EntranceQuotes about the class teacher. “Who is he, the class teacher? Working hours of the class teacher
Vinokurova Elena Evgenievna, 5a gradeClassroom management experience 5 years.
The basic principle of work is that any communication should be interesting and useful.
Hobbies include cooking, growing flowers, and walking in the forest. Collects his mistakes.
What I like about being a class teacher is the opportunity to help the class become more united; I don’t like the need to insist on carrying out the class teacher’s instructions.
As a child, I wanted to become a doctor, secretary, bookseller.
Favorite writer - Goncharov, artist - Levitan, composer - Tchaikovsky.
“The class teacher is the head of the class,” says Elena Evgenievna.
Mayorova Lyudmila Aleksandrovna, 5b grade
Classroom management experience 20 years.
The main operating principle is to do no harm.
Likes extracurricular communication with students, does not like compiling student dossiers.
Enjoys reading. Collects handmade gifts from students.
Favorite saying: “To live your life wisely, you need to know a lot...” (Omar Khayyam).
Favorite writer - Chekhov, artist - Aivazovsky, composer - Rostropovich.
“The class teacher is a second mother,” says Lyudmila Aleksandrovna.
Zelenskaya Oksana Yurievna, 6a grade
Classroom management experience 10 years.
The main principle of working with children is cooperation.
He is interested in needlework and collects thimbles.
I like to work in such a way that I feel that children need them as an assistant and friend. I don't like the weekly grading in the diary.
As a child, I dreamed of becoming a teacher.
Favorite Quote: “You never get a second opportunity to make a first impression.”
Favorite artist - Aivazovsky, composers - F. Chopin, W. A. Mozart, writer - V. Stefanyk.
Anisimova Svetlana Veniaminovna, 6b grade
Classroom management experience 14 years.
He builds his work on understanding and trust.
Likes trips with the class, extracurricular activities, does not like record keeping.
My main hobby is reading.
As a child, I dreamed of becoming a choir director.
Favorite saying: “Nothing costs us so cheap and is valued so dearly as politeness and kindness” (M. Cervantes).
Favorite writer - N. S. Leskov, artist - P. D. Korin.
Galitskaya Irina Mikhailovna, 7a grade
The principle of the class teacher’s work is “Love children, be frank with them, see the positive in every student, no matter how “negligent” he may be.
Loves communicating with children, does not like to sort out complaints and scold for bad deeds.
He enjoys solving interesting problems and reading poetry. Collects wooden spoons.
As a child, I dreamed of becoming a ballerina.
Favorite aphorism: “You can’t teach, you can learn.”
Loves the work of poets of the Silver Age, Kuindzhi, Tchaikovsky.
According to Irina Mikhailovna, the class teacher is a person who will always support the student at the right time, help solve problems in learning, self-education, and communication.
Dmitrieva Svetlana Borisovna, 8a grade
Classroom management experience 4 years.
The main thing in working with a class is trust.
Loves communication with children, does not like to scold for bad deeds or studies.
Enjoys reading.
Since childhood I wanted to become a teacher.
Favorite writer - Dostoevsky, artist - Aivazovsky, composer - Brahms.
“The class teacher is the closest person in the school who will help in difficult times,” says Svetlana Borisovna.
Nikishina Irina Vladimirovna, 8b grade
Work experience as a class teacher - 9 years (specifically in Pleskovo).
The principle of classroom management is trust and mutual understanding.
Hobbies of travel and design.
What I like about my job as a class teacher is communication with children, the students’ response, but I don’t like “paperwork” and parent-teacher meetings.
Collects greeting cards from his students.
As a child, I wanted to become a teacher and artist.
Favorite saying: “Everything God does is for the best.”
Favorite writers: Oscar Wilde, Chekhov, artists: Surikov and Claude Monet.
“The class teacher is a second mother,” says Irina Vladimirovna.
Fomenko Olga Viktorovna, 9a grade
He characterizes the principle of his work with the words: “Do everything you undertake as well as possible.”
What I like most about being a class teacher is communicating with children - “communicating with little sages and geniuses.”
Hobbies include: reading, photography, knitting, music. He loves to cook delicious food and dreams of mastering a movie camera and making a film.
As a child, I wanted to become a pilot and enter the Moscow Aviation Institute (but my mother didn’t let me).
Favorite saying: Dum spiro, spero (while I’m breathing, I hope).
He loves Pushkin's poems, the music of Tchaikovsky, Sviridov.
According to Olga Viktorovna, the class teacher is a person who is responsible for the children, supports and tries to understand and help, and participates with the class in all interesting activities of the school.
Fialkovsky Alexander Anatolyevich, 9b grade
Classroom management experience 2 years.
In her work she loves communication and does not like complaints from subject teachers.
Enjoys reading.
As a child, he dreamed of becoming a polar pilot.
Favorite saying: “There is no happiness in the world, but there is peace and will” (Pushkin).
“Merab Mamardashvili is for me a writer, an artist, and a musician,” says Alexander Anatolyevich.
Bocharova Maria Vasilievna, 10th grade
Classroom management experience is 19 years.
He defines the principle of his work with the words: “Trust each other, treat the child as an adult, listen to his opinion.”
In the classroom management, you like to know that the children need you at any moment, you don’t like the very large responsibility to the children and parents, but there’s no getting around it.
Favorite hobby is work. Collects products of various crafts: toys (Dymkovo, Kovrov, Bogorodets, Filimonov).
As a child, I wanted to become a dancer.
Favorite saying: “Where it is simple, there are a hundred angels” (Reverend Ambrose of Optina).
Favorite writer - Dostoevsky, artists - Ryzhenko, Shishkin, composers - Tchaikovsky, Bach.
“The class teacher is a mother and father to his students,” says Maria Vasilievna.
Pushkova Anastasia Aleksandrovna, 11th grade
The work of the class teacher is based on trust.
Enjoys reading and traveling. She collects figurines of dachshunds and souvenir spoons from the cities she has visited.
As a child, I dreamed of becoming a glass blower, a veterinarian, and a pianist.
Favorite saying: “In whom your heart is not completely sure, do not cling to him with your heart” (Reverend Pimen the Great).
Favorite writers - Galsworthy, Frederick Beckbeder, artists - Magritte, Escher Corot, composers - Mendelssohn, Rachmaninov.
According to Anastasia Alexandrovna, the class teacher is a kamikaze.
Quotes, aphorisms and sayings
about the school, teachers and students.
Three paths lead to knowledge: the path of reflection is the noblest path, the path of imitation is the easiest path, and the path of experience is the most bitter path. (Confucius)
School is a workshop where the thoughts of the younger generation are formed; you must hold it tightly in your hands if you do not want to let the future out of your hands.(A. Barbusse)
School is a place where cobblestones are polished and diamonds are destroyed. (Robert Ingersoll)
School prepares us to live in a world that does not exist.(Albert Camus)
The teacher and his way of thinking are the most important thing in any teaching and upbringing.(Disterweg A.)
A teacher is an engineer of human souls.
(Kalinin M.I.)
Teaching is just one of the petals of that flower called education.
(Sukhomlinsky V.A.)
The educator must himself have intelligence, great self-control, kindness, and high moral views.(Dragomanov M.P.)
The teacher himself must be educated.
(Marx K.)
A teacher, if he is honest, must always be an attentive student.(Gorky M.)
By teaching others, we learn ourselves. (Seneca)
To be a good teacher, you need to love what you teach and love those you teach.
(Klyuchevsky V. O.)
He who knows little can teach little.(Komensky Ya.)
Teaching means doubly learning. (Joubert J.)
We study all our lives, not counting the ten years spent at school.(Gabriel Laub)
The current school certificate only certifies that its owner has the ability to withstand so many years of schooling. (Laurence Peter)
The family must take care that a person meets the requirements of society as they were 20 years ago, the street - the requirements of today, the school - the requirements that will be in 20 years.(Mikhail Gasparov)
Are you saying that every schoolchild knows this? If I knew everything that every schoolchild knows, I could teach academics.(Maxim Zvonarev)
Self-taught: a student whose parents do not do his homework for him.
Whoever the gods want to punish, they make him a teacher. (Seneca)
I learned a lot from my teachers, even more from my comrades, but most of all from my students. (Talmud)
Students remember nothing more firmly than the mistakes of their teachers. (Anton Ligov)
A good teacher can teach others even what he himself cannot do.
(Tadeusz Kotarbiński)
He who knows everything still has a lot to learn.
The secret of teaching is to show that you have known all your life what you read about last night.
The best lessons come from exams.
(Slawomir Wroblewski)
Exams: the only opportunity to know at least something for at least a few days. (Georges Elgozy)
If we really know something, we know it through the study of mathematics.(Pierre Gassendi)
Come to the exams with a fresh head: you will have to understand many things for the first time.
School diploma: a document that certifies that you have had the chance to learn something.(Yanina Ipohorskaya)
I know that I don't know anything.(Socrates)
Try to know everything about something and something about everything. (Henry Peter Broome)
Those who admit mistakes too easily are rarely able to correct themselves.(Maria Ebner-Eschenbach)
What we learned in schools and universities is not education, but only a way to get an education.
(Ralph Emerson)
You need to study a lot to know a little.
(Charles Montesquieu)
It takes more intelligence to teach another than to learn yourself. (M. Montaigne)
There are only two types of teachers: those who teach too much and those who do not teach at all. (S. Butler)
A good teacher is one whose words do not differ from his deeds.(Cato)
A teacher is a person who can make difficult things easy. (R. Emerson)
For a teacher, perhaps the most important thing is not to take himself seriously, to understand that he can teach very little.(V. Rasputin)
(D. Pisarev)
A teacher is a person who knows better how to raise other people's children than his own. (J. Falkenare)
If a teacher has only love for the work, he will be a good teacher. If a teacher has only love for the student, like a father or mother, he will be better than the teacher who has read all the books, but has no love for either the work or the students. If a teacher combines love for his work and for his students, he is a perfect teacher.
(L. Tolstoy)
A bad teacher presents the truth, a good one teaches you to find it.(A. Disterweg)
The examiner's great advantage is that he sits on the best side of the table. (Edouard Herriot)
Anyone, no matter how smart they are, fears exams, because during an exam the stupidest person can ask more than the smartest person can answer.
(Charles Caleb Colton)
Not a single classic writer would pass an exam on his own works.(Boleslav Paszkowski)
A teacher who can endow his students with the ability to find joy in work should be crowned with laurels. (E. Hubbard)
A bad teacher is one who does not study or studies very little. (M. Gorky)
The secret of successful parenting lies in respect for the student.(R. Emerson)
The purpose of educating a child is to make him able to develop without the help of a teacher. (E. Hubbard)
A student who studies without desire is a bird without wings.(Saadi)
To digest knowledge, you need to absorb it with appetite.(A. France)
Good teachers create good students. (About Art.Rogradsky M.V.)
The school is an enormous force that determines the life and fate of peoples and the state, depending on the main subjects and the principles embedded in the school education system. (Mendeleev D.I.)
The task of our Soviet school is not only to provide a certain amount of knowledge, but also to show how this knowledge is connected with living life, how it can change this life. (Krupskaya N.K.)
We must create a school of labor - a school that shows the way to build collective labor based on the achievements of modern science.
(Krupskaya N.K.)
...In a socialist society, work and education will be combined, and in this way the younger generations will be provided with a comprehensive technical education, as well as a practical basis for scientific education...(Engels F.)
A teacher works on the most important task - he shapes a person.(Kalinin M.I.)
I would really like our youth to read the ancient philosophers. There she would see with what attention and respect the students treated their teachers.
(Kalinin M.I.)
The teacher, figuratively speaking, carries out the connection of times, he is a link in the chain of generations. He seems to pass the baton from the present to the future, and this makes his work so exciting and truly creative. (Brezhnev L.I.)
In education, it's all about who the teacher is. (Pisarev D.I.)
The teacher himself must be what he wants the student to be.(Dal V.I.)
Teachers, as local luminaries of science, must stand at the full height of modern knowledge in their specialty.(Mendeleev D.I.)
A teacher needs to know life deeply in order to prepare for it. (Tolstoy L.N.)
It takes more intelligence to teach another than to teach yourself.
(Montaigne M.)
Whoever undertakes to give instructions must consider himself more skillful than those to whom he gives them; the slightest error deserves reproach. (Descartes R.)
Only that teacher will act fruitfully on the entire mass of students who is himself strong in science, possesses it and loves it.
If pedagogy wants to educate a person in all respects, then it must first get to know him in all respects. (Ushinsky K.D.)
For pedagogical activity, it is necessary that, firstly, the teacher knows his pupil inside and out and that, secondly, there is complete trust between the teacher and the pupil.
(Pisarev D.I.
Respecting guys doesn’t mean pandering to them or following their lead. The children respect a teacher who firmly implements his educational requirements.(Krupskaya N.K.)
The combination of enormous trust with enormous demands is the style of our upbringing.
(Makarenko A.S.)
If you don’t demand a lot from a person, then you won’t get much from him. (Makarenko A.S.)
The educator must always be convinced that the power of education is so great that he cannot use it to its full extent. (Ushinsky K.D.)
The teacher is not an official; and if he is an official, then he is not an educator.(Ushinsky K.D.)
The lower the spiritual level of the teacher, the more colorless his moral character, the more concerned he is about his peace and comfort, the more orders and prohibitions he issues, allegedly dictated by concern for the welfare of the children. (Korchak Ya.)
The one who considers it necessary to teach children not to the extent that they can learn, but to the extent that he himself wishes, is completely unreasonable.
There is no person so bad that good education would not make him better.
(Belinsky V. G.)
The class teacher is the architect of the class team.
Not everyone can live up to their status
He is the life of the party and a strict mentor, a smart guy who talks fascinatingly about the unknown, and a restless entertainer, a caring guardian and a role model. The class teacher is a person from whom the demand is great, but the claims are a lot and a small cart. To explain what an ideal class teacher should be like, scientists are developing criteria that must be strictly followed.
Architect, creator and assistant
School education is carried out by the entire teaching staff in all spheres of life. A special role belongs to the class teacher.
The class teacher has always played a pivotal role in shaping the child’s personality, revealing his identity, abilities and potential, protecting his rights and upholding his interests.
The class teacher is a professional teacher who becomes a mediator for the child between society and the growing individual in mastering the fundamentals of culture developed by humanity over many centuries. He can be compared to an architect in that he builds collaborative relationships with all members of the school community. It creates an optimal developmental microenvironment and a favorable moral and psychological climate in the classroom. Coordinates the joint actions of teachers, families and society. The class teacher is always nearby, with all his pedagogical arsenal he contributes to the development of the child. And not just one, but every individual in the class.
The work of a class teacher is voluminous and requires high psychological and pedagogical training and additional effort.
Is the mission feasible?
The goal of fulfilling this mission (creating a children's team) is to promote maximum individual development of all aspects of the personality and pedagogical support in the difficult entry into public life and ascent to world culture.
The fulfillment of the designated mission requires the creation of certain organizational conditions, the provision of which is entrusted to the class teacher: - coordination of the life activity of a separate group of students with the life activity of the school-wide team of teachers and children; - promoting the most favorable organizational conditions for the educational and cognitive activities of a group of students for the success of each student; - ensuring the participation of group children in a variety of extracurricular activities of the school community, ensuring versatility of development; - establishing communication with parents and interacting with families based on a common concern for the maximum development of each student; - maintaining documentation reflecting the process of personal development of each student in the group; - pedagogical observation, working diagnosis of children’s education and appropriate pedagogical correction of the physical and spiritual development of each student in the assigned group.
Man - that sounds proud
Organizing and educating the class team is the main responsibility of the class teacher. By organizing and rallying the team, he creates the conditions and prerequisites for the successful solution of educational tasks.
The class teacher ensures close cooperation between teachers in his class, achieves unity of requirements and pedagogical influences. Anton Makarenko rightly pointed out that not a single educator has the right to act alone. Each teacher and everyone together are guided by the same requirements for students, at the same time they carry out an individual approach to them.
The class teacher is called upon to take constant care to improve the quality of knowledge and develop the cognitive activity of students. In close collaboration with the teachers of his class, he promotes the formation and development of spiritual and moral values in schoolchildren as the basis of worldview values, forms in children a conscious attitude to educational responsibilities, monitors how his students study, how they attend classes, and how they participate in life activities class and school as a whole.
Versatile and multifaceted extracurricular educational work falls mainly on the shoulders of the class teacher.
A significant place in the activities of the class teacher is occupied by the issues of educating students in the spirit of conscious discipline, teaching them to follow the rules of life in a team, in society. From the very first days of classes, a firm regime and a clear internal routine are established, the “Rules for Students” are explained, and discipline and order are taught.
The partnership between school and family reflects the democracy of the Russian education system. The connection between the school and the family is carried out mainly and primarily through class teachers. The class teacher communicates with parents as an equal with equals, as a colleague with colleagues, and he and they are equally interested allies. The main tone of such relationships is: “Let’s consult,” “What do you think?”
The upbringing of class students is assessed according to the level of their socio-cultural development. The work of the class teacher should be judged not by the number and variety of activities, but because of the relationships in the class and the intellectual and moral level in it.
What kind of ideal class teacher is he?
Ideally, this is a person with a very rich imagination. It is not enough to know the methods and standard forms of work. You can never repeat yourself. A real class teacher should be able to use the power of imagination to create something interesting for children out of a trifle.
Secondly, the ideal class teacher is a wise person. The question has always been how mature class teachers are for pedagogical education and for working with parents, because a person can become wise at 16, at 20, at 30, maybe at 60. Or maybe not at all.
There is one more unspoken pedagogical rule. A normal class teacher never divides children into “good” and “bad”. You need to try to find mutual understanding even with the worst boor. You cannot provoke a student to commit an unworthy act and then scold him. You cannot respond with violence. These ethical standards were known to teachers 1000 and 2000 years ago. These are the ones you should rely on.
The main functions that determine the content of the class teacher’s work are:
1. analytical;
2. prognostic;
3. organizational - coordinating;
4. communicative;
5. control
Analytical function
2. Study and analysis of the development of the personality of the child and the student body.
3. Analysis and assessment of the level of education of schoolchildren.
4. Study and analysis of the educational capabilities of the teaching staff working with the class.
5. study of the individual characteristics of pupils;
Prognostic function
· Anticipating the results of educational influence on schoolchildren.
· Forecasting the levels of individual development of students.
· Forecasting the progress of the formation of a class team and its activities.
· Construction of a model of a system of educational work in the classroom.
· Planning educational work in the classroom.
Organizational coordinating function :
· - formation of a class team;
· - organization and stimulation of various types of activities of students in the classroom;
· - providing assistance and organizing cooperation in planning socially significant activities of students, in organizing the activities of student self-government bodies;
· - maintaining connections between family and school, school and society;
· - assistance in obtaining additional education for students at school and outside of it;
· - protection of students' rights;
· - creating conditions for the safety of life and health of children during extracurricular and extracurricular activities;
· - organization of individual work with students;
· - participation in the work of pedagogical and methodological councils, the methodological association of class teachers, administrative meetings, the School Prevention Council;
· - maintaining class teacher documentation and class journal.
Communication function
· Assistance in establishing and regulating interpersonal relationships in children and adolescents.
· Assistance in building optimal relationships “teacher-student”, “teacher-parents”, “parents-student”.
· Helping students establish relationships with people around them and society.
· Correction of schoolchildren's behavior.
· Assistance in establishing and maintaining a favorable psychological climate in the team.
Control function
· - monitoring the progress of each student;
· - monitoring student attendance at training sessions.
Working hours of the class teacher
· The class teacher is appointed with the consent of the teaching staff by order of the head of the educational institution based on the decision of the pedagogical council.
· The minimum working time that a class teacher must devote to children during the week is 6 hours. On duty days, the class teacher of the duty class is at school throughout the entire school period.
· Class hour is held once a week. Its forms can be very diverse.
· The number of educational activities is at least two cases per month, one of which can be school-wide.
· The number of class parent meetings is one per quarter (or 2 per semester). Two meetings per year should be thematic.
· The class teacher submits a report to the administration on the work done at the end of the semester and academic year in the form of analysis and diagnostic results. The activities of the class teacher are monitored by the deputy director of the educational institution for educational work.
Determining the specifics of working with parents
The success of education is based on the trinity: teacher - student - parent. And although in this triumvirate the parent is in last place, he plays not the least role.
Example from practice. The specifics of working with parents are determined by the fact that the composition of the parents of the class can be quite prosperous: due attention is paid to the child, the educational and intellectual level of the parents is quite high.
Initially, it is necessary to set a task: to form a team of like-minded parents from parents. Work with them should begin by offering a kind of reminder at the first parent meeting: “How to succeed in raising your children”:
Dear parents!
Do you want to be successful in raising your children? The following tips will likely help you succeed:
- Children learn what they are taught. When trying to cultivate certain spiritual qualities in children, one must remember that a parent’s example is irreplaceable in this matter. Most of the noble moral qualities we would like to see in our children should be part of daily life. The child should be taught self-control. You cannot punish a child without understanding what his intentions were. The greatest confusion with punishments arises from parents’ unsuccessful attempts to correctly delineate the boundaries of what is permitted. There is no less effective means of education than irritation and anger. By giving vent to their anger, adults lose the respect of children. The highest dignity of parents is the ability to look at the world through the eyes of a child, to try to feel what he feels. Remember that some things in life are much more important than academic success. One of them is a person’s self-esteem, his attitude towards himself. In many cases, compromise and negotiation are the best forms of parent-child relationships.
Discussing the memo at the first parent meeting will help, at least to some extent, to form common views on education.
Then you can offer parents a questionnaire in which they need to indicate in which class activities they can take an active part. Based on this questionnaire, draw up a plan for parental participation in the extracurricular life of the class. The implementation of this plan can achieve a lot. Parents will not only traditionally be able to help with excursions, evenings, and holidays, but will also be active participants in cultural outings, trips, recreational evenings, and creative activities.
And there is one more principle of working with parents. Only joyful and interesting common activities are carried out together. If a child has problems, failures, someone commits an unseemly act, or has difficulties in learning, in any of these cases, work with parents is only individual. About the good - to everyone, about the bad - only to the parent, and at the same time carefully and tactfully.
Class teacher at a parent meeting.
What roles does the class teacher play during parent-teacher meetings? Naturally, the answer to this question depends on the purpose of the meeting. We can say with confidence that almost always the meeting is faced with an information task, and therefore, the teacher acts as an informant.
It would seem that the role for a teacher is familiar. But this is only at first glance. Teaching and informing are completely different tasks, and they require the use of different methods. Quite often, the teacher, without noticing it, makes a substitution: instead of transmitting information to adults in the form in which it would be convenient for them to perceive it, he begins to influence with the help of information. That is, teach parents. And few adults like this.
As a result, information is not only not accepted and not comprehended, but also generates, regardless of its content, resistance from listeners.
Teacher as facilitator
The same can be said about another role of the teacher - leading the parent-teacher meeting. This is the role of the facilitator.
In the most primitive interpretation, a facilitator is a person who facilitates communication between two or more people, controlling the course of the meeting so that the participants can concentrate on discussing the content and solving the problems of the discussion. The teacher-facilitator at the parent meeting organizes communication between parents and helps ensure that the discussion is productive and leads to the resolution of the issues raised. As a facilitator, the teacher does not bring his own content into the group process, but only ensures the development of the content that the participants themselves set.
Until recently, such a role for a teacher, especially in relation to parents, was exotic. Nowadays the need for it arises more and more often, as parents claim (and not without reason) to actively influence the educational environment of the school in which their children study, live, and develop.
To be heard
The main task of any informant is to make himself heard. That is, in principle, they listened and heard exactly what he wanted to say. Most of the techniques used are aimed at solving this problem.
Starting a conversation
The main requirement is that the beginning of the conversation should be brief, effective and clear in content. Here are some tips.
Think carefully and write down the first 2-3 sentences of your speech on a piece of paper. They should sound as calm and clear as possible, even against the background of your understandable excitement.
Introduce yourself correctly (if this is your first meeting). Briefly, but emphasizing those aspects of your status and role in relation to children that will form the basis of your authority and significance in the eyes of your parents.
Never start with an apology, even if the start of the meeting was delayed, discrepancies or some misunderstandings arose. We can simply state that the meeting did not start somewhat as planned. An apology will immediately put you at the bottom and reduce the subjective value of your information in the eyes of your listeners.
It is important to start the conversation in silence. Find a way to get attention. It is advisable to do this in a non-standard way, so that the method you choose does not resemble a lesson. For example, stand up decisively, move the vase of flowers to the edge of the table and begin...
Start the conversation by outlining the very logic of the meeting, its main stages: “First, you and I...”, “Then we will consider...”, “At the end of the conversation, we will have...”.
Designate the place for questions and remarks from parents during the meeting. For example, you can say that it is better to ask questions right away, as the information is being presented. Or, conversely, ask your parents to listen to you fully first and then ask questions. You can say that you will answer all the questions that will be asked during your monologue later, but for now you will record them for yourself on a board or piece of paper.
It will be great if, after presenting all the organizational aspects, you manage to change the position of the listeners, make it more included and relaxed. To do this, cite some recent incident from the life of the class or school, show something funny or interesting done by the children, etc. If the parents do not know each other, be sure to introduce them.
Presentation of information
I think the following quote from a trainer's manual sums up the most effective approach to communication: “Tell them (that is, the audience) what you are going to talk about. Tell them about it. Tell them what you told them.” Read this phrase several times, understand it and follow it practically. This will significantly increase the efficiency of your activities.
How and where to stand during your monologue? If the class is small or there are few listeners, it is better to sit in a general circle or to the side of your own table. Under no circumstances at the table! This is such a treacherous place - the teacher's desk! He instantly revives very specific associations and behavioral stereotypes in the teacher himself and his listeners (all of whom are former students). If the class is large, you will have to stand. Again - next to the table, moving slightly from time to time. The space around the board allows you to control the attention of listeners. If you are talking about very important things, move forward a little, towards the very desks or rows of chairs. When summing up, giving the audience something to think about and comprehend, go to the board.
Match your voice to the size of your message. In general, you will benefit from many of the rhetoric skills you use in class: repeating last words, modulating emphasis with your voice, etc. Watch for pauses: there should be some. Remember that you are not dealing with hyperactive children who are afraid to let free communication for two seconds, but with adults. They know how to think. And I think best in pauses.
Keep track of the nonverbal information that you voluntarily and involuntarily broadcast through your gestures, posture and facial expressions. When nervous, it is difficult to control facial expressions, and yet they must correspond to the content of the information being transmitted and change in time with it. It is advisable to use predominantly open, friendly postures and gestures: the movement of the hands when gesturing is away from oneself, and not towards oneself, and much more, which is already well known to modern teachers.
Don’t forget to return to the beginning at the end of the conversation and summarize. And in general: do not use the situation when your parents have all gathered together and are finally listening to you in order to give out all the emotions, all the information, all the problems that you have accumulated. Don't allow yourself to get distracted by details or get sidetracked during the conversation. Clearly define a topic and stick to it.
You can slightly intrigue the parents: “We could talk about this...”, “I have something to tell you about such an issue as...” Let them have the feeling that the next meeting is extremely important and should not be postponed in their own interests.
And one more thing. Parents need to make sure that such meetings are meaningful: they are carried out promptly and end with a certain result. And for this, information must be presented in doses, consistently and clearly.
Once all the necessary information has been transmitted, you can proceed to discuss it and make certain decisions. And this is a completely different story...
Appendix -1
Techniques for introducing teachers to parents at the first meeting
At the first parent-teacher meeting, the teacher meets the parents and introduces them to each other.
Name game. Participants take turns saying their name and characterizing themselves by the first letter of their name or, by agreement, by any letter or by all letters. For example, the name Oleg - a dazzling smile, easy-going, eats only raw vegetables, blue-eyed.
History of the name. All meeting participants tell how they got their name and what it means. You can also tell us about your last name. This is very interesting information not only for parents, but also for children.
My name and I. Meeting participants stand or sit in a circle. The teacher states his name and his significant social role: “I am a teacher.”
Then, in order in a circle, each parent names their social role.
A more complicated version of the dating game is to name the previous participants in the appropriate sequence, if possible repeating their intonation and gestures.
Letters of my name. It is suggested to fantasize about what the letters of the names of the participants look like, what kind of character they have, what color they are, good or evil, etc. When analyzing the same letter, you can use different approaches - the more of them, the more interesting and the better the image is remembered the person who submitted his name. It is advisable to select a new image each time when repeating letters.
What am I? In this game, an adjective is used, preferably with a visualization of the image: “I am modest”, “I am strong”, “I am scary and formidable”, “I am romantic”, etc.
Names and hobbies. Names are presented in connection with a favorite activity in a fairy-tale manner: “Marya the Artisan”, “Ilya the Prophet”, “Danila the Master”, “Petro the Storyteller”, etc.
Bingo. A sheet of paper is divided into 8-10 parts. A phrase is written in each part. These phrases can be prepared in advance by the class teacher, or can be composed by the participants in the parent meeting themselves. By freely communicating with each other, parents find among the meeting participants people who are somewhat similar to them. For example, “I was born in January”, “I love noisy company”, “I have a large library”, “I like winter”, “I like to swim”, etc. Participants need to find as many people as possible who have qualities similar to them.
Favorite animals. Each participant draws or names his favorite animal and tells why he is attracted to it and how it is connected with his character. You can accompany the situation with actions and movements characteristic of a given animal.
Favorite activity. It is suggested that you talk about your favorite activity as interestingly as possible, so that everyone wants to do it.
Introducing yourself and your neighbor. First, parents talk about themselves in pairs, then you need to create small groups and introduce each other. The one about whom they speak, if necessary, complements what was said. The small group then introduces its members to the entire group of parents.
The subject of my childhood. Various items are laid out on the table. This could be a pebble, a ball, a toy, a note or other objects. Everyone chooses for themselves an item that is connected with their childhood and tells the corresponding episode from their life.
Cinema of my childhood. Participants are invited to discuss which episode from their life they would like to film, and what genre of film they consider acceptable for this (popular science, documentary, fiction). What directors and actors would they invite? Why? The list of questions can be continued.
Ball game. Parents and teacher stand in a circle. The teacher takes the ball and throws it to one of the participants. At the same time, he must say the name of the participant to whom he throws the ball and his own name. Something like this: “Your name is..., and my name is...”. If someone makes a mistake, it is perceived with benevolent irony and with appropriate corrections. The game continues until all participants are represented.
Then you can invite parents, without talking, to line up one after another in alphabetical order, unite in groups if the names begin with the same letter, etc.
Acquaintance - introduction. Everyone should get to know their neighbor and introduce him to everyone. In this case, it is necessary to pay attention to positive personal characteristics that could interest all those present.
Neighbor presentation. Each parent chooses a mate from among those present. Next comes communication based on the principle of a journalistic interview. The introduction of a neighbor takes place taking into account the regulations (1-2 minutes), the humorous component in the message is encouraged. At the end of the presentation, the winning couple is determined.
Hobbies of the deaf. Everyone draws on paper a symbol of their hobby. It is prohibited to talk during this time. Everyone must, using only a visual representation, find a partner, that is, someone who has similar interests to him. Next comes a presentation of each other with determination of the accuracy of the match between nonverbal and verbal components.
Nodules. Participants are given threads 30-40 cm long. Parents tie their threads if they have something in common. This could be a professional aspect, a family aspect, an external characteristic, a favorite color, number of children, etc. As a result, one common thread is formed. Next, each person talks about what united him with others.
Application
If your parents come to you...
1. Try to listen carefully to your interlocutor.
2. Show interest in the conversation - nod your head, say “yes”, “uh-huh”, refrain from making comments during the conversation, and after the interlocutor’s monologue, ask a few clarifying questions.
3. Clarify what request or requirement you are being asked to fulfill. If a request or demand is unrealistic in your opinion, try to find a “golden mean” in resolving the situation. If the parent continues to insist on his demand, try to bring the proposed situation to the point of absurdity. “Every person is given a reason that guides him, and to want everyone to reason as I do is the same as wanting everyone to be my height and my build.”
5. If after the conversation you are left with an unpleasant aftertaste, try the following:
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