Raising orphans in an orphanage. The student’s attitude to labor training in general and to specific types of labor tasks. assisting an auxiliary worker

• 
  Formation of basic knowledge, skills, and abilities that contribute to primary vocational guidance and increase the adaptive capabilities of students;
• 
  Preparing students for independent housekeeping;
• 
  Fostering a positive attitude towards home and family as the foundation individual development personalities;
• 
  Prevention of delinquency among pupils in summer period through employment.

Tasks:

• 
  Training in techniques for performing tasks encountered in everyday life;
• 
  Strengthening work motivation through reflection on the productive work of students;
• 
  Developing a respectful attitude towards one’s professional knowledge and skills and the knowledge and skills of other people;
• 
  Development of ability to navigate the labor market;
• 
  Formation of skills to build relationships in the process of work.

• 
  organization of joint work between teacher and student;
• 
  acquaintance with the labor traditions of the family, team, country;
• 
  organizing work in hobby groups (sewing, cooking, arts and crafts);
• 
  exercises to develop labor skills when performing specific operations (skills in reading, counting, writing, using a computer; various repair work, manufacturing of wood and metal products);
• 
  creative contests and competitions, exhibitions creative works and assessment of their quality;
• 
  temporary and permanent home assignments, class duties,

• 
  systematic participation in socially useful work, training in technologies and organizational techniques professional activity;
• 
  accounting and evaluation of work results (quality, timing and accuracy of task completion, rationalization of the process and the presence of a creative approach);
• 
  special professional training to work;
• 
  an explanation of the significance of a certain type of work for the benefit of the family, team, and Fatherland.

Hard work

4.3. Health care and physical development of children in an orphanage
Health preservation and physical development Children in the orphanage are always given great attention. Sports and health activities in families are carried out in the following forms:

• 
  teaching hours about proper nutrition, personal hygiene, about the correct attitude towards your health;
• 
  hardening activities;
• 
  sporting events: fun starts, games, competitions, skiing, skating, sledding;
• 
  prevention of tobacco, alcohol and drug addiction;
• 
  first aid training for victims;
• 
  instilling personal hygiene skills and healthy image life.

• 
  I control myself, my behavior;
• 
  I know how to organize my time;
• 
  I follow the rules of personal hygiene;
• 
  I care about my health;
• 
  I have no bad habits.

I (attitude towards myself)

The orphanage carries out a lot of work to prevent the use of psychoactive substances:

• 
  the bank is replenished teaching materials on the prevention of surfactant use.
• 
  adolescents at risk who are prone to using psychoactive substances are identified (at present there are no such pupils in the orphanage);
• 
  Programs for individual work with children at risk are being developed;
• 
  preventive conversations are conducted by class teachers;
• 
  conversations are held in family groups on the prevention of smoking, alcoholism, substance abuse, drug addiction;
• 
  No Smoking Week is held annually in November.
• 
  The “No to AIDS” campaign is held annually in December.
• 
  To all students orphanage films on the prevention of alcoholism were shown: “Chizhik-Pyzhik, where have you been?”, “Let’s have a drink.”
• 
  A poster competition on the dangers of alcohol and smoking is being held
• 
  Work is underway under the program “Preparing students for independent life V modern society"(sections "Personal hygiene, health, life safety", "Preparation for family life").
• 
  Individual consultations with a psychologist are conducted with students prone to alcoholism and with students who smoke.

Big job is carried out to prevent accidents and teach children safety rules. In all families, conversations are held to study traffic rules, fire safety, safe behavior on the water, etc.

4.4. Civil-patriotic direction
Work in family groups includes the following:

• 
  News review (press, television), work with local media, publication of the newspaper “Vestochka”
• 
  Educational hours and conversations that cover issues: norms of life in society, state symbols, heroism of the people during the Great Patriotic War, family law, civil legal education, local history
• 
  Meetings with war veterans and home front workers
• 
  Meetings with employees law enforcement
• 
  Activities to study and consolidate state symbols
• 
  Development of children's self-government

An analysis of the work carried out in family groups showed that children know well state symbols, understand the meaning of holidays - Independence Day, Flag Day, May 9. The pupils of the orphanage know well the history and nature of their native land, have an idea about the position of their homeland in the world.

A stable system of children's self-government has been formed in the orphanage. Each family has a Family Council, and family meetings are held every month. Family councils are accountable to the Children's Duma, an elected body of student government. The Children's Council holds competitions “Family of the Year”, “Best Pupil”, “Best Student”, organizes children’s leisure time during the holidays, graduates electronic newspaper"News". The results of the competitions are announced at the end school year and result in a big holiday, which both adults and children look forward to.

Me and society

As can be seen from the table, the overall score for the parameter “I and society” is 4.1 points.

4.5. Artistic and aesthetic education

Educators set goals: knowledge of the world around them by introducing children to art, developing children's thinking, imagination, emotionality, creativity, teaching children to live spiritually.

The following forms of working with children are used:

• 
  educational hours, conversations;
• 
  listening to music, looking at reproductions of paintings, examples of folk art;
• 
  participation of children in the work of the aesthetic center of the orphanage.

Average rating for the parameter " aesthetic taste" increased by 0.1 points and is 3.9.
4.7. Personal development of children. Basics of Socialization

When working in this direction, the efforts of the teaching staff are aimed at:

• 
  diagnostics of the level of education and measures to correct children’s behavior based on its results;
• 
  developing communication skills in a collective environment;
• 
  acquaintance with the norms of behavior in the most typical situations - at school, in the dining room, in the bedroom, in class, in a store, etc. and trainings.
• 
  Formation of the personal position “I myself”, “I and others”, instilling responsibility for one’s actions;
• 
  Cultivating tolerance, developing the ability to adequately respond to attempts by others to make contact, etc.

1. 
   Health.
2. 
   Ready to work.
3. 
   Fundamentals of socialization and interpersonal communication.
4. 
   Safety.
5. 
   Skills for inclusion in some society.
6. 
   Emotional health.
7. 
   Dependent sentiments.

The data obtained will allow us to adjust educational work in the future.

Mastering the new technology of pedagogical diagnostics will allow educators to competently implement the principle of age and individual approach to the children. When implementing general patterns Each child has his own individual development path. To most accurately determine and predict its level and pace, to build more effectively educational process A teacher who has mastered diagnostic tools will be able to.

Namely, to strengthen the work on the personal development of each child, to continue work on creating a correctional and developmental environment in family groups, aimed at the socialization of pupils. For this purpose, the development of various models of correctional and developmental classes, conversations, and excursions will continue. The creation of a system of positive factors will also continue (decoration of the orphanage, school site, bedrooms, playrooms with changing designs, inclusion and involvement of pupils in these activities); Creation information service, constantly highlighting the successes of each person and the group. The environmental influence provided by the subject-spatial, behavioral, event, and cultural environment becomes a correctional factor that contributes to the education of the individual and the formation of his essence.

4.8. Analysis methodological work

As of 01/01/2012 35 teachers work in the orphanage, of which higher education have 14 people, secondary special - 12 people and secondary - 9 people. Two teachers have the highest category, 5 – the first. Of the 35 educators, 11 people have up to 5 years of teaching experience, 3 people have from 5 to 10 years, 7 people have from 10 to 20 years, 14 people have more than 20 years. Teachers are constantly engaged in self-education, improve their skills through courses, and participate in professional skills competitions: 2011. – Utenkova S.G., regional competition “Newbie Educator” of a boarding school, 2011 - teacher of the 5th family Rudneva N.V., regional competition"Best Social worker-2011" in the nomination "Best teacher of a social protection institution-2011", 2012 - teacher Sokova A.N., regional competition "Best social worker -2012"" in the nomination "Best teacher of a social protection institution-2012".

Teachers are constantly engaged in self-education, every year they develop educational programs and show open classes.

A lot of work is being done by the educational organization of educators under the leadership of N.V. Rudneva. The school is functioning young teacher. The main goal is to train educators in the development of promising and scheduling, individual work with children, young specialists are given recommendations.

The goal of the work of the methodological association of educators in 2011 was the implementation of the task “Study of modern approaches to organization and planning educational work in an orphanage."

The main directions of the educational process were the following:

1. 
   Improving the content of the educational process.
2. 
   Introduction of new forms of organizing educational work.
3. 
   Studying the most effective methods working with children.
4. 
   Scientific and methodological support of educational work.

During the year, four meetings of the methodological association were held:

1. Improving the technology for planning the organization of educational work.

2. Correctional and developmental support for the family group of the orphanage.

3. Monitoring of education and diagnosis of the family group and interpersonal relationships in the family.

4. Results of work on the program for preparing children for independent living and exchange of work experience.

At the meetings, the most difficult questions these directions. At the end of each meeting, teachers were given handouts with recommendations for work.

During the school year, each teacher showed open classes in those areas that were considered at methodological associations. Teachers included innovative technologies in their classes.
4.9. Organization of summer recreation, recreation and employment for pupils

The search for an effective model for organizing summer recreation and employment of children and adolescents was accompanied by an analysis of what is available in the MKOU " Children's home-school» No. 1 experience in this area. The system of summer recreation, health improvement, and employment of pupils, established and worked out over many years in the orphanage, indicates the presence of necessary conditions, staffing with teaching and medical personnel, the attention paid to this important issue.

Recreation and health improvement for pupils of the Municipal Educational Institution “Orphanage-School” meet the following criteria:

• 
  24-hour accommodation for children in accordance with sanitary and epidemiological requirements;
• 
  compliance with fire safety requirements;
• 
  organization of 6 meals a day in the amount of at least 190 rubles per day;
• 
  24-hour medical care;
• 
  24-hour law enforcement;
• 
  the presence of a child-friendly educational environment;
• 
  availability of an institution’s activity program for the health season;
• 
  the presence of educational programs in each family group;
• 
  support by qualified teachers and specialists;
• 
  guarantee of children's rights and freedoms.

In the summer, joint events between chief mentors from law enforcement agencies continue to take place to prevent crimes and unauthorized departures of pupils from the orphanage.

The orphanage’s specialists, teachers, are working all summer additional education, psychologists, social educators, class teachers, educators.

In family groups, the Program for preparing pupils for independent life in modern society is being implemented, and all families are working on the “Flower-Seven-Flower” project to improve the territory of the orphanage.

Thus, in time summer holidays problems such as improving the health of pupils, preventing neglect and crime, and employing children are being solved various forms activities, including employment.
Information about summer health improvement, recreation and employment of pupils of the Municipal Public Institution “Orphanage-School” No. 1 in Bakala

Create a bank of regulatory documents regulating the implementation of the Development Program for 2012-2015,

Continue to provide scientific and methodological base,

Continue work on accumulating and systematizing educational, didactic and methodological material.
6.2. Logistics support
- further strengthening of the material and technical base,

Expanding the attraction of funds from other sources not prohibited by law,

Current repairs of premises.

Current page: 1 (book has 17 pages total) [available reading passage: 12 pages]

Albina Viktorovna Rogotneva

Organization of educational work in orphanages and boarding institutions

Preface

A child does not mature first and then be educated and educated; he matures through education and training, that is, under the guidance of adults, mastering the content of culture that humanity has created.

S.N. Rubinstein

Do you and I often think about the question of why our children sometimes resist our pedagogical efforts? What do they really want and what don't they? These questions probably cannot be answered unequivocally. It is clear that their desires are determined by various factors and circumstances: age, environment, atmosphere in the team, abilities, inclinations and much more. In relation to pupils of orphanages and boarding schools who find themselves orphans with living parents, you can achieve: their behavior is associated with such factors as bitterness, aggression, loss of trust in the adult world. Who among you has not felt a sense of helplessness and confusion, despair and powerlessness in front of these people who have suffered a lot for their short life children? The complexity of their characters, their distrust of us, adults, force us to look for those means, methods and techniques that would help light a spark of hope in their eyes.

This manual is not a prescription guide for all occasions. It presupposes teacher independence and creative interpretation. With its help, you can involve children in interesting, meaningful activities for them, and reveal to them beautiful world Art and Nature, teach them to take care of everything that surrounds them. With encouragement creativity and stimulation of the imaginative component of thinking, not only there are no signs of group aggression (which is typical for pupils of orphanages and boarding schools), but also a collective attitude is formed to support the creative efforts of everyone, tolerance towards each other and others increases. Children, seemingly prickly and distrustful just yesterday, desperate to find solid ground under their feet, find friends among adults and peers, and gain faith in their strengths and capabilities.

Painting, music, poetry, sports, handicrafts - these are the means that will help you involve children in a special world, will give you a chance to become for them interesting personality. We must not lose sight of the fact that the intellectual baggage of children includes not only the knowledge acquired at school. They have hobbies that often “compete” with school responsibilities. All this will help you rely on those interests and hobbies of the children that will encourage them to be “reasonable, kind, eternal”, will force them to take a fresh look at traditional school subjects: history, biology, geography, literature...

The manual provides only general guidelines with the help of which any teaching staff can develop a program joint activities, taking into account the specific conditions and capabilities of your institution.

The purpose of the teacher’s activity is psychological, pedagogical rehabilitation, correction and compensation of various intra-educational and extra-educational difficulties, adaptation of education to individual characteristics and personal qualities student.

Creating a comfortable intra-school environment helps preserve the psychophysiological health of students, promotes their optimal involvement in educational activities and successful self-realization. Harmonious combination traditional and unconventional techniques in the educational process increases the cognitive interest of students and creates a situation of success in learning. And the situation of success is “the main nerve of the humanization of training and education” (A.S. Belkin). A state of comfort brings with it a feeling of satisfaction with one’s own activities, positive motives for its continuation, and leads to the individual growth of each student.

This manual presents experience in organizing and conducting lessons, correctional and developmental activities and collective creative activities using unconventional methods oriented towards creating a comfortable educational space necessary for creativity.

Currently, in Russia, against the backdrop of profound social, economic, and demographic changes, the problem of orphanhood has become extremely acute. Orphanhood is a difficult problem to solve for any society. Her social roots are deep and vulnerable. A number of factors have influenced the weakening of intra-family ties: a characteristic feature of recent years is the spread of social orphanhood, determined by the deterioration of life Russian families, a decline in moral principles, a change in attitude towards children, up to the abandonment of upbringing and complete displacement of them from the family. The nature of abnormal maternal behavior—abandonment of one’s child—still remains poorly understood and unclear.

Define concept "maternal deprivation" quite complex because it generalizes a number of different phenomena. This includes insufficient care of the mother for the child, and raising the child in an orphanage, and temporary separation of the child from the mother for some reason, as well as the lack or loss of love and affection of the child for to a certain person, replacing his mother. The warmth of maternal care and its constancy are an indispensable condition for the child to develop trust in the world. The type of personality that develops in children who have been exposed to conditions of maternal deprivation since birth can be imagined as follows: intellectual retardation, inability to enter into meaningful relationships with other people, lethargy of emotional reactions, aggressiveness, self-doubt. According to many studies, the most severe and difficult to compensate consequences are the consequences of maternal deprivation. It gives rise to fear, aggressiveness, distrust of other people, oneself, and reluctance to learn new things and learn.

A child growing up in an orphanage (boarding school), as a rule, does not have productive communication skills. Needing love and attention, he does not know how to behave in such a way that he is communicated with in accordance with this need. Nobody developed it in terms of emotional culture and communication culture. Within their group, children from orphanages and boarding schools may abuse their peers or children younger age. This behavior is formed for many reasons, but primarily because of the unfulfilled need for love and recognition, because of the emotionally unstable position of the child, deprived of parental love.

It can also be noted that full-fledged, emotionally rich contacts are not formed among the pupils of the orphanage and in relation to their siblings. Observations of the pupils show that the family attachment between them is very weak, and in the process of communication their relationships are at a low level. They don't care about each other, they don't show kindness or interest, they have nothing to do with each other.

Disorders in the sphere of communication affect the development of a child’s personality, distorting his ideas about himself, forming an incorrect attitude towards himself, making it difficult to understand himself as an individual.

Pupils of orphanages and boarding schools are characterized by one-sidedness and poverty of motivational preferences, which are determined by the peculiarities of communication with adults: the most important thing is the child’s desire to earn the approval of a teacher or educator, his attention, praise. This manifests the deprivation of the need for positive emotional contact with adults. Pupils of orphanages and boarding schools are characterized by a pronounced dominance of desires directly related to their everyday life, teaching, compliance with regime issues, rules of conduct. At the same time, their peers from regular school, along with everyday worries, are concerned about many problems that go far beyond the scope of their personal experience.

The entire life of children in an orphanage is completely regulated by adults. They do not have a conscious choice of activity, there is no opportunity for independent organization of your free time. The need for self-affirmation and the desire to show independence pushes them to ignore the rules and moral standards, disobedience to adults. In an independent life, where a strictly regulated order is replaced by complete freedom, the teenager is lost, because he is accustomed not to creating standards of activity for himself, but to violating them. Wanting to experience what was previously forbidden to him, he is unable to resist the unfavorable influence of the environment and finds himself among drug addicts, alcoholics, and homeless people. General Prosecutor's Office revealed that every third young man or girl - pupils of orphanages or boarding schools - becomes homeless or a drug addict; every fifth person becomes a criminal, every tenth person commits suicide.

IN last years significant changes are taking place in the life of boarding schools: orphanages are appearing in which children of different ages from 2 to 18 years live, groups are formed taking into account family ties (i.e. siblings of different ages are in the same group). Orphanages are becoming more open: their friends, classmates, volunteers and other people who want to take part in the fate of orphans can come to visit the pupils. The traditional structure of the work regime, when the main things were matters common to the entire team, is collapsing. A certain autonomy of the group in this approach implies that members of the group, and not the entire staff of the institution, participate in the development of the daily routine. At the same time, it remains extremely important to observe the principle of correlation in the work mode of general collective and group cases, and in the group - group and individual ones.

The position of the teacher changes noticeably: the functions of control cease to be dominant, and friendly participation and assistance in understanding the life around them, respect for the rights of the child: his right to free time, for voluntary participation in collective life, for communication, for participation in solving internal issues of the group and the entire institution. The main task of the teacher is to create an atmosphere of goodwill, mutual trust, mutual assistance, and mutual responsibility. It is especially important to form positive relationships between students and teachers, primarily because of the unique situation of children. If young children do not realize the complexity of their fate, then teenagers understand and have a hard time experiencing their inferiority and the betrayal of their parents. They are irritable and conflict-ridden. As a result, hostile, hostile relationships develop between children, developing into hostility.

Modern practice shows that in a favorable human environment, significant values ​​awaken in children. social needs and roles: they are trying to understand and realize themselves, to become better and nobler than their parents. But without the interaction of specialists: a defectologist, a psychologist, a physician, a teacher-rehabilitator, it is impossible to solve the problems of modern orphanhood. An urgent concept "rehabilitation pedagogy" Unfortunately, at the present time it cannot yet be classified as familiar to the average teacher. For him, it is rather clear what physical rehabilitation of a patient after a serious illness is, social rehabilitation of a disabled person who finds himself in difficult life situation. The word itself "rehabilitation" is associated in our minds primarily with the activities of medical workers. But the appearance of this term is not accidental, just as the close interaction between pedagogy and medicine is not accidental.

Achieving positive results in pedagogical rehabilitation can only be achieved through the provision of comprehensive qualified assistance to children. This is a close interaction of all specialists, a set of medical and pedagogical techniques for special correction both in teaching and in upbringing. The need to acquire knowledge in the field of rehabilitation pedagogy, albeit slowly, is beginning to be recognized by teachers, heads of institutions and educational authorities. The task of the rehabilitation teacher is to restore the child’s faith in himself and his strengths, to instill in him a sense of the fullness of his own personality, and to help him realize his physical and spiritual potential to the fullest.

The most important condition for the healthy development of a child is his fundamental trust in the world and the people around him. And this is possible if the child feels interested, kind, warm attitude towards him, support from those who make up his “rear”.

An extremely important socio-psychological characteristic of a person’s personality is the individual’s stable ideas about himself, which are designated by the concept “I-concept”. “I-concept” is formed in a person under the influence of other people’s attitude towards him. A positive self-concept (I am capable, I am loved, I am significant) promotes positive personality and success in life. A negative self-concept interferes with success and contributes to negative personality changes. Thus, the formation of a positive “I-concept” is an indispensable condition full development personality. The main task of personality-oriented pedagogy is to develop in a child (adolescent) positive attitude to yourself, other people, your activities, the world around you. This task can be accomplished only in conditions of social interaction and active activity of the child, where he, overcoming certain difficulties, is a co-author of joint activities and experiences a situation of success in solving problems.

Design strategy pedagogical activity

Today, the problem of humanization and democratization of the entire life of public education institutions is especially relevant. Many psychologists, teachers, and physiologists are working on this problem: A.N. Tolstykh, A.M. Parishioner, V.F. Bazarny, B.A. Coogan, V.A. Povarnitsyna, S.A. Levin, V.S. Mukhina and others.

However, the humanization of children’s lives, the researchers emphasize, is not permissiveness, but a system of rules that allows each child to live fully, feel protected, be healthy and developed.

A.S. Makarenko believed that the work schedule is the most important means of organizing and implementing the educational system. With the help of the regime, the team organizes the external framework of behavior, providing each child with the opportunity to fill these frameworks with internal content.

The results of studying the state of educational and methodological work in public education institutions in recent years show that many of them lack:

Meaningful goal setting and planning educational process on a diagnostic basis;

Consolidation of the forces of doctors, psychologists and teachers in order to provide qualified assistance to children and adolescents;

Effective planning of the work of a methodological association.

The listed shortcomings in the organization of life activities of pupils are due to the low level of theoretical knowledge of workers in orphanages and boarding schools, and a decrease in teachers’ interest in improving professional competence.

In practice, you can often observe the following picture: the teacher treats his work conscientiously, often conducts various activities with children: labor affairs and excursions, KVNs and sport games, theme evenings and entertainment, etc. However, over time, it turns out that the children grew up ill-mannered, either morally, aesthetically, or physically. What are the reasons?

Analysis of such situations suggests the conclusion that in order to obtain positive educational results, not only WHAT teachers do with students, but also HOW is of great importance. Without knowing HOW to act, it is impossible to cope with even the smallest task.

To get results in any activity, you must first think it over (design it) and then organize it (implement it). To design an educational process means to imagine and document your ideas and plans as fully as possible in the form of creative themes, directions, goals, objectives, developments, etc. Only in this way can interaction with all participants be streamlined pedagogical process and avoid spontaneous and formally thoughtless actions.

Difficulties in designing educational work are associated with the fact that many managers and teachers of public educational institutions have very vague and foggy ideas about what they generally need to do, for what goals and values ​​to act.

Education is successful if it is systematic, if the educational system of a particular institution is of an author’s nature, being an expression of “the deeply realized needs of the teaching staff.”

When we talk about the problems of education, the question arises about its goals and its modern content. What ideals and values ​​should a teacher be guided by today, how to act without the usual ideological guidelines according to which activity programs were previously developed? V.A. Karakovsky suggests that teachers focus their work on organizing joint activities that contribute to children’s mastery of absolute universal values: Earth, Family, Fatherland, Culture, Knowledge, Peace, Labor, Man. " Human values have several levels. The first of them is the level of everyday consciousness, at which there are moral principles that regulate human society and relationships between people.” Values ​​orientation high level must develop in a person positive features character: kindness, mercy, decency, modesty, hard work, etc.

It is the development of human qualities and human abilities, their improvement that is the goal of pedagogical activity. But without mastering the methods of educational work, it is impossible to decide pedagogical problems at the level of modern requirements. It is important for any practicing teacher to represent the features of methodological knowledge, which have certain specifics and differ from theoretical and empirical knowledge. Theoretical knowledge, as we know, contains generalizations and conclusions about the laws of the educational process, while empirical knowledge describes the course of the process in certain specific situations and conditions. Methodological knowledge serves to reveal the methods and order of organizing activities and the educational process. Having what you need scientific basis, they (methodological knowledge) must be presented in a form in which it would be convenient for a practicing teacher to use them.

E.V. Titova identifies two main meanings that the concept of “methodology” can take: 1) the branch of pedagogical science (systematized knowledge about the organization of the educational process and appropriate ways to achieve educational results); 2) a certain way of carrying out pedagogical activities (algorithm for designing and implementing any activity).

The methodology will not be any spontaneously developing sequence of actions, but only constructive way activity, which must necessarily lead to a pre-conceived and intended result. Efficiency is one of the main properties of the algorithm, and its application has the ultimate goal of obtaining a result.

Thus, we can talk about methodology as a way of carrying out pedagogical activity only if the teacher does not just “carry out” some activities with children, but directs his efforts to achieve a conscious and desired result, guided by its (methodology) characteristics : strategy, tactics, logic, technique.

IN this moment We will talk about the strategy of educational work. It is laid down by the teacher at the level of general and specific methodology, when they put forward pedagogical goals, a general program of work with the team is being constructed, long-term plan and manifests itself in a specific methodology, i.e. at the level of specific pedagogical situations. The strategy ensures that the teacher’s activities are focused on the final result and therefore can be considered the first and main feature of the methodology.

The presence of a strategy in a teacher’s work can be judged by the following points. If the teacher:

Knows how to correctly formulate his own pedagogical goals and objectives, correlate them with the goals of his institution and with the social order of society;

Puts forward realistically achievable goals and objectives for a certain period;

Is able, in strict accordance with the set goals and objectives, observing a logical sequence, to determine the content and forms of educational work;

He knows what long-term problem he is directing his efforts towards in every organized routine moment, event, and lesson.

The organization of the developmental educational process in public educational institutions requires high professional competence on many problems, including designing one’s own teaching activities. The main problem seems to be the lack of skills among teachers in programming really necessary and feasible didactic tasks.

Nobody manages to implement the principle of an individual approach proclaimed by didactics. Only with the help of psychological and pedagogical observations is the most likely personal orientation of the child determined, his capabilities and abilities for certain types of activities are identified, and on this basis a effective program pedagogical influences.

Only early identification of a child’s individual inclinations and their subsequent intensive development are capable of raising a creatively independent person responsible for his own success in life. Developmental training results – bright that confirmation .

The program for the personal development of each child, unfortunately, is not always implemented in the practice of public education institutions. This problem is one of the increasing numbers of losers and failed people among graduates of orphanages and boarding schools.

In public educational institutions, additional education teachers (leaders of clubs and sections) as a rule do not have work plans, limited to a list of children attending their club and a list of randomly selected events. But it is these teachers (by and large) who are called upon to solve correctional, developmental, educational tasks, help identify the inclinations and abilities of children, observe the dynamics of each person’s development in the process of personally significant activities for him, since the child comes to the circle classes voluntarily, under the influence self-interest, it is here that his talents can most clearly manifest themselves. If the teacher does not observe the child’s activities and, on the basis of these observations, does not plan the content of the work, without setting up pedagogical tasks, then what is the use of such circle activities?

Teachers who are thoughtful about their activities know that the most difficult thing in designing the educational process is the competent formulation of pedagogical tasks. But, unfortunately, an analysis of plans for educational work suggests that there are only a few such teachers. And although everyone knows that results in educational work are achieved only when you know exactly what you need to achieve, nevertheless, when planning the actual pedagogical process, this truth is forgotten. As a result, educational tasks and work exist on their own and nothing in common connects them.

The most typical and widespread reasons for the formal attitude of teachers towards setting tasks are as follows:

– lack of awareness of the need for goal setting as an obligatory stage of professional activity;

– lack of understanding of what the goal, task is, and why they are needed;

– lack of knowledge of the technology of setting tasks, inability to formulate them accurately;

– lack of professionalism to judge how correctly and accurately the tasks are set.

A task (goal) is a probabilistic idea of ​​the results of an activity. This is an idea formulated in the language of a solution. The process of setting pedagogical goals requires serious reflection, a deep analysis of needs and conditions. The teacher needs to constantly correlate and coordinate the needs of society (educational institution) and his own: professional, civil, human.

As for the conditions, they can be associated with both social factors and material support of the educational institution, as well as with the age and individual characteristics of the development of students, the level of development of the team, and the teacher’s own professional level.

Competent formulation of tasks presupposes that the teacher has the following skills:

– see the educational process in dynamics for the future;

– identify the main thing, logically arrange tasks taking into account interdependence and subordination;

- accurately formulate thoughts.

A pedagogical task is diagnostic if it meets the following important criteria: 1) specificity, 2) reality, 3) achievability. Each pedagogical task must be formulated so that it is clear what exactly the teacher plans to achieve over a given period of time. It is important for the teacher to take into account whether there are real conditions and opportunities for solving the task, whether it is possible to solve the problem within the period for which it is set.

Properly set tasks will help the teacher

– plan your activities efficiently;

– find reliable guidelines in specific pedagogical situations;

– identify the results of work during analysis;

– feel satisfaction and self-sufficiency from effectively solved pedagogical problems.

Purposeful, clear organized activities cannot be achieved without a plan. The proposed long-term thematic planning will help teachers in organizing the educational process in public educational institutions. The basis forward planning recommendations were made by leading experts and scientists.

Only on the basis of comprehensive diagnostics is it possible to track different shapes deviations in the child’s development and determine the nature of correctional and educational influence. It is important to take into account that the child grows, develops, his disorders are smoothed out, sometimes intensified, causing secondary manifestations. Therefore, when monitoring the dynamics of a child’s development in the process of his education and upbringing, the coordination of the actions of all specialists must be ensured. Solving pedagogical problems in modern level requires providing the child with multifaceted assistance, taking into account his individual personal characteristics. The teacher needs to have a certain algorithm of constructive activity that will lead him to a pre-conceived and intended result.

Algorithm of the proposed promising thematic planning ensures the coordination of the actions of all specialists of the institution, helps teachers carry out their activities on the basis of clearly setting specific goals and objectives and determining the nature of correctional and developmental work for each child. In addition, working with the algorithm increases the teacher’s interest in acquiring theoretical knowledge, self-analysis, and awareness of one’s strengths and weaknesses.