Municipal State Educational Institution of the Toguchinsky district “Yanchenkovskaya high school »
Self-analysis of the teacher on the topic “My “pros” and “cons” in communicating with parents”
Prepared by the teacher
preparatory group: Petrakova O.V.
2018
Working with a family is hard work. Need to take into account modern approach in working with families. The main trend is to teach parents to independently solve life problems. And this requires certain efforts from teachers. Both the teacher and the parent are adults who have their own psychological characteristics, age and individual traits, their own life experience and own vision of problems.
tasks:
establish partnerships with the family of each student;
join efforts for the development and education of children;
create an atmosphere of mutual understanding, community of interests, emotional mutual support;
activate and enrich the educational skills of parents;
support their confidence in their own teaching capabilities.
One of the most important tasks modern education is to establish partnerships with parents. Without partnership, even the most qualified teacher using the most modern methods, will not achieve much success. Most teachers consider working with families the most difficult in their work. pedagogical activity.
Working with parents is a process of communication different people, which does not always go smoothly. Naturally, in our group, problematic situations arise in the relationship between parent and teacher:
conflicts between parents over children;
parental complaints against teachers regarding certain educational issues;
reluctance of parents to contact teachers; parents are different.
complaints from educators about the passivity of parents;
To avoid conflict situations, I try to use principles of interaction with parents:
Friendly style of communication between teachers and parents
A positive attitude towards communication is the solid foundation on which all the work of the group’s teachers with parents is built. In communication between a teacher and parents, categoricality and a demanding tone are inappropriate. After all, any model of interaction with the family perfectly built by the kindergarten administration will remain a “model on paper” if the teacher does not develop for himself specific forms of correct treatment with parents. The teacher communicates with parents every day, and it depends on him what the family’s attitude towards the kindergarten as a whole will be. Daily friendly interaction between teachers and parents means much more than a single well-executed event.
Individual approach
It is necessary not only when working with children, but also when working with parents. The teacher, when communicating with parents, must feel the situation, the mood of mom or dad. This is where the teacher’s human and pedagogical ability to reassure the parent, sympathize and think together about how to help the child in a given situation comes in handy.
Collaboration, not mentoring
Modern mothers and fathers, for the most part, are literate, knowledgeable people and, of course, well aware of how they should raise their own children. Therefore, the position of instruction and simple propaganda of pedagogical knowledge today is unlikely to bring positive results. It will be much more effective to create an atmosphere of mutual assistance and support for the family in difficult pedagogical situations, to demonstrate the interest of the kindergarten staff in understanding the family’s problems and a sincere desire to help.
Getting ready seriously
Any event, even the smallest one, to work with parents must be carefully and seriously prepared. The main thing in this work is the quality, and not the quantity of individual, unrelated events. A weak, poorly prepared parent meeting or seminar can negatively impact the positive image of the institution as a whole.
Dynamism
A kindergarten today should be in development mode, not functioning, be a mobile system, and quickly respond to changes social composition parents, their educational needs and educational requests. Depending on this, the forms and directions of work of the kindergarten with the family should change.
When communicating with parents, you need to remember that communication has its own patterns. The basis of a person’s attitude towards us is laid in the first 15 seconds! In order to get through safely "barrier" these first seconds, you need to apply "Rule of three pluses" (to win over your interlocutor you need to give him at least three psychological advantages)
The most universal are:
interlocutor's name
compliment
In order for my parents to want to communicate with me, I myself must demonstrate my willingness to communicate with them. And the interlocutor must see this. A sincere, friendly smile is required!
A person's name is the sweetest and most important sound for him in any language. It is important to use your first name when greeting. Don't just nod or say: “Hello!” , A “Hello, Anna Ivanovna!” .
In communication, the most applicable is an indirect compliment: we praise not the parent himself, but what is dear to him: a hunter’s gun, the parent of his child.
To be closer to the teacher and parent, we conduct:
parent meetings
survey
consultations
matinees
Open Day
competitions, exhibitions
Parents can also come to educational activities. We introduce them to joint activities.
Based on the methodology for assessing the level of sociability of a teacher according to V.F. I conducted a survey for Ryakhovskyto find out your pros and cons in working with parents, in the end it showed: Your communication skills are normal. Are you convinced that with any parent you can always find mutual language. You willingly listen to your parents, are patient enough in communicating with them, and know how to defend your point of view without imposing it on others. Both individual and collective communication with parents does not cause you any unpleasant experiences. Parents also strive to maintain contact with you and seek your advice and support. At the same time, you do not like verbosity, excessive emotionality, and strive to avoid unnecessary conflicts(Appendix No. 1) I think what I described above are my advantages.
Disadvantages of work: In interaction with parents, I see, first of all, overcoming my own difficulties, Sometimes Communication with parents comes down to complaints about how poorly the child behaves in class, how difficult it is for him to learn this or that material. This position causes a negative attitude from parents. Therefore, it is important for me to realize my own shortcomings in time and direct my efforts to trustworthy ones.
I made a memo for myself “The relationship between parent and teacher”
remember:
Don't make judgments. The teacher needs to avoid judgments like “You spend too little time raising your son (daughter),” since these phrases (even if they are absolutely fair) most often give rise to protest from parents.
Don't lecture. Don't suggest solutions. You cannot impose your own point of view on your interlocutor and “teach life” to your parents, since the phrases “If I were you, I would...” and the like infringe on the interlocutor’s self-esteem and do not contribute to the communication process.
Don't make a "diagnosis". It must be remembered that all the teacher’s phrases must be correct. Categorical statements - “Your child does not know how to behave”, “You need to contact a psychologist about deviations in the behavior of your son (daughter)” always put parents on guard and set them against you.
Don't pry. You cannot ask parents questions that are not related to the pedagogical process, since excessive curiosity destroys mutual understanding between the family and the kindergarten.
Don't give away the "secret". The teacher is obliged to keep secret information about the family entrusted to him by the parents, if they do not want this information to become public.
Don't provoke conflicts. The teacher will avoid conflict situations in communication with parents if he follows all the above rules for communication with parents.
Appendix No. 1
Assessing the level of communication skills of a teacher in communicating with parents
(based on the methodology for assessing the level of sociability of a teacher according to V.F. Ryakhovsky).
Instructions. Here are a few simple questions for your consideration. Answer quickly, clearly “yes”, “no”, “sometimes”.
| You will have an ordinary conversation with one of the parents. Does her anticipation unsettle you? | ||||
| Does the assignment to give a report or information to your parents cause you confusion and displeasure? | ||||
| Are you putting off having a pleasant conversation about difficult child with his parents until the last moment? | ||||
| Do you think that you should not personally talk with parents about the peculiarities of upbringing in the family, but that it is better to conduct a questionnaire or a written survey? | ||||
| You are asked to prepare a general parent meeting for parents of a preschool institution. Will you make every effort to avoid this assignment? | ||||
| Do you like to share your experiences of communicating with parents with colleagues and management? | ||||
| Are you convinced that communicating with parents is much more difficult than communicating with children? | ||||
| Do you get annoyed if one of your students' parents constantly asks you questions? | ||||
| Do you believe that there is a problem of “educators and parents” and that they speak “different languages”? | ||||
| Are you embarrassed to remind your parents about communication they forgot to do? | ||||
| Do you feel annoyed when one of your parents asks you to help sort out this or that complex educational issue? | ||||
| Having heard the expression of a clearly erroneous point of view on the issue of education, would you prefer to remain silent and not enter into an argument? | ||||
| Are you afraid to participate in the analysis of conflict situations between teachers and parents? | ||||
| You have your own, purely individual evaluation criteria family education and other opinions on this matter do you not accept? | ||||
| Do you think that it is necessary to educate parents, and not just children? | ||||
| Is it easier for you to prepare information for parents in writing than to conduct an oral consultation? | ||||
Result: 17 points
Evaluation of answers. Yes - 2 points. Sometimes -1 point. No - 0 points.
The points received are summed up. This determines which category the teacher belongs to.
30-32 points. It is clearly difficult for you to communicate with your parents. Most likely, you are generally uncommunicative. This is your problem, because you yourself suffer more from this. But it’s not easy for the people around you either. It is difficult to rely on you in a matter that requires collective efforts. You try to keep contacts with your parents to a minimum. They are mostly formal. You try to shift the reasons for difficulties in communication to your parents. Are you convinced that most parents - These are always dissatisfied, picky people who look only for shortcomings in your work and do not want to listen to your opinion. Your inability to build communication with your parents leads to the fact that they also tend to avoid communicating with you. Try to become more sociable, control yourself.
25-29 points. You are closed and taciturn. New job and the need for new contacts keep you out of balance for a long time. Communication with your parents is difficult and not very pleasant for you. You know this feature of your character and sometimes you are dissatisfied with yourself. However, in unsuccessful contacts with your parents, try to blame them more than yourself. You have the power to change the characteristics of your character. Remember, participation in a common interesting activity allows you to easily find a common language with your parents.
19-24 points. You are to a certain extent sociable and feel quite confident in unfamiliar surroundings. You manage to establish contacts quite easily with most of the parents in your group, but you do not strive to actively communicate with “difficult” parents. In an unfamiliar situation, you choose the “keeping an eye” tactic. The difficulties of communicating with your parents do not frighten you, but sometimes you are overly critical of them. These shortcomings can be corrected.
14-18 points. Your communication skills are normal. You are convinced that you can always find a common language with any parent. You willingly listen to your parents, are patient enough in communicating with them, and know how to defend your point of view without imposing it on others. Both individual and collective communication with parents does not cause you any unpleasant experiences. Parents also strive to maintain contact with you and seek your advice and support. At the same time, you do not like verbosity, excessive emotionality, and strive to avoid unnecessary conflicts.
9-13 points. You can be quite sociable. Constantly strive to engage in conversation with your parents, but often these conversations are meaningless. You love to be the center of attention and do not refuse anyone’s requests, although you cannot always fulfill them. You strive to express your own opinion to parents about how they raise their children, to give advice in any situation, which can cause irritation in them. You are quick-tempered, but quick-witted. You lack patience and courage when faced with serious problems. If desired, however, you can build meaningful communication.
4-8 points. You are overly sociable. Strive to become a “friend” to every parent, to be aware of all their problems. Love to take part in all disputes and discussions. You always willingly take on any task, although you may not always be able to complete it in time. You have your own opinion on any issue and strive to express it. Perhaps for this reason, parents and colleagues treat you with caution and doubts; you should think about this fact.
3 points or less. Your sociability is painful. You are verbose and interfere in matters that have nothing to do with you. You undertake to judge problems in which you are committed and are not competent. Willingly or unwittingly, you are often the cause of all sorts of conflicts, including among parents. When communicating with parents, you can be rude and familiar. You are characterized by bias and touchiness. You strive to bring any problem to public discussion. Serious communication with your parents is not for you. Try to think about why, despite all your efforts to establish communication with your parents, nothing comes of it? Cultivate patience and restraint, treat people with respect.
Olesya Pankina
Self-analysis of the work “Interaction of work with parents”
Self-analysis of the work of the BOU. Omsk "Secondary school No. 161" 2 junior group "Pinocchio" Bachurina N.I., Pankina O.Yu.
Parenting preschool age carried out in families and preschool institutions. Goals and objectives facing the family and kindergarten, united: to raise healthy, comprehensively developed people.
Practice shows that not all families fully realize the full range of possibilities for reasonable influence on a child. Causes different: some families do not want to raise a child, others do not know how to do this, others do not understand why this is necessary. In all cases modern parents necessary qualified assistance preschool institution.
To working with parents was diverse in nature, using different forms of organization working with parents:
Parental meetings are one of the main forms interaction families and preschool institutions. Skillfully organized, interesting and informative parent the meeting plays a special role in relationships between parents and educators. At the beginning of the school year there was "Organizational Meeting"- the purpose of which is to familiarize parents with the age characteristics of children; prospect modeling interaction on new academic year; promotion pedagogical culture parents.
To make meetings interesting I use different methods: group discussions that help improve psychological and pedagogical literacy parents, identify individual methods of education. Constructive debate helps to compare different points of view on raising children and teaches you to listen to the opinions of other participants in the meeting. But the greatest interest among parents are called to play(psychological and role-based, with the help of which we model and reproduce problem situations). Same after each parent meeting We answer parents on one issue or another.
Consultations are carried out, both group and subgroup, etc., and individual with individual parents on topics that interest them.
We think the survey was particularly interesting "Best group motto", Where parents they themselves chose the best motto of the group.
For so much a short time exhibitions were organized as children's works, so works, made together with parents: "Crafts from natural material with your own hands", "Portrait of a Mother", “The match is not big”, birthday gift "We are 1 year old".
Activity parents in creating exhibitions, competitions suggests that these forms work are in demand.
Form work through parents corners is traditional. IN parental corner contains information about group work, regime moments, tips for parents. IN parental the corner is allocated space for the section "Territory of Creativity"- displays of children's works on fine art activities, modeling, manual labor.
It's better to introduce parents With this or that issue of education, folders - transfers, consultations - allow. Usually thematic material with practical recommendations is selected.
Leisure direction in working with parents turned out to be the most difficult thing in the organization. This is explained by the fact that some parents are very busy at work, others do not want to take part in the events. But such there were few parents. Mothers gladly took part in the event, an unconventional meeting "My lovely mum" with the participation of mothers.
None now parent a meeting cannot be imagined without the use of ICT, namely using various slide shows, photo presentations, where parents trace the life and work of their children (Presentation of ICT in working with parents) .
Today we can say that the use of various forms working with parents gave certain results: parents from"spectators" And "observers" became active participants and assistant teachers.
Parents began to show sincere interest in the life of the group, learned to express admiration for the results and products of children's activities, and emotionally support their child.
As a result of the work done work, use various forms and methods of communication with parents psychological and pedagogical literacy has increased parents; the culture of interpersonal interactions between children in a group.
Family and kindergarten, two educational phenomena, each of which in its own way gives the child social experience, but only in combination with each other they create optimal conditions for entry little man to the big world.
Publications on the topic:
Forms of work with parents on issues of children’s health as one of the areas of work in preschool educational institutions according to the Federal State Educational Standard before Forms of work with parents on issues of children’s health as one of the areas of work in preschool educational institutions according to the Federal State Educational Standard for Preschool Education. One of the requirements of the Federal State Educational Standard for DO is.
Dear Colleagues! You and I are mastering the principles and basic provisions of the Federal State Educational Standard for Education. And from our work experience we already see good results in our development.
The article was written in collaboration with teacher-speech therapist Shamanova N.V. Speech is nature’s priceless gift to man. Only man has happiness.
From work experience “New non-traditional forms of working with parents under the program “Sociocultural Origins” Period preschool childhood is one of the most significant in the development of a child, since it is at this time that basic qualities are laid.
How to get parents interested in working together? Forms and methods of working with parents (from work experience) How to get parents interested in working together? (from work experience) The problem of interaction between kindergarten and family has always been relevant.
municipal budgetary preschool educational institution
kindergarten "Cheburashka"
SELF-ANALYSIS
pedagogical activity
teacher
Polyanskaya Svetlana Alexandrovna
Volgodonsk
2016
To educate another
We must educate ourselves, first of all.
Nikolai Vasilyevich Gogol
I, Svetlana Aleksandrovna Polyanskaya, graduated from the State Educational Institution of Secondary Vocational Education Volgodonsk Pedagogical College in 2002 with a diploma specialty in teaching in primary grades, and in 2007 I graduated from the State Educational Institution of Higher Professional Education "Taganrog State Pedagogical Institute" with a diploma specialty in Social Pedagogy "
General teaching experience 14 years old, atI have been working in the municipal budgetary preschool educational institution, child development center - kindergarten "Cheburashka" since 2009as a teacher.
In 2014 Completed course training at the State Budgetary Educational Institution of Additional Professional Education of the Rostov Region “Rostov Institute for Advanced Training and Professional Retraining of Education Workers” under the program of additional professional education “Preschool Education”, on the problem: Content Update preschool education under the conditions of the introduction of the Federal State Educational Standard, 72 hours;
In accordance with the license in kindergarten The main general education program “Childhood” is being implemented under the editorship of V.I. Loginova.The motto of the “Childhood” program is: “Feel - Cognize - Create.”These words are decisive in my work as an educator and define three interconnected lines of child development: the social-emotional, cognitive and creative attitude of the preschooler to the world.
The methodological council of the kindergarten, of which I am a member, has developed a unified approach to the implementation of the educational program of the kindergarten based on the exemplary program “Childhood”, work programs have been drawn up for each age group, forward planning, recommendations for current planning have been developed.
Achievement by students of positive dynamics in the results of mastering educational programs based on the results of monitoring conducted by the organization
I work in a group of children early age. Taking into account age characteristics I carry out educational activities in 5 educational areas, solving various problems.
I know the basic component of preschool education content, modern methods of psychological and pedagogical diagnostics.In order to solve various pedagogical problems, I engage in self-education, studying the latest literature on pedagogy and psychology.
I have stable results in students mastering educational program.
| Results of students mastering educational programs based on the results of monitoring conducted by the organization |
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| Indicators | 2011/2012 academic year year | 2012/2013 academic year year | 2013/2014 academic year year | 2014/2015 academic year | 2015/2016 academic year year |
| Results of students mastering the educational program in the area of social and communicative development | 71% | 73% | 75% | 77% | 89% |
| Results of students mastering the educational program in the direction cognitive development | 75% | 75% | 71% | 76% | 79% |
| Results of students mastering the educational program in the direction speech development | 76% | 71% | 55% | 72% | 80% |
| Results of students mastering the educational program in the direction of artistic and aesthetic development | 71% | 75% | 78% | 80% | 82% |
Achievement of positive results by students in mastering educational programs based on the results of monitoring the education system
Since I work as a teacher in a group with children of early preschool age (2 - 3 years old) content educational areas implemented in the following activities:
- object activities and games with composite dynamic toys;
Experimenting with materials and substances (sand, water, dough, etc.);
Communication with adults and joint games with peers under the guidance of an adult;
Self-service and actions with household utensils (spoon, scoop, spatula, etc.);
Perception of the meaning of music, fairy tales, poems;
Looking at pictures, physical activity, etc.
I consider my main task in my work to be the selection of the most effective methods and methods for organizing children that would make it possible to make maximum use of the individual capabilities of each child, creating a situation of success. The conditions I created for the self-realization of each child in joint, exciting activities are effective means expression of his individuality in his peer group.
When interacting with children in my group, I use a personality-oriented approach (I. S. Yakimanskaya). A person-oriented approach allows the child’s personality, its originality, self-worth to be placed at the forefront; each person’s subjective experience is first revealed and then coordinated with the content of education.
| Results of students' mastery of educational programs based on the results of monitoring the education system, carried out in the manner established by Government Decree Russian Federation dated August 5, 2013 No. 662 “On the implementation of the education system” * |
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| Indicators | 2011/2012 academic year year | 2012/2013 academic year year | 2013/2014 academic year year | 2014/2015 academic year year | 2015/2016 academic year year |
| Attendance by preschool pupils | 65% | 68% | 69% | 72% | 81% |
| Subject development organization - spatial environment | 67% | 68% | 68% | 72% | 78% |
| Creating safe conditions for organizing the educational process in a group | 68% | 69% | 92% | 95% | 98% |
Identifying and developing students’ abilities
Repeated participation of pupils with their parents in city competitions for the best doll“Vesnyanka”, in the city review-competition “The most beautiful kindergarten for the New Year” and in the city competition for the best New Year's toy“While the clock strikes 12.”
So in 2014, the pupil and her mother won the city competition for the best New Year's toy “While the clock strikes 12” in the category “ New Year's composition""for originality and creativity."
Characteristics of joint activities of the teacher with parents and the public to develop the educational environment
I systematically work onfamiliarizing parents with the organization of the educational process in preschool educational institutions.I involve families in a single educational space. I contribute to the implementation of a unified approach to the upbringing and education of children in families and kindergartens. I'm practicingholding meetings and consultations in a non-traditional form.
Thus, in 2014, a master class was held with parents “Lifeand adventuresin kindergarten" (using ICT) withtsthe purpose of familiarizing parents with the organization of the educational process in preschool educational institutions. During the master classsuggested to play " Kindergarten", parents of girls are "attached" with pink bows, and parents of boys - blue ones, then the parents "live" the day in kindergarten. The event ends with the distribution of booklets - instructions for parents, exchange of opinions and impressions.
Traditionalparent meeting (parent evening) “And in our kindergarten” is held using ICT. At the meetingthe results of the joint activities of the teacher and parents over the past year are summed up using a photo report and viewing video material, and prospects for the future are determined.
As part of the Year of Literature, a consultation for parents “Which books are best for preschoolers to be friends with” has been developed. Work was carried out on the implementation of the action plan, a parent meeting was held in the form of “ Round table" on the topic "Children's Book Day"(using ICT), which includes: a lesson with parents “Smart books for a smart baby”, video fragments from children’s activities.
I invite parents to participate in open viewings directly educational activities for kindergarten teachers. I'll see you offsurveying parents on various issues, I include them in project activities, I'll see you off pedagogical conversations with parents, individual consultations, I usevisual and informational forms of interaction with parents (video clips of the organization various types activities, photographs, exhibitions of children's works, stands, screens, sliding folders).
To provide feedback to parents, work is being done on the group’s website ( MAAAM. ru) , where photographs of children in kindergarten are posted, consultation materials for parents on certain issues are published, parents have the opportunity to ask a question and get an answer on this site.
Personal contribution to improving the quality of education, improving teaching and educational methods, and productive use new educational technologies, broadcasting to teaching staff the experience of the practical results of their professional activities, including experimental and innovative ones.
In my professional activities I use the following technologies:
Socio-game technologies, play is the main activity of a child in a group;
Developmental education (D.B. Elkonina V.V. Davydova), the use of which contributes to the development of each child’s individual cognitive abilities, self-determination and self-realization;
Cooperation (K. D. Ushinsky, N. P. Pirogov, L. N. Tolstoy);
TRIZ (G. S. Altshuller, A. M. Strauning), which is aimed at developing creativity;
Health-saving technologies (including N. N. Efimenko), which I use to improve children’s health(I conduct games - relaxation, physical education, exercises for the eyes, breathing, fingers). INIn my work I use elements from N. N. Efimenko’s program “Theater of Physical Development of Children.” I select motor situations that contribute to the formation of such motor qualities like flexibility, agility, strength, endurance, speed;
Problem-based learning (J. Dewey);
Research technology (I conduct entertaining experiments with air, water, sand according to T.V. Korobova).
Over the past three years, I have been widely using information and communication technologies for:
Selection of illustrative material for classes and for the design of stands, groups, classrooms;
Selection of additional educational material for classes, familiarization on the Internet with scenarios for holidays and other events;
Exchange of experience, acquaintance with periodicals, the developments of other teachers in Russia and abroad.
Preparation of group documentation and reports. Computer technologies make it possible not to write reports and analyzes every time, but rather just type the diagram once and then only make the necessary changes;
Creating presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents in the process of holding parent-teacher meetings.
The technology of project activities is also widely used (L. S. Kiseleva, T. A. Danilina).
For comprehensive development childrenprojects developed and implemented:
“Outdoor games in the pedagogical process” (2012-2013),
“Life and adventures in kindergarten” (2013-2014),
« Sensory development preschoolers" (2013-2014),
“Victory Day” (2014-2015),
"Fairytale therapy - as a method of adaptation of early preschool childrenage by conditions of the preschool educational institution"(2014).
“Smart books for a smart baby” (2015)
“The role of socially-oriented games in children’s adaptation” (2015)
“Kindergarten Birthday” (2015-2016)
“Walking in an early age group” (2016)
In kindergarten, a variable part of the educational program has been developed, taking into account the exemplary partial educational program “Childhood with Hometown”. As part of this part of the educational program, I have developed a plan of activities with young children on the topic: “Acquaintance with the small Motherland - hometown.”
I am working on creating digital educational resources for preschool education.The digital educational resource “Artistic Creativity” that I created, whichincludes work on collecting and processing information on the relevant educational field for all age groups preschoolers and“ICT in preschool education”, which includes the collection and systematization of information for teachers and parents about the use of ICT in the pedagogical process.
The result of the project implementation"Artistic creativity"has become an electronic educational resource thatincludes a large amount of information for use in direct activities preschoolers of different age groups.
- portals of the International Russian-language social Internet projectMAAAM. ru, information support for specialists preschool institutions Educational resources resobr.ru, teacher mutual help communitiespedsovet.su,Modern teacher portal easyen.ru, “Methodists” metodisty.ru;
- nportal. ru, KINDERGARDEN websites, detsad-kitty.ru.
I am the administrator of the site of the MBDOU D/S “Cheburashka” on the portal of the International Russian-language social Internet project MAAAM. ru, where I regularly write news about interesting events that happen in our group. Websites on portals have been createdInternational Russian-language social Internet project MAAAM. ru and V social network education workersnportal. ru
I take part in various teaching competitions at the city level:
Notes competition physical development GCD "Adventure in the fairy tale "Kolobok". Searching for a Kolobok" (2013);
GCD competition using ICT (2013);
Contestdigital educational resources (2014);
Contestinnovative projects for patriotic education children and youth in the Rostov region Project “My family lives in Volgodonsk” (2015).
I actively participate in online competitions for teachers, received:
Certificate of participationIIIAll-Russian competition of pedagogical excellence on the use of electronic educational resources in the educational process “Formula of the Future-2013”;
Certificate of participation in the monthly competition “Best lesson notes” (on the websitemaaam. ru) (2013);
Certificate for participation in the monthly competition “Best methodological development" (Onlinemaaam. ru) (2015);
Certificate “Best author’s publication” (Online magazine for preschool teachers);
Certificate for passing pedagogical testing on the topic “Computer literacy of teachers and managers” educational institution» Electronic pedagogical journal-assistant to the modern teacher (pomochnik- vsem. ru); (2013)
Certificate for passing testing of teaching staff of preschool institutions. Electronic pedagogical journal-assistant to the modern teacher (pomochnik- vsem. ru); (2013)
Certificate of participation in the Sixth All-Russian competition of pedagogical ideas “Innovations in Education” (“Ascension” 2013-2014).
Certificateparticipant of the all-Russian seminar “What a teacher needs to know about the continuity of preschool and non-education educational programs in accordance with the Federal State Educational Standard” (2015)
Certificateparticipant of the all-Russian seminar “Effective cognitive and creative activities in the learning process. "World fairy tale: good and evil in Slavic folklore" (2015)
Certificate of participation in the All-Russian competition for the best pedagogical practices in the use of modern means ICT for training in the general education system (Federal Institute for Educational Development) (2016)
Active participation in the work of methodological associations of teaching staff of organizations, in the development of program and methodological support for the educational process, and professional competitions.
As part of the implementation of the city innovation project “Introduction of information and communication technologies in management and the educational process as a condition for improving the quality of preschool education” at the MBDOU d/s “Cheburashka”, I lead the work of the creative group. It was in the creative group of teachers that the project “ICT in preschool education” was developed and implemented. As part of the project, I improve the pedagogical competence of teachers and parents by conducting consultations, and, together with a group of teachers, I create an information base on educational areas, including illustrative material (illustrations, subject pictures, etc.), textual (art works, etc.) , musical material (selection of classical works), video files (natural phenomena, etc.).Teachers also use the annotated directory of Internet resources for teachers and parents that I created.
As a member of the methodological council, I oversee the organization of educational activities in groups of early and primary preschool age. Together with other board members I am developing teaching materials according to the Federal State Educational Standard for Educational Education, I mentor novice teachers, and carry out internal audits.
I share my experience by speaking at pedagogical councils, competitions and parent meetings.
Thus, in 2013, my work experience was summarized at the city level and presented at a city seminar for educators, and in 2014 - at a seminar for directors of preschool educational institutions in the city.
From the first year of working as a teacher, the need arose to creatively master new pedagogical techniques. Working with young children, I have the opportunity to observe how a child adapts to kindergarten, his activity and motivation change, and it becomes possible to differentially influence the development of each child. And in order to introduce parents to the activities of teachers and children in preschool educational institutions, I also use ICT in working with them.
In order to disseminate innovative experience, the following was carried out:
Master class for kindergarten teachers and parents “ICT in preschool education” (using ICT);
Master class with parents "Life and adventuresin kindergarten"(using ICT).
Took part twice in the South-Russian interregional scientific and practical conference-exhibition “Information Technologies in Education” (November 14-15, 2013 and November 17-18, 2016).
Performed in 2013on the city methodological unification preschool teachers with experience in working on the topic “Educational games for children of primary preschool age”, in 2014 at a methodological seminar for heads“Digital educational resources as an element of the developmental environment of a kindergarten.”
I am an active participant in webinarson the federal educational portalTC DO "All Webinars.ru",methodological portal uchmet.ru,center for children's specialists "Mersibo" mersibo.ru. Of particular interest waswebinar on the topic “Personal and professional self-development of a teacher in innovative activities.”
Positive assessment of the effectiveness of the teacher’s activities (availability of industry awards, certificates, incentives, thanks)
Prize of the mayor of the city of Volgodonsk “For personal contribution to the development of education in the city of Volgodonsk” (2016)
Certificate “for implementation in the educational process innovative forms, means, teaching methods in the upbringing of preschool children and in connection with the 35th anniversary of the educational institution" (Department of Education of Volgodonsk ) (2016)
2nd degree diploma for 2nd place in the 4th All-Russian Pedagogical Competition “Secrets of Professionalism” nomination “ Public lesson"(2016) (IRSO "SOCRATES")
Winner diploma 1st place in the All-Russian competition “Doutessa”, blitz-olympiad: “Federal state educational standard of preschool education” (2016)
2nd degree diploma, Winner of the All-Russian competition for teachers “Best author’s publication” in the category “Lesson notes, NOD\folklore” (2016)
Regional competition laureate diploma “Kindergartens for Children” in the nomination “Best Kindergarten Teacher” (United Russia Party) (2015)
Letter of gratitude from the Open Education Educational Center “for promoting the ideas of blended learning, effective partnership, successful positioning educational organization and own teaching experience at the all-Russian level" (2015)
Awarded a Winner's Diploma (IIIplace)VAll-Russian creative competition“Talentokha” Nomination: “Scenarios for holidays and events in kindergarten, school, family” (2014),
Winner's diploma at the International Professional Festival for Teachers “Methodological Piggy Bank”,
Diploma of the laureate of the All-Russian pedagogical competition “Best presentation for a lesson” (on the websitepedakademy. ru).
Awarded the Certificate of the MBDOU d/s “Cheburashka” “For the manifestation of creative initiative, the introduction of innovative technologies, and the generalization of best work experience” (2014).
Victory “for originality and creativity” in the city competition for the best New Year’s toy “While the clock strikes 12” in the “New Year’s composition” category (2014).
Announced Gratitude from MBDOU d\s "Cheburashka" "For the use of information - communication technologies in the educational process and active participation in kindergarten activities" (2013),
Gratitude forIplace in the review-competition of folders dedicated to the 70th anniversary of the Victory of the Soviet people in the Second World War,
Gratitude forIplace in the review-competition of mobile folders dedicated to the day birth of the city of Volgodonsk.
Diploma “For the manifestation of creative initiative, the introduction of innovative technologies, generalization of best work experience and day preschool workers"(MBDOU DS "Cheburashka") (2015)
Educator ____________________ Polyanskaya S.A.
Manager
MBDOU d/s "Cheburashka" I.V. Popova
Sample self-analysis of a lesson at a preschool educational institution
Target: To develop children's interest in knowledge about vegetables through the integration of educational areas: cognition, communication, socialization, artistic creativity, health.Tasks:
- To form children’s ideas about vegetables, the place of germination and their preparation for the winter;
- Strengthen children’s ability to describe vegetables according to their characteristic features,
according to the diagram;
- Improve the ability to write grammatically correctly and consistently construct your statements;
- Expand the active vocabulary, activate the names of vegetables in children’s speech.
- Continue to develop in children the ability to distinguish and name colors, practice comparing objects by color;
- Encourage children to answer questions by pronouncing words clearly.
To develop children’s ability to coordinate movements with text, understand and follow verbal instructions;
- Develop visual perception and memory, motor imagination and coordination of movements;
- Develop fine general and fine motor skills of the hands;
- Cultivate a friendly attitude towards peers;
- Create a favorable emotional atmosphere and conditions for active play activity children.
Organizational activities, preparation for class
The lesson was carried out in accordance with the notes. The abstract was compiled independently, in accordance with the objectives of the basic general education program, corresponding to the given age of the children. To implement each task, techniques were selected in an interesting and entertaining form.
At every moment of the lesson there were visual aids that stimulated and activated the children’s mental activity. The manuals are of sufficient size and aesthetically designed. Their placement and use was rational, thoughtful in the learning space and in the lesson.
Music was used during the lesson to enhance emotional perception.
The organizational technique “Greeting” in poetic form” was aimed at developing communicative qualities, establishing friendly relationships both within children's group, so between guests and children.
The lesson is dynamic, it includes techniques that provide for a quick change of activity. Conversation - sitting on chairs, moving around the group while looking for a way out of a problem situation with a hare - going to the garden, working with a development test fine motor skills hands – sitting on chairs, search activity – standing, work with cereals “Find a vegetable”, logorhythmic exercise – “walking to the garden”. A quick rotation of techniques and changes in poses during the lesson made it possible to avoid fatigue in children.
Didactic activities of the teacher:
All aspects of the lesson are logical and consistent, subordinated to one topic. Moments from the educational areas of Cognition were integrated into the lesson: Reinforced the ability to describe a vegetable according to its characteristic features, according to the diagram; developed the ability to distinguish and name colors; Communication: children participated in the general conversation, listened without interrupting their peers; activated children's vocabulary through words - name vegetables, practiced agreeing nouns and adjectives; “Socialization” to independently express goodwill and empathy. Artistic creativity: Improved children’s ability to roll plasticine between their palms with straight movements, reinforced pressing techniques, developing fine motor skills., Physical Culture; developed motor imagination and coordination of movements; Health: formed children’s ideas about vitamins and their importance. The techniques in the lesson were of a playful nature, based on game-based learning situations,
The use of the “Vegetable Garden” model helped to implement the main educational task in an interesting way - the formation of children’s ideas about vegetables and the place where they grow. My role was limited to learning to give detailed answers. This helped to achieve optimal results.
At every moment of the lesson, I tried to guide the kids to find solutions to the problem, helped them gain new experience, activate independence and maintain a positive emotional attitude.
The creation of search, problem situations intensified the mental and speech activity of children,
The specifics of working with children in the classroom were reflected in a person-centered approach. She encouraged timid children and praised them in order to consolidate their situation of success.
During the lesson, I tried to communicate with the children on the same level, tried to maintain the children’s interest in the lesson throughout the entire time.
The outcome of the lesson was organized in the form of a game problem situation “Guess the treat?” so that during it you can check the quality of assimilation of the material.
Due to the fact that the children are small and there were many choral responses, I plan Special attention focus on individual responses. It is also necessary to achieve clear pronunciation of words. Work on sound pronunciation, expand active and passive vocabulary. But, despite these difficulties, I believe that all the program tasks I set during the lesson were solved.
1. Analyze the goals and objectives of the event.
2. Analyze the selected methods and techniques for activating the attention of parents, how effective they were, which were successful, which were not, why?
3. Analyze the selection and use of materials and equipment at the event.
4. Analyze the choice of content and the algorithm for organizing an event for parents.
5. Analyze the problems that arose during the organization and conduct of the event, how were they resolved?
6. Determine ways to improve the organization and conduct of events for parents.
Appendix 8
Parent meeting outline
The following forms of parent meetings are used:
· Master Class;
· joint activity children with parents;
· Open Day;
· screening of theatrical productions.
Conducting a parent meeting:
The parent meeting traditionally consists of 3 parts: introductory, main and “miscellaneous”. The meeting time is 1 hour. (40 minutes with parents and 20 minutes with children).
1.Introductory part It is designed to organize parents, create an atmosphere of goodwill and trust, concentrate their attention, and motivate them to solve problems together. This can be done by communicating the topic, the form of the meeting, or through short games and activities. You can create a certain musical background: the sounds of a guitar, piano, tape recording, which will accompany the words of the presenter.
2. Main part The meeting can be divided into two or three stages. As a rule, this part begins with a speech by the group teacher, senior teacher or other preschool specialists, covering the theoretical aspects of the problem under consideration. The message should be short, since by the end of the working day the stability of attention decreases.
The main thing is that parents are not just passive listeners. It is necessary to ask questions to the listeners, give examples from the practice of raising children in families and kindergartens, analyze pedagogical situations, offer parents to watch video clips of classes with children, games, walks, etc.
You should not reproach or lecture your parents. More often you need to use moments from the lives of children in the group as examples. Talking about unwanted behavior children, there is no need to give their last names. During their communication, teachers should avoid making claims against parents and children, discussing the personality of a particular child; One should not state the failures of children, the main thing is to jointly develop ways to solve the problems under discussion.
It is better to have a conversation in soft lighting. Transitions from one situation to another can be separated by a short musical pause. If possible, it is better to stage the situations being analyzed.
To illustrate your ideas and considerations, you can use tape and video recordings, photographs and interviews of children in the group, diagrams and graphs, visually presented theses and speeches. All this will contribute to a better understanding of the theme of the meeting. When conducting this part of the meeting, you can also use the following methods: lecture, discussion, conference, which can also be separate forms of work with the families of pupils.
3. In the third part of the parent meeting – "miscellaneous"– issues of keeping a child in kindergarten, leisure activities, organization joint events families and preschool educational institutions. It is recommended to think through in advance several options for solving the problem that will be offered to parents for discussion, agree with those of them who can help, take responsibility, etc. Some issues need to be resolved in advance with parent committee. At the end of the meeting, it is necessary to summarize the meeting by listing decisions made on each of the issues discussed, recorded in the minutes. Meetings can be held in the form of question-and-answer evenings, oral journals, talk shows, etc. Despite the differences in these forms, they are united by one meaning - to give parents knowledge about raising their own child, to interest them in the problems of education, and to stimulate them to reconsider their educational position.
Example of a parent meeting
“Preparing the hands of older preschoolers for writing”
Target:
Tasks:
Form: workshop.
Participants: group teachers, teacher visual arts, parents.
Parts of the collection
Introductory part (5-7 min).
· Presentation by the teacher of the topic and participants of the meeting.
· Tour of the exhibition of workbooks and children's activity products.
Main part (30-35 min).
· Speech by the parent of the group on the topic “The meaning and methods of developing fine motor skills in children of the preparatory group for school”, accompanied by posters with key points and words on the topic of the speech, showing diagrams finger games(10-15min).
· Conducting a workshop by a visual arts teacher with parents on mastering techniques for developing fine motor skills using clay, plasticine and paper (10-15 min).
· Presentation of the exhibition didactic games on the development of fine motor skills (5 min).
· Collective solution by parents of a crossword puzzle on the topic of the meeting (5 min). An approximate list of words that need to be guessed: motor skills, hand, vision, brain, coordination, correlation, writing, school.
Miscellaneous (7-10 min).
· Review pedagogical literature on the topic of the meeting.
· Discussion of issues of keeping children in kindergarten, leisure activities, organization of joint events between families and preschool educational institutions.