Amonashvili Shalva Aleksandrovich educational activity. Humane-personal technology Sh.A. Amonashvili

Bulat Okudzhava:

While the earth is still spinning

While the light is still bright

Lord, give everyone

What he doesn't have.

Listening to these lines in oneself, one wants to say to all teachers: “While the Earth of Education is still spinning, the light of freedom is still flickering, but the light of freedom does not go out, Lord, send us all a wise, kind treatise “School of Life” by Shalva, inviting to a dialogue about the essence of the eternal pedagogy of life Amonashvili Or, to put it bluntly, Lord, send us Amonashvili."

Amonashvili Shalva Alexandrovich - Academician Russian Academy Education, scientist-practitioner. He developed and implemented in his experimental school the pedagogy of cooperation, personal approach, original methods of teaching language and mathematics. He is the author of humane-personal technology, which by its nature is educational and educational. He is a teacher and psychologist, one of the main creators of the system of primary education for children from the age of six in our country, who, continuing to develop humanistic pedagogy, put forward three basic principles of his life-affirming, humane, harmonious pedagogical activity:

Loving a child. Love is the human sun. The teacher must radiate human kindness and love, without which it is impossible to bring up a humane soul in a person. The pedagogy of love does not tolerate rudeness, pressure, infringement of dignity, ignoring the life of a child.

Humanize the environment in which the child lives.This means attention to all spheres of communication of the child in order to provide him with spiritual comfort and balance. Nothing should irritate the child, give rise to fear, insecurity, despondency, humiliation in him.

Live your childhood in a child.This is a reliable way for the children to trust the teacher, appreciate the kindness of his soul, and accept his love. At the same time, it is also a way of knowing the life of a child.

The main goal of the educational activity of Sh.A. Amonashvili is a spiritual community between the teacher and his students, the restructuring of the child's internal attitudes towards the process of self-knowledge and self-development. Today, schools in many countries of the world work according to his methodology. In addition to Russia (several large cities) - in Lithuania, Estonia, Kazakhstan, the Czech Republic, Bulgaria, Slovakia.

In its own way organizational form is a traditional class-lesson technology with elements of differentiation and individualization. The main methods are explanatory and illustrative, playful with elements of problematic, creativity. The conceptual provisions of humane-personal technology are the provisions of the personal approach of cooperation pedagogy, which is interpreted as the idea of ​​joint developmental activities of children and adults, sealed by mutual understanding, penetration into each other's spiritual world, joint analysis of the course and results of this activity. He compared his profession as a teacher, educator, educator with various other professions. At the beginning of his teaching career, he considered the main thesis of the teacher's work to be a formula comparable to the work of a doctor since the time of Avicenna: “Be careful! Make no mistake! Do no harm!” Undoubtedly, neither the doctor nor the teacher has the right to make mistakes. The doctor's mistake in diagnosis entails wrong treatment deterioration of the patient's health. The mistake of the teacher in determining the personality of the child, the methods of education and training, subsequently entails an incorrectly formed personality. “The teacher is obliged to study the child comprehensively, that is, to study not only his individual psychology and character, but also his individual life, the environment in which his character is formed, and at the same time build the correct educational process.”

As you accumulate pedagogical experience Amonashvili came to the conclusion that a real teacher should be an actor. As an artist on stage forgets about everything except the life of his hero, makes the viewer perceive the performance as reality, so the teacher, entering the class, must forget about his personal problems, experiences, and remember only about his students, each of whom has his own own character, worldview, but all of them, without exception, must be involved in a common creative process learning.

In Amonashvili's theory, I liked his ability to succinctly formulate the main theses of the teacher's work, which he calls "reminders". Subsequently, he grouped them, and got a memo of the following content:

Be careful!

Make no mistake!

Do no harm!

Be a hope for a student!

Give yourself to children!

Know what you are aiming for!

Constantly look for the wealth of his soul in the child!

Be patient in anticipation of a miracle and be ready to meet him in a child!

The main target orientations of the technology can be formulated as follows:

1. Contribute to the formation, development and upbringing of a noble person in a child by revealing his personal qualities.
2. Ennoblement of the soul and heart of the child.
3. The development and formation of the cognitive forces of the child.
4. Providing conditions for an expanded and in-depth volume of knowledge and skills.
5. The ideal of education is self-education.

The techniques used in technology are described in the books - "Hello, children!", "How are you, children?", "Unity of Purpose". In these books, describing the learning technology of Amonoshvili:

Strongly opposes marks.“Marks are the crutches of a lame pedagogy or a rod that personifies the imperative power of a teacher.” Instead of a quantitative assessment of the student, a qualitative assessment is proposed: a characteristic, a package of results, training in introspection, self-assessment. “Children do not need grades, they will learn without them if we turn learning into a process of developing cognitive aspirations,” the teacher says and creates all the conditions for this.

Talks about the education of humane feelings in children, which connects with the development of the ability to empathize and experience in general. “Yes, I want my children to be strongly impressed from time to time ... Spiritual world a child can be enriched only if he absorbs this wealth through the palaces of his emotions, through feelings of experience, joy, pride ... ”and the means that actively influences the feelings and mind of the child is literature. At reading lessons, there should be a casual conversation about books, about the actions of people, about the relationship between them, about good and evil. The teacher does not impose his grades on the children, he simply “on an equal footing” with them thinks aloud what he likes, what he does not like, why. Gives children the opportunity to argue with him, to reflect. The conversation is conducted in accordance with the norms of communication, the expressions are used: “In my opinion ... It seems to me ... Sorry, but I think differently ... Forgive me for interrupting ...” Children play “hero”: Tom Sawyer, Peppy, little prince. Everyone plays the hero as they imagine, and all the children look after him like a real hero, no joke - that's the deal.

The lesson in this technology is the leading form of children's life,and not just the learning process: lesson-sun, lesson-joy, lesson-friendship, lesson-creativity, lesson-work, lesson-game, lesson-meeting, lesson-life.

In a mathematics lesson, the teacher introduces “3 minutes of poetry”, in writing - “3 minutes of music”, sometimes “you can put your head on the desk, delve into yourself and think about how to write interesting essay". The life of children in and out of school, and this is very important, should be bright, colorful, full of play, romance, humor, so that they are surrounded by works of art, music ... Children's laughter, applause in the classroom, even tears, when children empathize with the hero, are not prohibited in the classroom. The children themselves, at the school where Amonoshvili taught, came up with posters and hung them in the classroom: “Your laughter should not offend someone else’s dignity!”, “You need to cry from compassion and sympathy, and not because your tooth hurts!”

An important point is emphasized in his books: “In order for the child to rebuildhis behavior, he needs not only a solid knowledge of moral and ethical rules, but the need to live and communicate with people who live by these rules.If we want our children to be kind and sympathetic, we must be humane ourselves; fair - they must not allow any injustice against the child, they must ensure that the relations between the children among themselves, with the teachers are warm, respectful.

Amonashvili is sure that every child deserves respect.And he does not skimp on expressing joy in connection with the success of children. “Thank you for thinking! You made me very happy! Let me shake your hand!" - These words can be heard in the classroom. “I tell the child“ Thank you! ”If he shows interest in knowledge, expresses glimpses of independence and thoughtfulness, courage and perseverance; it is necessary to encourage any effort of the child, his attempts to climb one more step of his development, formation. I do not find a better pedagogical way than to express my joy and gratitude, my friendly attitude to him". Children should feel pride for the teacher, for their class, for each student. But, expressing joy in relation to an individual student, the teacher must find such a form of expression of his feelings so that the achievements of individual students are perceived as a joyful event for everyone.

Communication between people is not only a means to achieve goals, but also an independent value. human life. Therefore, it is very important in the classroom to create a process of not only transferring knowledge, but also a process of communication between the teacher and children. “I don’t need lessons in the transfer of knowledge, and in general, I can’t stand this soulless concept. In my opinion, it sets the teacher in advance to take a prominent and elevated place in the classroom. What is needed is not a process of transferring and receiving knowledge, but a process of joint spiritual life of a student and mentor,” says Amonashvili.

Children need to be taught to argue, moreover, reasoned, logical.How earlier child is aware of his right to disagree even with a teacher for the sake of establishing the truth, asserting his point of view, the more skillfully created pedagogical conditions In order for the child to be able to boldly exercise this right, the more fruitful will be the development of creative, critical, independent thought in children. A good argument becomes an important way of self-affirmation of the child. It can be considered good when intellectual confrontation develops with varying degrees of success. When teaching, it is necessary to create situations in which children need to prove their case: “Who is right? And what do you think?" The purpose of this training is, and weaning children to say in unison "Yes!" without prior understanding of what requires consent, thereby he develops the independence of children, the ability to critically assess the situation, listen to the opinion of comrades.

For the formation of self-esteem, the development of self-criticism, self-education“written speech” is urgently needed - nothing more than an essay. But this is not just an essay, but "essays that help the child to know his personality through the ability to convey his experiences and impressions in writing." Hence the themes of the essays: “What makes me happy, what makes me sad”, “My idea of ​​​​happiness”, “What am I and what can I become”, “When I become big”, “Am I polite”. To stimulate interest in writing, children compose volumes of their own compositions, publish newspapers, books. In the second grade, each student has a notebook "I am among people." In special lessons, children analyze their actions, reflect on different life problems and write about everything in a notebook. These notebooks are not shown to anyone; they contain secret revelations. The principle that Amonashvili adheres to is: “A person is born in a struggle with himself in the process of self-knowledge and self-determination; upbringing and education should be aimed at directing the child on this path of his development and helping him win this difficult struggle.

The humanistic position of the teacher is to accept the child as he is.That is, to include in the content of your communication and relations with the child his life in all its manifestations and become its accomplice. At his school, Amonashvili shows interest in the lives of children, even organizing a “reception for personal matters". Acting from such a position, the teacher has the opportunity to get to know the children, see the world through their eyes, understand their aspirations and direct the life and teaching of each child to the knowledge of the world and the affirmation of goodness.

Based on the above, select the main installations in the humane-personal technology of Amonashvili Sh. A.:

1. The attitude of kindness, responsiveness, empathy, friendship, mutual assistance, respect for the individual is the basis joint work teachers and children.
2. There must always be faith in the capabilities of each student and encouragement of children.
3. It is necessary to rejoice with children, show interest in their life, take into account their opinion.
4. Be sure to teach the ethics of communication, the art of arguing, to achieve thoughtful decisions from children.
5. To create situations of moral choice, to use in practice the acquired moral and ethical knowledge and moral convictions.
6. Laws for the teacher: to love the child, to understand the child, to be replenished with optimism for the child.
7. Principles: humanization of the environment around the child, respect for the personality of the child, patience in the process of becoming a child.
8. Commandments: to believe in the infinity of the child, in their pedagogical abilities, by virtue of a humane approach to the child.
9. Support in the child: the desire for development, for growing up, for freedom.
10. Personal qualities of a teacher: kindness, frankness and sincerity, devotion

“At school, in the lesson, the child should be in the thick of life, enjoy participating in the collective cognitive activity, to see with what attention they listen to his considerations, how the team needs him, what respect he shows for his personality. He should bring the joy of communicating with the teacher and comrades, their successes, in which he will see the result of his participation and his prospects. The child, as a social being, is inherent in the desire for knowledge, communication, self-affirmation, self-giving. The task of the teacher is to create conditions conducive to the comprehensive manifestation of these aspirations.

In conclusion, I will cite the statement of D.D. Zuev, Corresponding Member of the Russian Academy of Education, Professor, Editor-in-Chief of the Anthology of Humane Pedagogy:

“... The classical heritage, the applied aspect of which is humane pedagogical thinking and the diversity of relevant educational systems, is not an Ocean Pedagogical Knowledge. There is no such ocean and cannot be. The classical heritage is the Cup of Pedagogical Wisdom, filled drop by drop over the millennia….”

Literature

1. Amonashvili Sh. A.: Hello children!, M., 1983;
2. Amonashvili Sh. A .:, To school - from the age of six. M., 1986;
3. Amonashvili Sh. A.: How do children live?, M., 1986;
4. Amonashvili Sh. A.: Unity of purpose.: , M., 1987;
5. Amonashvili Sh.A. : The upbringing and educational function of assessing the teachings of schoolchildren. M., 1984;
6. Amonashvili Sh.A. :Culture pedagogical communication. M., 1990;
7. Amonashvili Sh.A.: Humane-personal approach to children.: M., Inst. practical psychology, 1998.
8. Amonashvili Sh.A.: School of Life.: M., Shalva Amonashvili Publishing House, 1998

) - Soviet and Russian teacher and psychologist.

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  Corresponding member of the APS of the USSR since May 23, 1985, full member of the APN USSR since January 27, 1989, honorary member of the Russian Academy of Education since March 21, 1993, full member of the Russian Academy of Education since May 30, 2001. Member of the Department of Psychology and age physiology. Doctor Honoris Causa from Sofia University (Bulgaria). Scientific director of experimental schools in Moscow (No. 1715), St. Petersburg (No. 38), Tyumen, Nizhnevartovsk, Surgut and other cities. Rector of the Academy of Pedagogical Art and Socialization. In September 2001, for the purposes of further scientific research and popularization of ideas humane pedagogy at the International Center of the Roerichs (ICR), the International Center for Humane Pedagogy was established under the leadership of Sh. A. Amonashvili. Supervisor publishing house Shalva Amonashvili. Together with the corresponding member of the Russian Academy of Education D. D. Zuev, he publishes the Anthology of Humane Pedagogy (more than 40 volumes have been published).

  Awards and prizes

  Family

  • parents - Amonashvili Alexander Dmitrievich (1910-1942) - died at the front, Amonashvili Maria Ilyinichna (1915-1990).
  • sister - Amonashvili Natela Aleksandrovna, teacher of Tbilisi I experimental public school No. 1, Doctor of Pedagogical Sciences, author of manuals and didactic materials for grades 1–4.
  • wife - Nioradze Valeria Givievna - Doctor of Pedagogy, Professor of the Department of Theory and History of Pedagogy, Moscow State Pedagogical University. She passed away on October 24, 2012.
  • children - Paata (1964) - psychologist, sociologist, writer, publisher, Nino - philologist, jeweler.
  • Grandchildren - Mika (1990) - businessman, builder; Alexander - financier; Nino is a sociologist.

  Pedagogical ideas

  The developer of the original concept of humane pedagogy. Humane pedagogy is focused on the personality of the child, the absolute negation of authoritarian, imperative (imperious, commanding) pedagogy.

  Basic settings

  Sh. A. Amonashvili puts forward the following attitude in education: accepting any student as he is: “we must be people kind soul and love children for who they are. “To understand children means to take their position”

  Main methodological approaches

  All educational system It is built not on the principle of preparing a child for life, but on the basis of an understanding of childhood as the most important stage in life, with its own complex problems and experiences that must be understood and accepted by the teacher.

  Proceedings

  • Amonashvili Sh. A. Education. Grade. Mark. - M., 1980
  • Amonashvili Sh. A. Creation of man. - M., 1982.
  • Amonashvili Sh. A. Hello, children!: A manual for teachers / Foreword. A. V. Petrovsky. - M., 1983.
  • Amonashvili Sh. A. How do you live, children? - M., 1986
  • Amonashvili Sh. A. Unity of purpose. - M., 1987
  • Amonashvili Sh. A. The upbringing and educational function of assessing the teaching of schoolchildren. - M., 1984
  • Amonashvili Sh. A. To school - from the age of six. - M., 1986
  • Amonashvili Sh. A. Reflections on humane pedagogy.- M., 1996
  • Amonashvili Sh. A. School of Life. - M., 1996.
  • Amonashvili Sh. A. My smile, where are you? Thoughts in the teacher's room. - M., 2003.
  • Amonashvili Sh. A. Faith and love. - M., 2009.
  • Amonashvili Sh. A. Confession of a father to his son. - M., 2009.
  • Amonashvili Sh. A. Letters to daughters
  • Amonashvili Sh. A. Ballad about upbringing
  • Amonashvili Sh. A. Truth Schools.- M., 2006.
  • Amonashvili Sh. A. Without a heart, what will we understand?
  • Amonashvili Sh. A. Hurry, children, we will learn to fly!. - M..2005.
  • Amonashvili Sh. A. in a foreign language

    Sh. A. Amonashvili is the author of the books: Pedagogical Symphony (trilogy: “Hello, children!”, “How are you, children?”, “Unity of purpose”). M., 1983-1986; Translated into many languages. Published in 2003 in three volumes in Chinese; The educational and educational function of assessing the teaching of schoolchildren. M., 1984. Translated into Czech, Hungarian, Bulgarian and other languages; School of Life. M., 1996. Translated into Yugoslav, Estonian;

    Criticism of the views of Sh. Amonashvili

    The main critics of Shalva Amonashvili's works are representatives of the Russian Orthodox Church. According to Archpriest Alexander Novopashin, representative of the Information and Advisory Center of St. Irenaeus of Lyons, pedagogical views Amonashvili are saturated with occultism. As evidence, the author presents the following arguments:

    • "... Amonashvili, like many conductors of the doctrine of destructive cults, introduces his own newspeak";
    • "... Amonashvili's humanism, based on the "vinaigrette" of religions and philosophical movements, leads to a complete loss of spiritual orientation, primarily among unchurched teachers, and lays a time bomb in the child's mind, which will later lead to a tragic denouement";
    • "About the goals child education it is said in the most general terms, meaningless in themselves. Such concepts as "perfection", "divinity", "wisdom" in Amonashvili's pedagogy do not have a clear definition, they are blurred and essentially remain words";
    • free interpretation of the texts of the Gospel by Sh. Amonashvili;
    • Amonashvili's public speaking manners are reminiscent of neo-Pentecostal pastors;
    • the rest of the arguments boil down to Sh. Amonashvili's criticism of theology.

  The rector of the Academy is Professor Shalva Aleksandrovich Amonashvili.

  He is a doctor psychological sciences, academician of the Russian Academy of Education, foreign member of the Academy of Pedagogical Sciences of Ukraine, honorary doctor of the Sofia University named after Kliment Ohridsky, head International Center of Humane Pedagogy, laureate of the Prize of the Government of the Russian Federation, "Knight of Humane Pedagogy", "Knight of Childhood".

  Awarded with medals: “KD Ushinsky, “Teacher of Great Russia”.

  Organizer of the annual International Pedagogical Readings.

  Shalva Alexandrovich is the author of the following books:

  • "Pedagogical Symphony" ("Hello, children!" "How are you, children?", "Unity of Purpose");
  • "The upbringing and educational function of assessing the teaching of schoolchildren";
  • "To school from the age of six";
  • "Reflections on Humane Pedagogy";
  • "School of Life";
  • "Faith and Love";
  • "Confession of a father to his son";
  • "Letters to Daughter";
  • "Ballad of education";
  • "The Truth of the School";
  • “Without a heart, what will we understand?”;
  • “Hurry, children, we will learn to fly!”
  • "Why can't we live our lives as heroes of the spirit"

  Shalva Alexandrovich develops the ideas of spiritual humanism and affirms them in pedagogical theory and practice.

  Conducts seminars for teachers, educators, school psychologists, educators on the system of humane-personal approach to children in the educational process.

  He founded more than two hundred centers and laboratories of humane pedagogy in Russia, Ukraine, Belarus, Kyrgyzstan, Kazakhstan, Latvia, Lithuania, Estonia. He is the scientific director of a number of experimental schools.

  Brief biographical note

  Born March 8, 1931 in Tbilisi. Graduated from Tbilisi State University Faculty of Oriental Studies. He began his teaching career as a pioneer leader in 1952, as a second-year student. In 1958, he completed his postgraduate studies at the Research Institute of Pedagogy. Ya.S. Gogebashvili and defended his Ph.D. thesis in pedagogy in 1960. In 1972 he defended his doctoral dissertation in psychology at the Academic Council of the Institute of General and educational psychology APN USSR. In 1985 he was elected a corresponding member, and in 1989 a full member of the USSR APN.

  From 1958 to 1991 he worked at the Research Institute of Pedagogy of Georgia as a laboratory assistant, researcher, scientific secretary, head of the laboratory, deputy director, director, general director of the Scientific and Production Pedagogical Association.

  In 1989-1991 he was a People's Deputy of the USSR, a member of the Supreme Soviet of the USSR.

  From 1991 to 1998 he headed the Department of Primary Education at the Pedagogical University. S.S. Orbeliani, Tbilisi.

  From 1998 to this day he has been working as the head of the laboratory of humane pedagogy at the Moscow City Pedagogical University (MGPU).

  Amonashvili Shalva Alexandrovich(born 1931) - Georgian teacher. Graduated from the Faculty of Oriental Studies of Tbilisi University. In 1983-1991 headed the Research Institute of Pedagogy of the Ministry of Education of the Georgian SSR, since 1987 CEO Experimental Scientific and Pedagogical Production Association of the Ministry public education Georgia. The author of a scientific direction known in the world as a "humane-personal approach to children in the educational process." Dozens of pedagogical, psychological and artistic works belong to his pen. Laureate of the State Prize Russian Federation, foreign member of the Ukrainian Academy of Pedagogical Sciences, honorary doctor of St. Kliment Ohridsky (Bulgaria). In 2008, as part of a group of authors - the creators of the educational system "School 2100" was awarded the Prize of the Government of the Russian Federation in the field of education for the series of works "Educational system of a new generation (theoretical foundations and experimental implementation)".
  In the 60-70s. last century Amonashvili took part in pedagogical experiment on the study of developmental education in the laboratory of experimental didactics (Georgia, Tbilisi). Recalling this stage of his pedagogical activity, Amonashvili wrote: “The task was set to get away from authoritarianism ... I stopped screaming, punishing, looking down on children, trying not to infringe on their self-esteem ... The children began to trust me more and more, hurried to talk and argue with me. Since 1964, the teacher led the experiment to determine the new content, forms and methods of primary education. He scientifically substantiated and tested in practice the conditions, content and principles of work with six-year-old children, which contribute to the formation of socially significant motives for learning and comprehensive development personalities of younger students.

  Amonashvili's pedagogical system

  Amonashvili's pedagogical system was built on humanity and faith in the child, upbringing with creativity and close cooperation between the teacher and children. School lessons were lessons of knowledge, communication, mutual assistance. Scoring and comparison of children with each other were abolished. In the books "Education. Grade. Mark "(1980)," Hello, children "(1983)," To school from six
  years ”(1986), the teacher revealed the foundations of the system of education and upbringing of younger students.
  At the beginning of his pedagogical activity, Amonashvili received a school where all the lagging behind children were “exiled”. In two years, he turned her into an exemplary educational institution. The ministerial commission, which came to the school with an inspection, was amazed at the "change" that had taken place. Everyone asked: where are the underdeveloped fly? To which the teacher replied that if you love children and work with them, wonderful flowers of talents bloom in them.
  In 1988-1989 Amonashvili worked together with A. A. Leontiev in a unique team - VNIK "School". A historic task was set before the community of scientists: to create the scientific and methodological foundations of the educational system of a new generation, a system that would provide the country with the education of the future. Unfortunately, due to the change of leadership in the field of education, VNIK was closed, and the materials prepared by it were not in demand. But the foundations of the methodological platform of the educational system of the future have been determined.
  Since 1993, Amonashvili has been taking Active participation in the work of the association "School 2100", headed by A. A. Leontiev, which continued the ideas of the VNIK "School". The teacher is engaged in the preparation of basic documents, entered his concept of humane personality-oriented pedagogy in general scheme educational system "Schools 2100". After the death of A.A. Leontiev Amonashvili became one of the scientific supervisors of this educational system and at the same time directed the Laboratory of Humane Pedagogy at the Moscow City Pedagogical University and the Publishing House of Shalva Amonashvili.
  The main postulate of Amonashvili's pedagogical philosophy is as follows: "Every child did not come into this world by chance", he is born because he had to be born, he came as if at the call of people. He has his own life mission, which we do not know, maybe ", great, and for this he is endowed with the greatest energy of the spirit. And our duty is to help him fulfill it. " The relationship "teacher - student", according to Amonashvili, consists in the fact that "a child can do everything, and the teacher himself must believe in this formula and instill it in the child.
  The basis of the foundations in Amonashvili's school is "lessons of spiritual life". What are we living for? What is life and how could it have arisen? What is love? What is immortality? To all these questions, the teacher is looking for answers together with his students.
  The most complete answer to the question "What is humane pedagogy?" we find in Amonashvili: “This pedagogy accepts the child as he is, agrees with his nature. She sees in the child his infinity, realizes his cosmic nature and leads, prepares him to serve humanity throughout his life. Her main principle- is love for a child. A teacher should radiate kindness, without which it is impossible to bring up a humane soul in a person. The child becomes happy as soon as he feels that the teacher loves him, loves him sincerely and disinterestedly. In the manual for teachers "Hello, children!" Amonashvili summarized the results of his pedagogical activity, long-term observations of the formation of the personality of younger schoolchildren. The book is written in the form of a story-reflection of a teacher who became the organizer of the exciting school life of kids. It reveals psychological features this age group, the specifics of the content, forms and methods of teaching and educating six-year-olds. “My practice of working with children and the scientific search for organizing a joyful and exciting life at school, a creative and scientific community for a long time with many teachers of experimental classes contributed to the fact that I had some pedagogical convictions that come from optimistic, humanistic principles of learning and education,” writes Amonashvili in the preface. Academician of the Academy of Sciences of the USSR A.V. Petrovsky called the book "Hello, children!" "Pedagogical symphony", the leitmotif of which invariably remains love for children, a sensitive attitude to the soul of the child. This characteristic can also be attributed to the book of Sh. Amonashvili "To school - from the age of six." The teacher is convinced that effective parenting and the education of children of primary school age depends entirely on the personal qualities of the teacher.
  First, the teacher must love the children for who they are. We must equally love the naughty, and obedient, and quick-witted, and slow-witted, and lazy, and diligent. Kindness and love for children will not allow them to be rudely treated, to infringe on their pride and dignity.
  Secondly, the teacher needs the ability to understand children, i.e. take their position, take their concerns and deeds as serious, reckon with them, show them not condescension, but respect. A teacher who understands children does not seek to subordinate them to his own power, he, relying on their today's life, cultivates the sprouts of tomorrow. Understanding the movements of the soul and experiences of the child, his feelings and aspirations, the teacher can ensure that the child himself becomes his companion in his own upbringing.
  Thirdly, one should be an optimist, believing in the transformative power of education. It's about not about philanthropic optimism, which prompts the teacher to wait with hope for the child to grow wiser, to show abilities, in order to then take up his upbringing, begin to develop his consciousness. We are talking about active optimism, which helps to delve deeply into inner world child and, depending on his personal characteristics, seek ways of education, training and development.
  Fourthly, everything that people like in a person should be inherent in a teacher: a smile, and severity, and restraint, and modesty, and sensitivity, and sincerity, and intelligence, and sociability, and love of life.
  A teacher should strive to be like that. In junior school age the highest authority for children is the teacher. He is a mediator between the child and the spiritual values ​​of past and present generations. These values, knowledge, moral and ethical standards do not reach children in a sterilized form, they are perceived through the personality traits of the teacher, his assessment. A humane teacher, introducing children to knowledge, is at the same time an example for them, appears before them as a model of humanity. Only through love for him does the child enter the world of knowledge, master moral values society.
  

  Until the seventh grade, Shalva Amonashvili was round loser and graduated from high school with a gold medal. His attitude to studies was changed by a new teacher of the Georgian language, who treated the children with interest and respect. The personality of the child became the central concept of the concept of humane pedagogy, which was developed by Amonashvili. "Mel" has collected the most important theses of the teacher about what a teacher should be like.

  For those who are preparing for the main school exam

  1. Be a teacher, not an educator

  The task of the teacher is to help and suggest. Make friends with the student, love him and earn his respect. Not just give information, but patiently express your opinion and listen to the opinion of the students. Especially dangerous is disbelief in a child - the prejudice that he is initially unable to learn without a stick. In such cases, the teacher, without any reason, begins to shout at the students and threaten with punishments. But for learning to bear fruit, each child must feel that the teacher wishes him well and accepts him as he is.

  “It is better for a teacher not to enter a school with an embittered soul, so as not to cripple the souls of children; it is better not to enter a school without a clear goal and educational intentions, so as not to impose on children educational improvisations that cause bewilderment and confusion in children; it is better not to enter the school from yesterday, without self-renewal, so as not to carry boredom and monotony with you; it is better not to come to children without faith in pedagogy, so as not to sow in them uncertainty in themselves and in their teacher.

  2. Children respond to love with love, cruelty with cruelty.

  The basis of education is boundless love for children. In an authoritarian system, the teacher, even sincerely loving the child, considers it his duty to “keep him in his hands”: to force him to study, to behave well, to strictly ask him. And more often the teacher does not even bother to put at least a little of his soul into the learning process, which should not consist only of endless homework, calls to the board and control works. When teachers love power over their students more than they love themselves, the students respond accordingly - rebellion.

  “The physicist caused irritation and anger in us. A middle-aged man, who imagined himself to be a famous scientist, simply mocked us. In principle, I did not give anyone a five. “Five is for me,” he said. “Other marks are for you.” It was a pity for him to put fours. Therefore, there were a lot of threes and twos in the class. We resented his rudeness, ridicule and threats. Therefore, more than once they boycotted his lessons, interfered with him at the lesson, and clashed with him. And he, instead of figuring out why we behave this way, tightened the measures, punished with deuces and threatened that everyone would ruin the certificate.

  The teacher does not always treat students harshly out of malice. Perhaps he thinks he is doing it for the good of the child. But to love a child is, first of all, to understand him, to be interested in him and respect his personality. Human love for a child causes a response human love to the teacher, which is expressed in the desire to please the teacher with his knowledge and not to upset absenteeism. In the class of such teachers, it is a shame to write off and lie that you forgot your diary.

  3. The essence of punishment is not to take revenge on the child.

  Punishment should not be applied authoritarianly - in such cases, the child does not accept punishment, considers it unfair. Punishment in itself is not a measure of education. Its impact on the child depends on how much the teacher is loved and respected. And the purpose of punishment is not to bring public justice or personally teacher retribution, but to convey to the child a sense of chagrin from failure. The essence of punishment in this case is that the child experiences resentment due to the fact that he upset a loved one, and feels determined to justify his expectations and trust.

  “Boy, my fives are red next to the deuces ... What should I do? ..

  And in my soul there is an explosion. I cover my head with my hands and begin to cry quietly so that the person sitting next to me does not guess what's wrong. It's not about the fives, but the fact that they contain my teacher's love for me. And these deuces can harm this one - the most expensive thing that I got for recent months- Love!

  I'm hurting the teacher - and it hurts me."

  Shalva Amonashvili, "How to love children (Experience of introspection)"

  4. Grading and grading are not the same thing

  Marks are not necessarily expressed in numbers. They can be verbal, for example, the word "well done." In the same way that a child boasts of an A, he will say at home: "The teacher said that I was doing well." Children are scolded for bad grades, praised for good ones - all these reactions are formal, one-dimensional. Marks spoil the child educational process relationship with parents.

  "Fives target the heart because they distort the child's morality, threes breed indifference, twos cause resentment."

  Children need to ask questions more often to which there is no known right answer in advance. The teacher knows how much twice two is, but he does not know why it is difficult for a child to memorize the multiplication table. He does not know what interests him, what he likes, what motivates him to study.

  “Our teacher came in with a kind, friendly smile, greeted us with a velvety voice, said “thank you” to us, looked into everyone's eyes. It was already unusual. And then, suddenly, she asked:

  Guys, do you like poetry?

  No one instilled in us a love for poetry; the former teacher required us to memorize a given poem and rattle it out in class. He never asked if we liked these verses.”

  Shalva Amonashvili, "How to love children (Experience of introspection)"

  6. Demanding helps the teacher and hinders the child

  In an authoritarian pedagogical process exactingness is a preventive measure for punishment. The teacher requires the child to study hard, not to break the rules. He says "rewrite it to tomorrow", meaning "otherwise blame yourself." The tone of such a requirement is commanding, coercive. This is a pedagogical tool that solves the problems of the teacher himself, not the child.

  If the teacher really cares more about the future of the child than silence in the classroom, his demands express feelings for the future of the child. In such cases, the requirement changes its content and tone. It sounds trust and hope for the success of the child, it motivates him to try and develop.

  “There were times when she (the teacher) turned to one of us:

  And when she once turned to me with this request, I was very proud and glad. And a couple of days later, returning the book, she said:

  At your place good taste, since you read such books ... Thank you, I enjoyed it ...

  What else was needed for me to become addicted to reading?

  Shalva Amonashvili "How to love children (Experience of introspection)"

  7. The life of a child should not stop during the lessons.

  Lessons are the basis for school day, but children come not only for them. They come for fun changes, meetings with friends, conversations with the teacher, interesting extracurricular school activities. School life- much more than a few lessons every day, and lessons - much more than diligent sitting at a desk.

  The child cannot leave his impressions and experiences outside the school and come with a pure, sterilized desire to learn.

  And he will not become more attentive and focused if he is deprived of a toy that so captured his imagination that he brought it with him to school. He will become even more distracted, because he will be upset, and will be able to think only about the future fate of his toy.

  “Let the tin soldier lie in your pocket, let the child ride a bicycle in his imagination, let him be under the impression of yesterday's grandfather's fairy tale! Let everyone come to school with their own full life. And then right at the lesson (it doesn't matter what lesson it will be) Iliko will get his tin soldier out of his pocket. I will look into it with great interest. “How I like him! Do you only have one soldier? Are there others? No, don't give it to me! Bring your whole army of tin soldiers; it will probably be very interesting to play with them!“ Iliko will be pleased and tomorrow he will bring all his soldiers, and I will look for a fairy tale about tin soldier to read it to the whole class.

  Shalva Amonashvili, "Hello, children!"

  8. A good teacher is one who loves children's "zhriamuli"

  "Zhriamuli" is a Georgian word that means a cheerful noise: for example, the chirping of birds or children's hubbub. It differs from ordinary noise in that it is filled with joy and life. To have a pedagogical ear means to be able to distinguish different notes in this noise that always fills the school, and to love it.

  “And now I look at the photographs of my 36 children and I am overcome with impatience to meet this children's “zhriamuli”. I accept the love for "zhriamuli" as proof that I can understand them. I am convinced that whoever likes children's “zhriamuli” is inclined towards pedagogical activity, and whoever is already addicted to it finds his professional happiness.”

  Shalva Amonashvili, "Hello, children!"