruit. You need to remember the name of each player. The players sit in a circle. One chair remains unoccupied.

The leader stands in a circle. The one who has an empty chair on the right slaps the chair with his right hand and names the fruit. The one who was called runs from his chair to an empty chair. If he gapes, then the driver can take the free chair, and the player, in turn, becomes the driver.

As soon as the chair is vacated on the right, the player slaps the chair and names the fruit. If he forgets to do this, then the driver sits on an empty chair, and this player goes into the circle and becomes the driver. The game is played at a fast pace.

2. Game "Association"

Task: If only:::. (name of the training participant) was a season (tree, animal, flower, insect, bird, fish, body of water, natural phenomenon, natural area, sound of nature), then who would he be?

Then, when everyone around the circle says their association to this training participant, this participant says which of the associations he liked best. Why? Who does he associate with? So, with each participant of the training.

3. Exercise "No one knows what I have:"

Task: Everyone, continuing the phrase, says something related to nature.

3. Main body

1. Associations to the concept of "Nature"

Task: Everyone takes turns pronouncing their association to "Nature".

2. Exercise "Nature = man"

A) Everyone receives an image of a natural object (squirrels, foxes, leopards, butterflies, roses, eagles, monitor lizards, elephants, mushrooms, horses, goldfinches, etc.) and prepares an answer to the questions:

If this natural object became a person, then what gender, age, profession?

His name, character, hobbies?

Socialization: presenting one's natural object.

B) Various images of people are offered (pictures from magazines, newspapers).

Task: Find a picture of a person that matches your description. Compare the image of this person and a natural object. Answer the question: Which of them as people could make friends? And which of them could make friends in nature? Why?

IN) Exercise: Act out a dialogue between them on any topic.

3. Exercise "Question - answer"

Task: On a piece of paper, write down a question about your natural object or on behalf of it.

All leaves are folded into a box. Then the participants take turns taking out a piece of paper with a question and preparing an answer to it.

Socialization: presenting your question and answering it.

4. Exercise "Make a thesis"

Task: Write a thesis

"In relation to nature

Right::

Wrong::

4. Reflection

What exercises did you like? What feelings, thoughts did you experience?

Eco-training "My pets"

Training goals:

• formation of environmental attitudes and environmental empathy;
• formation of ecological ideas.

Stages of training

1. Communication of work rules

- "Rule of the pitcher"

Be active!

Respect the opinions of others

2. Activation of group interaction

1. Game "Exchange"

The host pronounces the words: "Exchange those who ... (for example, love apples; who has green in their clothes, who has a cat; according to the sign of the zodiac - a lion, etc.).

All players who relate what was said to themselves change places. Whoever does not get a place becomes the leader.

2. Exercise "Continue the phrase"

Task: Each of the participants pronounces a phrase and adds his word to it, and then vice versa - everyone removes the word from the phrase in the sequence of its appearance in the phrase.

The phrase "I have a friend living..."

3. Main body

1. "Associative bunch"

Task: What are the associations to the word "friendship"

2. Work in groups "My animal"

Exercise: Divide into groups depending on what animal lives in your home:

• dog
• cat
• rodents
• birds
• fish
• turtle
• there is no one

3. "Questions"

Everyone responds to questions:

Why did you get this animal? How did you get it? (Or why don't you turn anyone on?)

What does he like and what does he not like? (Who would you take? Why?)

What is his character?

4. "Interesting fact"

Task: Recall and discuss an interesting fact about this animal. Present it in front of everyone.

5. Working with information sheets

Task: read the text about the animal, choose the information that you liked or surprised, or something that caught your attention, and introduce this information to everyone.

6. Exercise "Reincarnation"

Exercise: transform into your animal and act out a dialogue between animals about the relationship with their owner.

7. "Portrait of my friend" /group work/

Task: Collectively draw a portrait of your animal. But imagine that he, like a person, loves some clothes, some things, wants to look beautiful in a portrait. And on the back of the portrait write wishes to your friend.

8. Individual task What are the similarities and differences between animals and humans?

Socialization: presentation of reflections

9. Continue the phrase: "When I see my favorite animal........."

Conclusion: your animal is your friend, it loves you, so let this love be mutual.

4. Reflection

What feelings did you experience during the session? How useful was it?

Thus, eco-training is an innovative form of group activity of students, designed to improve environmental culture. Eco-training is aimed at solving the following tasks: correction, formation and development of environmental attitudes of the individual; formation of ecological empathy, non-pragmatic attitude to the natural world, subjective perception of the natural world; expansion of the subjective ecological space - the zone of personal responsibility for nature.

Educational trainings in various areas of educational work are presented in the appendices:

• By moral education - training of tolerance, training "Respect the person" (Appendix 1);
• By mental education - creative thinking training (Appendix 2);
• By preparing for family life - training of marital interaction, training "Components of family happiness" (Appendix 3);

organization of free communication and leisure of children - team building training (Appendix 4) .

Educational trainings as an unconventional form of education, they are aimed at educating children in humanism, empathy, tolerance, a sense of beauty, at the development of cognitive activity, independence, etc.

The effectiveness of non-traditional forms of education, upbringing and development is obvious. Such classes, activities bring school education closer to life, reality. Children are willingly included in such activities, because. you need to show not only your knowledge, but also ingenuity, intuition, creativity. With the help of non-traditional forms, it is possible to solve the problem of differentiation of education and upbringing, organization of independent cognitive activity of students.

Non-standard forms of work after school hours help the teacher-educator to form an interesting and extraordinary personality. This is exactly what our time requires.

And in conclusion, it should be noted that a teacher who owns modern approaches to the organization of the educational process will be able to interact more effectively with all its participants.

Literature.

1. Artyomenko Z.V., Zavadskaya Zh.E. ABC of forms of educational work / Z.V. Artyomenko, Zh.E. Zavadskaya. - Minsk, 2001. - 253 p.
2. Bykov, A.K. Methods of active socio-psychological education: Textbook / A.K. Bykov. - M.: TC Sphere, 2005. - 160 p.
3. Upbringing. Second class / Under the general editorship of Professor M.P. Osipova. - Minsk, 2003. - 259 p.
4. Klarin M.V. Interactive learning as a tool for mastering new experience// Pedagogy. - 2000. - No. 7. - With. 15 - 19
5. Reshetnikov, T.E. Non-traditional technological system of teacher training / T.E. Reshetnikov. - M.: Vlados, 2000. - 304 p.