Municipal educational institution

Additional education children

Center for the Development of Children and Youth Creativity

Voroshilovsky district Volgograd

Functions of the class teacher

Dubrovchenko Yu.A.,

social teacher,

teacher organizer

Volgograd, 2015.

1) Class Manager Functions

The activity of the class teacher is a targeted, systemic, planned process under construction based on the charter of a general education institution, other local acts, analysis of previous activities, positive and negative trends in public life, based on the personality of a focused approach to students, taking into account the actual tasks facing the pedagogical team of general education institutions, and situations in the class, inter-ethnic and interfaith relations.

For pedagogically competent, successful and efficiently performing its functions to the class teachers! It is necessary to know the psychological and pedagogical foundations of working with children of a specific age, to be informed about the latest trends, ways and forms of educational activities, to own modern educational technologies.

The class teacher needs to take into account the level of educational, social and material conditions of their life.

Class leader functions:

Organizational coordinating:

• ensuring the Communications Communication Institution with Family

  establishment of contacts with parents (other legal representatives) of students, assisting them in the education of students (personally, through a psychologist, social teacher, an additional education teacher)

  consultation, conversations with parents (other legal representatives)

  interaction with pedagogical workers, as well as educational and subsidiary personnel of the general education institution

  organization in the classroom of the educational process, optimal for the development of the positive potential of the personality of students in the framework of the activities of the general-cool team

  organization of educational work with students through the holding of "small pedsoves", pedagogical consultations, thematic and other events

  stimulating and taking into account the diverse activities of students, including in the system of additional education of children

  interaction with each student and team, class as a whole

  maintain documentation (class magazine, personal affairs of students, work plan for the class teacher).

Communicative:

• regulation of interpersonal relationships between students

  establishing the interaction between pedagogical workers and educational

  promoting a general favorable psychological climate of a class team

  rendering assistance to educational in the formation of communicative qualities.

Analytic-prognostic:

• studying the individual characteristics of the student and the dynamics of their development

  determination of the state and prospects for the development of the class.

Controls:

• monitoring the performance of each trainee; Monitoring attendance of training studies learning.

Forms of work of the class teacher

In accordance with its functions, the class teacher chooses forms of work with students:

individual (conversation, consultation, exchange of views, provision of individual aid, joint search for solving a problem, etc.)

group (creative groups, self-government bodies, etc.):

collective (contests, performances, concerts, campaigns, kids, competitions, etc.).

ANDntstructions of any institution reflect a certain set of functions, among which the most important are:analytic diagnostic; planned prognostic; organizational-coordinating; Control-corrective.

Analytic diagnosticthe function is implemented primarily in the process of studying the individual characteristics of schoolchildren of this class. In the process of observations, conversations, joint activities with students, the class teacher gradually reveals certain personal qualities of children, the features of their thinking, perception, memory, speech and other characteristics. In a study of individual characteristics, a classroom can help conversations with parents of children, subject teachers.

Analytic diagnostic function is also aimed at learning the conditions and principles of family education of children. The class teacher is very important to establish a close relationship with the parents of students, which will allow him to determine the features of the family in which the student is raised, and the influence of this family on its development. A visit to the family, conversations with parents and children will allow this function to implement. One of the receptions of the registration received data is the "family map", which is a letter filled questionnaire. There may be included in the questionnaire, in addition to traditional items (child name, age, home addresses, parental data - age, education, occupation):
- information about the composition of the family as a whole,
- its form (full / incomplete, integrated / disintegrated, large / single-fashioned, etc.),
- average income on the family participant,
- housing conditions
- family mistake (indication of possible adverse factors - alcoholism, addiction to family members to drugs, severe patients, etc.),
- psychological and pedagogical culture of parents (the presence of pedagogical knowledge, the desire to take into account the interests of children, the ability to analyze the motives of the child, find effective means of education, etc.),
- the child's health state,
- level of pupils,
- self-esteem,
- Hobbies of a schoolboy,
- the necessary assistance to the family, etc.

Specific questions of the "Family Maps" can be a class manager himself, if necessary, resorting to the help of a psychologist - a specialist in diagnosis.

When implementing an analytical diagnostic function, it is also important to identify the class team, the level of its development. The nature and content of the work of the class teacher with the class depends on this condition. In modern conditions, it is also very important to determine the nature of the environmental influence on students.

Without an analytical diagnostic function, the successful implementation of the planned prognostic function seems very problematic. How can I predict predictions, draw up work plans, if you did not study well the children with which you have to work?

Planned Prognostic Function Includes the definition of the objectives of the class teacher in this class. Among the goals there may be the development of the identity of the child, the formation of a class team, etc. Objectives can be divided into: educational (training) raising and developing. Having determined the goals, the class teacher is a plan of its work, predicting possible results.

Plans for content, structure, form are very diverse. The main thing - they should help in organizing educational work, be convenient for use, to be workers, and not formal documents. In practice, a wide variety of plans are drawn up, they can be classified according to various bases.

Basedcontent coverageplansmay be:
1) comprehensive and cover activities in all its directions and types;
2) thematic, which are concentrated on the planning of one direction or type of activity (for example, a plan for the formation of a children's team, a plan for working with moral education);
3) the subject - it is planned one specific educational case (preparation and conduct of the competition, a light, etc.);

On the duration of the planned periodplans may be the following types:
1) long-term (promising) - determine the intended work for a long period of time (year or more);
2) the stage (periodic) plan - it is planned to some definite stage of the further perspective (quarter, half of the year);
3) short-term - determines the content of educational work for a short period of time (for a month, week);
4) Operational - the actions for the near future (plan of the day) are determined.

The listed types of plans are closely interrelated: each subsequent specifies, specifies, corrects the previous one.
Well, if planning is carried out by a class teacher together with parents, children, which allows the interests of all participants in the pedagogical process.

Organizational coordinating functionaims to directly organize a variety of forms of extracurricular activities of schoolchildren. At this stage, the work plan is being implemented in the direction of the directions that were identified that it does not exclude the introduction of certain adjustments to the plan itself. Among the most important areas:
- organization and conduct of exciting educational events that contribute to the development of the child's personality;
- creating conditions for the collaboration of family and school;
- ensuring the interaction of the class teacher with teachers - subjects to solve the problems of schoolchildren's learning activities;
- cooperation with extracurricular organizations, allowing to increase the effectiveness of the educational process (museums, cultural houses, research centers, etc.);
- close relationship with children's self-government authorities (student committees, school council, various children's organizations);
- organization of food children, cleaning school and school territory, cabinets, work practices;
- cooperation with specialists - school staff (psychologists, doctors) to create favorable conditions for the education and development of the identity of the child;
- conducting school documentation (records in journals, diaries, personal affairs of children, drawing up work plans).

Control and corrective functionaims to determine the results of the work of its activities and class students. When analyzing the work performed, the class teacher determines not only the results, but also the conditions that contributed to the achievement of such results, the funds that were used, the motives that were updated and influenced the process and result. It is important to take into account the problems faced by the class teacher and children in the process of work, to determine their reasons, take into account the unrealized potential and draw conclusions for the future, adjusting future goals and plans.

2) The main activities of the class teacher with students and their parents. Educational system system

The main task of the class teacher is to create conditions for the free development of the physical and spiritual forces of students, guided by the interests of children and their age needs.

The class teacher must know the problems of the physical and psychological health of his students and do everything possible to make parents and students without fear of talking about their problems.

In their activities, as a cool leader, I use four directions in working with students and their parents.

First direction - The problem of physical health of students, as it is precisely from the quality of health who depend on their studies and general development.

Second direction - Communication.

Communication is an impact that determines the most maximum development of the child's personality, primarily ethical education aimed at the formation of generally recognized values.

Solving the problem of communication leads students to understanding universal values, they must become the norm for students.

Third direction - This is the cognitive sphere of the child. The defense of the student in this area means an explanation to all teachers-subjects of individual characteristics of the student.

Fourth direction - This is a family in which it grows, is formed, a student is brought up. The class teacher must remember that. Rising a student, it affects the educational potential of the family. The object of professional attention is not the family itself and not parents of a child, but family upbringing. It is precisely in this framework that his interaction with parents is considered.

The teacher needs to know what the scope of the material good of the child, his lifestyle, traditions and customs of his family. It is necessary to take into account the following items:

study of the atmosphere in the family surrounding the student, his relationship with family members;

psychological and pedagogical education of parents through the system of parental meetings, consultations, conversations;

organization and joint spending of children and parents;

protecting the interests and rights of the child in "difficult" families.

A class leader is implemented by the Parent Enlightenment Function (information about the educational function of the school, on the methods of education, goals and objectives of the student's personal development for this period, the spiritual development of the child, about the characteristics of the student's school activities, about the relationship in the class, about the identified abilities).

2) The main components of pedagogical skills Mastery is the high and constantly improved art of upbringing and learning, accessible to every teacher working on calling and loving children. The teacher as a master of his case is a high culture specialist, deeply knowing his object, well acquainted with the relevant branches of science or art, practically understanding in matters of general and especially child psychology, perfectly owning the methodology for learning and education.

Pedagogical skill teacher - This is a complex of professional properties of the individual, providing a high level of self-organization of pedagogical activities through the possession of the possibilities of its discipline for training and education.

Pedagogical skills are based on the high professionalism of the teacher, its common culture and pedagogical experience. To master the skill, you need to know the laws and principles of education, be able to improve the effective technologies of the educational process, correctly choose them for each specific situation, diagnose, predict the process of specified level and quality.

Pedagogical skill includes the followingcomponents:

Moral and spiritual qualities : Humanistic orientation, national dignity, intelligence, vital ideals, conscience, honesty, truthfulness, objectivity, tolerance.

Professional knowledge training subject, anatomy and physiology of man, psychology, pedagogy, teaching techniques.

Socio-pedagogical qualities : Organizational abilities, excerpt, principle and demanding, optimism, sensitivity, creative thinking, attention, tacty.

Psychological and pedagogical skills : Constructive, Communicative, Didactic, Perceptual, Suggestive, Cognitive, Applied, Possession of Psychotechnics.

Pedagogical machinery : appearance, possession of facial expressions, gestures, body, speech culture; preservation of tempo, rhythm, speech style; Culture of communication; didactic skills; The ability to own your feelings.

As basiccriteria of pedagogical mastery the following are allocated:

humanistic orientation all the activities of the teacher, that is, respect for the identity of the student, the approval of moral values \u200b\u200band the norms of behavior, a positive impact on young people;

pedagogical abilities , namely:

didactic (in an affordable form to state the material clearly present the problem, cause cognitive interest in the subject);

academic (knowledge of their subject and ability to scientific search);

perceptual (psychological observation, understanding of the student's inner world);

organizational (ability to rally the team, inspire him to solve socially significant tasks);

communicative (ability to establish expedient relationship with students, pedagogical tact);

speech abilities (the ability to express your thoughts and feelings with speech, facial expressions and pantomimics);

pedagogical imagination (foresight of the consequences of their actions, educational design of the personality of students);

the ability to allocate attention simultaneously between several activities.

professional competence , which covers professional knowledge (subject, social, pedagogical, psychological) and professional skills and skills (the ability to teach and educate, motivate and evaluate students' behavior);

pedagogical machinery (Culture and Speech Technology, the ability to dress, the ability to self-control, self-imaging, etc.);

communication, That is the professional ability to productive and comfortable communication with students.

The ability of a teacher to build their relationship with students in partnership pedagogy, to create a comfortable educational environment for all participants in the educational process, is important in increasing the productivity of pedagogical labor.

The development of cognitive activity and at the same time the comfortable emotional state of students contributes to the following characteristics of the process of interaction of the teacher and student:

partnerships teachers and students, the desire to communicate on equal and real implementation;

problem and discussion discussion of educational material;

emotional and informative support Academic work student and a positive assessment of any progress in assimilation, while it is important to focus on self-esteem;

adequate informative attitude to error , use of it is not for the purposes of censure, but to create a developing situation;

food pedagogue in relations with the student on his development and personal growth;

movements to work , relying on friendly, joking comments; Emotionality and informality of a conversation with students.

The modern school needs a teacher of high professional qualifications, which has uncomplicated intellectual and mental abilities that can critically think and creatively approach to solve problems facing it. Consequently, in addition to professionally pedagogical qualities, the teacher must have other qualities that contribute to its activities.

The purpose of the class teacher - Creation of conditions for self-development and self-realization of the personality of the studying, its successful socialization in society.

Tasks of the class teacher:

The formation and development of the class team;

The creation of favorable psychological and pedagogical conditions for the development of the personality, self-affirmation of each studying, the preservation of the uniqueness and disclosure of its potential abilities;

Formation of a healthy lifestyle;

Organization of a system of relations through a variety of forms of raising class team activities;

Protection of the rights and interests of students;

Organization of system work with students in the classroom;

Humanization of relations between students, between students and pedagogical workers;

The formation of educational moral meanings and spiritual landmarks;

Organization of socially significant, creative activity of students.

Functions of the class teacher

The activity of the class teacher is a targeted, systemic, planned process, based on the charter of a general education institution, other local acts, analysis of previous activities, positive and negative trends in public life, based on a personally-oriented approach to students, taking into account the current tasks facing the pedagogical team of general education institutions, and situations in the class, inter-ethnic and interfaith relations.

For pedagogically competent, successful and efficient fulfillment of its functions, a class teacher must be well known to know the psychological and pedagogical foundations of working with children of concrete age, to be informed about the latest trends, ways and forms of educational activities, to own modern educational technologies.

The class teacher needs to take into account the level of educational, social and material conditions of their life.

Class leader functions:

1. Organizational coordinating:

Ensuring the communication of the general education institution with family;

Establishing contacts with parents (other legal representatives) students, assisting them in the education of students (personally, through a psychologist, social teacher, an additional education teacher);

Consultation, conversations with parents (other legal representatives) of students;

Interaction with pedagogical workers, er also educational and subsidiary personnel of the general education institution;

Organization in the classroom of the educational process, optimal for the development of the positive potential of the personality of students in the framework of the activities of the general-cool team;

Organization of educational work with students through the conduct of "small pedsovets", pedagogical consultations, thematic and other events;

Stimulating and taking into account the diverse activities of students, including in the system of additional education of children;

Interaction with each student and team, class as a whole;

Maintain documentation (class magazine, personal affairs of students, work plan for the class teacher).

2. Communicative:

Regulation of interpersonal relationships between students;

Establishing the interaction between pedagogical workers and training;

Promoting a common favorable psychological climate in a class team;

Rendering assistance to educational in the formation of communicative qualities.

3. Analytics and prognostic:

Studying the individual characteristics of the student and dynamics of their development;

Determination of the state and prospects for the development of the class.

4. Controls:

Monitoring the performance of each trainee;

Monitoring attendance of training studies learning.

Forms of work of the class teacher

In accordance with its functions, the class teacher chooses forms of work with students:

Individual (conversation, consultation, exchange of views, individual assistance, joint search for solving the problem, etc.);

Group (creative groups, self-government bodies, etc.);

Collective (contests, performances, concerts, campaigns, kids, competitions, etc.).

When choosing forms of working with students, it is advisable to be guided by the following:

Define the content and main activities in accordance with the objectives facing the general education institution;

Consider the principles of organizing the educational process, the possibilities, interests and needs of students, external conditions;

Ensure the integrity of the content, forms and methods of socially significant, creative activity of students.

Criteria for assessing the implementation of the functions of the class teacher

The effectiveness of the implementation of the functions of the class teacher can be assessed on the basis of two groups of criteria: performance and activities.

Effective criteria reflect the level that students in their social development (the level of total culture and discipline of students, their civil maturity).

The criteria of activity make it possible to assess the implementation of the management functions of the class teacher (organization of educational work with students; interaction with pedagogical workers working with students in this class and other participants in the educational process, as well as educational and subsidiary personnel of the educational institution, parents (other legal representatives) of students and the public in education, training, creative development of students).

The functions of the class teacher are to create conditions for the comfort and successful livelihoods of students, in promoting their development, in the formation of their spirituality and assistance in comprehending the life sense. Based on this, the class teacher performs a number of functions, in particular: analytical, organizational and coordinating, prognostic and communicative.

Class teacher activity

The activity of the class teacher is the main mechanism for implementing an individual approach to students. This activity is due to the modern tasks that the teacher puts in front of him. The class teacher carries out the following content: the public development of the child, the preservation of his individuality and the disclosure of its potential abilities.

The class teacher needs to study the personality of the pupil, his personal inconsistencies and interests. The teacher in this role is designed to create a favorable atmosphere and the moral and psychological climate for each individual child in the group. The class teacher should direct and provoke self-education and the self-development of the student's personality. The responsibilities of the class leader include coordination of subject teachers in order to intellectual, moral development of their pupils and assistance in studying.

The teacher engaged in the class leadership should promote additional education with students through mugs, clubs, sections that are organized directly at school or in additional education institutions.

The duties of the class teacher include the organization of educational activities in a class, appropriate age interests, national traditions and requirements of real life. Construction of the content of the vital activity of the class team depends on the class teacher.

Caring for the Health and Safety of Children's Teacher's Children, participation in student dispensarization, the propaganda of a healthy lifestyle is an integral part of the work of the class teacher.

The class teacher operates in very close contact with the parents of students, leads individual work with parents for the correction of family education errors, organizes the joint activities of children and parents, is engaged in an increase in the pedagogical culture of parents.

Main functions

We formulate the main functions that define the above contents of the class teacher:

• analytic prognostic
• organizationally - coordinating,
• communicative,
• warning - prophylactic,
• security-protective,
• correctional.

Consider some features more. Analytical function includes:

• obtaining and processing individual information about students, the level of their psychophysical development, the social environment and the family situation in which they are;
• study and analysis of the development of the individual of a separate child and the team as a whole;
• analysis and objective assessment of the level of students' educationalities;
• study and analysis of the educational potential of teachers working with the class;
• studying and analysis of the environmental impact on the level of students' lifting.

The prognostic function is partially built on the results of the analytic function and includes:

• foresight of the results of educational impact on students;
• prediction of the individual level of schoolchildren's development;
• prediction of the process of formation of the collective and its activities;
• building an educational model in the classroom;
• drawing up educational plans in the class team.

The organizational and coordinating function is directly or indirect assistance to pupils and is as follows:

• assistance in organizing a variety of public activities of pupils;
• help students in the organization of academic work;
• organization of the work of children's self-government bodies in order to attach the main skills of self-organization, responsibility and ability to make decisions;
• assistance in obtaining additional students, including out-of-school education;
• the creation of favorable conditions for self-education, self-development of the child's personality;
• psychological enlightenment of pupils together with a school psychologist;
• organization of close cooperation with the families of students;
• protection of legitimate rights and freedoms of their students;
• organization of interaction with subject teachers, social teacher, school psychologist, library staff, medical school employees (Fig. 2).
• stimulating and supporting joint creative and innovative activities of pupils, parents and teachers.
• work in the composition of the Pedagogical Council and meetings;
• assistance in the professional self-determination of graduates;
• organization of various post-hour events;
• maintaining class documentation, including the class magazine, the accounting of attendance, personal cases, its work plan;
• participation in optimizing material and domestic conditions for the development of students and their creative activity.

Communicative function, is one of the most important in the activities of the class teacher and depends on personal communicative teacher skills. This feature includes:

• assistance in the formation and regulation of interpersonal relations in the pupils environment;
• assistance in building a favorable relationship between teacher and student, between teacher and parents, between parents and students;
• assistance to pupils in establishing relationships with society;
• correction of student behavior;
• establishment and maintenance of a positive psychological climate in the team.

Classroom teacher- Teacher, organizing educational work in the classroom entrusted to him.

The institution of class leadership has developed a long time, almost together with the emergence of educational institutions. In Russia until 1917, these teachers were called class mentors, class ladies. Their rights and obligations were determined by the charter of the educational institution - a fundamental document in the activities of any school. It was he who outlined the range of powers of all teachers of the children's institution.

Mentors' teachers were selected very carefully. The highest demands were presented to those who performed the duties similar to the responsibilities of the modern class leader. A cool mentor, the educator was obliged to delve into all the life events of the team entrusted to him, follow the relationship in it, to form a benevolent relationship between children. The teacher was supposed to be an example in everything, even his appearance was a role model.

During the time of the Unified Labor School, the class teacher was called the gangbhanema.

The position of the class teacher at school was introduced on May 16, 1934 by the decision of the USSR SCC and the CCP CEC (b)

"On the structure of primary and secondary school in the USSR."

One of the teachers was appointed as a class manager, which was a special responsibility for educational work in this class. It was one of the best school teachers, he was approved for this position director. The duties of the class teacher were considered as an additional primary teaching work.

Types of educational institutions such as gymnasiums, lyceums, etc. have been revived, and others. Activities of the classical secondary school has changed. Accordingly, the Institute of Class Guide has changed.

Now there are several types of class leadership:

• - a master teacher who simultaneously performs the functions of the class teacher;
• - Class teacher who teaching a separate school discipline, i.e. having minimal learning load. They are also called classy ladies, curators (lat.: Trustees; Person who is entrusted with observation of any work);
• - the class teacher performing only educational functions (liberated class manager);
• - In some educational institutions, the post of class mentor was introduced (option of the post of liberated class teacher), as well as the tutor (Lat.:defender, patron "guardian). The tutor can have a minimum training load.

Recently, the class teacher is increasingly referred to as a class teacher.

Functions, rights and obligations of the class teacher with all versions of the name of this position are about the same.

Since the school's activities are regulated by its charter, then the activity of the class teacher is also based on this document.

The class teacher performs several functions: analytical, organizational and coordinating, communicative.

Analytical functionincludes:

• - Studying and analysis of individual characteristics of students with the help of a psychologist (as a rule, the type of personality, temperament, character accentuation is determined). Before admission to grade 1, children undergo tests to identify readiness for learning and features of intellectual activity. Testing spends. psychologist, school or specially invited;
• - Studying and analysis of the group of students in its development. The basis for this is the conversation of the executives of the school classes with primary school teachers, and the leaders of the X-XI-X classes with classroom leaders of high school. As a result, teachers receive initial information about the team and disciples. Learning and analysis of relationships in a class team is better to entrust psychologist who will be psychological i.card team. The class teacher himself can organize this work through observation, conversations with students, conducting special questionnaments, analysis of creative student work
• (an essay of the "Our class" type);
• - analysis and assessment of family education of students; There is such data from a psychologist, a social teacher. If the family is "unfavorable", then there is information about it and the school administration;
• - Analysis of the level of educational of the team and personality. Conclusions about the level of educational level of the team and personality should be done with the involvement of all teachers of this class so that they (conclusions) were as objective as possible.

For successful work, the class teacher must be able to. To identify an educational result, appreciate it and appreciate the results1 of the result to adjust professional activities. It is necessary to identify and evaluate the result at certain intervals: in primary and high school - at the end of each quarter (trimester), in the elder - six months later (or at the end of the trimester). To summarize and adjust the activity of _ personal and class teachers - it is necessary with the help of a psychologist and teachers who previously worked in this class.

Organizational coordinating functionsuggests:

• - establishing and supporting the communication of school and family (personally, together with a social teacher, through a social teacher, together with a psychologist);
• - organization of extracurricular activities of children (holding various events);
• - work with teachers of this class, psychologist,

teacher, heads of circles, sports sections, for primary school teachers and V - VI (VII-X) classes - with educators of the extended day group;

Individually-pedagogical work with each students and a team as a whole, taking into account the data of the psychologist, social worker and personal observations.

Communicative functionlies:

• - in the formation of a positive relationship between children, management of relationships in the classroom;
• - In the formation of optimal relations in the system "Teacher - Teaching\u003e. Here the cool leader pours out as an intermediary in the event of a conflict. Conflicts between teachers and students are tightened when both parties cannot reach a convention. Then the class teacher must be suggested to suggest: (compromise iggina, "the third solution, at least in the minimum degree of both parties (conflicts most often about" "are approaching because of the" unfair "assessment and disorders of the discipline in the lessons);
• - In training schoolchildren, the establishment of positive repayments1100Tures with people. Class leader is an administrative person. He has the right:
• - receive information about the mental and physical health of children;
• - control the performance of each student;
• - control the attendance of training sessions by children;
• - coordinate and guide into a single bed the work of teachers of this class (as well as a psychologist and social teacher);
• - to organize educational work with students of the class through "small pedal councils", pedagogical consultations, thematic and other events;
• - to make it necessary for consideration by the Administration, the School Council proposals agreed with the Collate of Class;
• - invite parents (or those who replace them) to school; In coordination with the administration, contact the Commission on Minors, to the Psychological and Medical and Pedagogical Commission, to the Commission and the Tips for Family Family and School in enterprises, solving issues related to the upbringing and learning of students;
• - receive help from the pedagogical team of the school;
• - determine the individual mode work with children (free, i.e. based on a specific situation);
• - abandon the instructions of the assignments under the boundaries of its contents.

The class teacher has the right to lead an experienced experimental work on the problems of didactic (to develop the author's program according to its subject, if it is also a subject teacher) and educational (develop a program of educational work) of activities.

The duties of the class teacher are as follows:

• - organization in the classroom of the educational process, optimal for the development of the positive potential of the personality of students in the framework of the activities of the general-cool team;
• - assisting a student in solving acute problems (preferably personally, a psychologist can be attracted);
• - establishing contacts with parents and assisting them in raising children (personally, through a psychologist, social teacher).

For pedagogically competent, successful and effective fulfillment of their duties, a class teacher needs to be well known to the psychological and pedagogical foundations of working with children, to be informed about the latest trends, ways and forms of educational activities, in particular, to master the methods of upbringing.

Classroom teacher- Teacher, organizing educational work in the classroom entrusted to him.

The institution of class leadership has developed a long time, almost together with the emergence of educational institutions. In Russia until 1917, these teachers were called class mentors, class ladies. Their rights and obligations were determined by the charter of the educational institution - a fundamental document in the activities of any school. It was he who outlined the terms of reference of all teachers of the children's institution.

Mentors' teachers were selected very carefully. The highest demands were presented to those who performed the obvious, similar to the responsibilities of the modern class leader. A cool mentor, the educator was obliged to delve into all the life events of the team entrusted to him, follow the relationship in it, to form a benevolent relationship between children. The teacher was supposed to be an example in everything, even his appearance was a role model.

During the time of the Unified Labor School, the class teacher was called the gangbhanema.

The position of the class teacher at school was introduced on May 16, 1934 by the decision of the USSR SCC and the CCP CEC (b) "On the structure of primary and secondary school in the USSR".

One of the teachers was appointed as a class manager, which was a special responsibility for educational work in this class. It was one of the best school teachers, he was approved for this position director. The duties of the class teacher were considered as additional to the main teaching work.

Types of educational institutions such as gymnasiums, lyceums, etc. have been revived, and others. Activities of the classical secondary school has changed. Accordingly, the Institute of Class Guide has changed.

Now there are several types of class leadership:

The subject teacher simultaneously performing the functions of the class teacher;

Cool leader who teaching a separate school discipline, i.e. having minimal learning load. They are also called classy ladies, curators (lat.: Trustees; Person who is entrusted with observation of any work);

Class leader performing only educational functions (liberated class manager);

In some educational institutions, the position of the class mentor (option of the post of liberated class leader) was introduced, as well as the tutor (Lat.:defender, patron; guardian). The tutor can have a minimum training load.

Recently, the class teacher is increasingly referred to as a class teacher.

Functions, rights and obligations of the class teacher with all versions of the name of this position are about the same.

Since the school's activities are regulated by its charter, then the activity of the class teacher is also based on this document.

The class teacher performs several functions: analytical, organizational and coordinating, communicative.

Analytical functionincludes:

Studying and analyzing the individual characteristics of students with the help of a psychologist (as a rule, the type of personality, temperament, accentuation of character) is determined. Before entering I class, children undergo tests to identify readiness for learning and features of intellectual activity. Testing conducts a psychologist, school or specially invited;

Studying and analyzing the group of students in its development. The basis for this is the conversation of the executives of the elementary schools with teachers of primary school, and the leaders of the X-XI-X classes are class-of-class high school leaders. As a result, teachers receive initial information about the team and disciples. The study and analysis of the relationship in the class team is better to assign a psychologist who will be a psychological map of the team. The class teacher himself can organize this work through observation, conversations with students, conducting special questionnaires, analysis of creative student work (an essay of the type "Our class");

Analysis and assessment of family education of students; There is such data from a psychologist, a social teacher. If the family is "unfavorable", then there is information about it and the school administration;

Analysis of the level of educational level of the team and personality. Conclusions about the level of studies of the team and personality should be done 1 with the involvement of all teachers of this class so that they (conclusions) are as objective as possible.

For successful work, the class teacher should be able to identify an educational result, appreciate it and taking into account the evaluation of the result to adjust professional activities. It is necessary to identify and evaluate the result at certain intervals: in primary and high school - at the end of each quarter (trimester), in the elder - six months later (or at the end of the trimester). Summarize and adjust activities - | Personal and class teachers - it is necessary with the help of a psychologist and teachers who previously worked in this class.

Organizational coordinating functionsuggests:

Establishing and supporting the communication of school and family (personally, together with the social teacher, through the social teacher, together with the psychologist);

Organization of extracurricular activities of children (holding various events);

Work with teachers of this class, a psychologist, social teacher, heads of circles, sports sections, for primary school teachers and V - VI (VII - X) classes - with educators of the extended day group;

Individually-pedagogical work with each students and a team as a whole, taking into account the data of the psychologist, social worker and personal observations.

Communicative functionlies:

In the formation of positive relationships between children, management of the relationship in the classroom;

In the formation of optimal relations in the system of "Tel-Tel - Pupil". Here the cool leader pours out as an intermediary in the event of a conflict. Conflicts between teachers and students are tightened when both parties cannot reach a convention. Then the class teacher should be suggested to suggest: "Comcross Migginna" - the third decision, at least in a minimal degree arranging both parties (conflicts most often occur due to the "unfair" assessment and disorders of the discipline in the lessons);

In teaching schoolchildren to establish a positive relationship with people.

Class leader is an administrative person. He has the right:

Receive information about the mental and physical health of children;

Control the performance of each student;

Monitor the attendance of educational sessions

Coordinate and direct in a single bed the work of teachers of this class (as well as a psychologist and social teacher);

Organize educational work with graduates of a class through "small pedal counters", pedagogical consultations, thematic and other events;

To take place for consideration by the Administration, the School Council proposals agreed with the Collate of Class;

Invite parents (or those who replace them) to school; In coordination with the administration, contact the Commission on Minors, to the Psychological and Medical and Pedagogical Commission, to the Commission and the Tips for Family Family and School in enterprises, solving issues related to the upbringing and learning of students;

Receive help from the pedagogical team of the school;

Determine the individual mode of work with children (freely, i.e. based on a specific situation);

Refusal to the boundaries of the instructions under the boundaries.

The class teacher has the right to lead an experimental work on the problems of didactic (develop the author's program according to its subject, if it is also a subject teacher) and educational (develop a program of educational work).

The duties of the class teacher are as follows:

Organization in the classroom of the educational process, optimal for the development of the positive potential of the personality of students in the framework of the activities of the general-cool team;

Assistance to the student in solving acute problems (preferably personally, a psychologist can be attracted);

Establishing contacts with parents and assist them in raising children (personally, through a psychologist, social teacher).

For pedagogically competent, successful and effective fulfillment of their duties, a class teacher needs to be well known to the psychological and pedagogical foundations of working with children, to be informed about the latest trends, ways and forms of educational activities, in particular, to master the methods of upbringing.