Self-analysis of the professional activity of a teacher. Professionally significant qualities of a teacher in a preschool general education organization Personal and professional qualities of a teacher

What properties and qualities should a teacher have? IN general view they can be represented as the following diagram.

Teacher properties

Special Personal

Objective (scientific; Subjective (personal (moral-volitional)

teacher training) teaching talent) quality)

Rice. 1. Professional and personal qualities of a teacher

The problem of the subjective properties of a teacher has become the subject of theoretical and experimental study by scientists N.V. Kuzmina, A.K. Markova, S.V. Kondratyeva, L.M. Mitina and others.

The following properties of teacher subjectivity are distinguished:

1. Psycho-physiological properties of the subject (inclinations), which are prerequisites for the implementation of their professional role (type of temperament, emotional excitability, type of perception, flexibility of thinking, etc.).

The most significant features for professional pedagogical activity are the type of higher nervous activity (HNA), which can be considered as the psychophysical basis of the individual qualities of a teacher necessary for him to carry out his work. It is known that GNI is based on two main nervous processes: excitation and inhibition. They are characterized by strength, mobility and balance, various combinations of which determine the individual psychological characteristics of a person - his type of temperament, characteristics of perception and thinking, attention, ability to work, endurance, psychological stability, etc. Pedagogical activity and the individual psychological qualities of a teacher must be in a certain correspondence. Such a correspondence does not always arise on its own (although there are happy cases of coincidence, then they speak of a natural calling, a born teacher). It needs to be achieved. The following individual psychological properties and qualities are preferable for the teaching profession:

1) a strong type of GNI, which determines the combination of those temperamental qualities that underlie a developed tendency towards leadership, efficiency, endurance, determination, activity, dedication, perseverance, endurance, self-confidence, etc.

2) formation of voluntary attention, high level mental activity, memory.

3) emotional balance (the ability to control oneself even in emotional situations).

4) social sensitivity, reflexivity (a person’s ability to self-report, introspection of one’s own mental states; the ability to see oneself as if from the outside, sometimes through the eyes of others).

2. Pedagogical abilities are individual psychological properties of a person, thanks to which any activity is successfully carried out, and greater results are achieved with less labor.

In the psychological and pedagogical literature, various groups of abilities are distinguished. So, F.M. Gonobolin considers the ability to “understand children, see the good and the bad in them, feel how they perceive educational material, objectively evaluate their knowledge and abilities, work creatively, successfully transfer knowledge to students, master the language, skillfully organize schoolchildren in kindergarten” as an important individual property of a teacher. team, show pedagogical tact, infect children with your enthusiasm, love for the work, have good self-control, manage your feelings and behavior”

Six leading teacher abilities to pedagogical activity highlight I.A. Zyazyun, M.S. Burgin and others, these include the following abilities:

Communicativeness – disposition towards people, friendliness, sociability;

Perceptual abilities – professional vigilance, empathy, pedagogical intuition;

Personal dynamism – the ability to exert volitional influence and logical persuasion;

Emotional stability - the ability to control oneself;

Optimistic forecasting;

Creativity is the ability to create.

As can be seen from the above list of pedagogical abilities, they include many personal qualities and are revealed through certain actions and skills. At the same time, there are skills that are included in the content of several abilities.

3. The orientation of the personality, it is made up of a person’s value orientations. In our case, we will talk about the professional and pedagogical orientation of the teacher. The professional pedagogical orientation of a teacher’s personality (PPN) is understood as a stable, dominant (predominant) system of needs, motives (interests, beliefs, inclinations, etc.) that determines the teacher’s behavior, his attitude to the profession and to his work.

In relation to the pedagogical activities of N.V. Kuzmina (professor, doctor psychological sciences) includes the following components in the professional and pedagogical orientation of the teacher’s personality:

1. Interest and love for children, for the profession, for creativity associated with nurturing human qualities in them;

2. Awareness of difficulties and problems in teaching work;

3. The need for teaching activity;

4. Awareness of one’s own capabilities and abilities as meeting the requirements of the chosen profession;

5. The need for constant self-improvement and the desire to master the basics of teaching skills already at the university.

N.V. Kuzmina also identified three types of teacher personality orientation:

Truly pedagogical (it consists in a stable motivation for the formation of the student’s personality by means of the taught subject, for the restructuring of the subject in anticipation of the formation of the student’s initial need for knowledge, the bearer of which is the teacher. The pedagogical orientation includes a vocation for pedagogical activity. At this highest level, the teacher does not think themselves without school, without the life and activities of their students);

Formally pedagogical (motivation for teaching activities is shifted towards passion for teaching a specific subject, but the teacher to some extent achieves the effectiveness of his teaching activities, since he charges students with his personal passion for the process of cognition and teaching, and a creative attitude to his work);

False pedagogical (the main motive of a teacher’s pedagogical activity is self-expression, career growth. Due to the presence of a number of developed pedagogical abilities and positive personal qualities, for example, intelligence, willpower, etc., such a teacher can work successfully in certain periods. However, the distortion of his motives professional activity, as a rule, leads to poor results in teaching activities)

V.A. Slastenin (Professor, Doctor of Pedagogical Sciences) also considers PPN to be the most important personality trait of a teacher. He believes that it represents a selective attitude to reality, the orientation of the individual, awakens and mobilizes the hidden strengths of a person, contributes to the formation of his corresponding abilities, professionally important features of thinking, will, emotions, and character. Otherwise V.A. Slastenin believes that PPN is a framework around which the basic properties of a teacher’s personality are assembled.

The pedagogical orientation of a teacher’s personality can manifest itself in different ways. It can be focused on professional self-affirmation; per student or student group; on the means of pedagogical influence; for the purposes of teaching activities. What is the leading focus? Of course, the focus is on the goal of pedagogical activity, which is to create conditions for the harmonious development of the student’s personality. This orientation can be considered humanistic. Why? (Recognition of the value of a person as an individual, his right to free development and manifestation of his abilities).

4. Professional, pedagogical and subject knowledge and skills. The core of professional and pedagogical knowledge consists of fundamental knowledge in the field of pedagogy and psychology, ideological and methodological knowledge, technological knowledge. The quality of knowledge is determined by how widely it is included in various activities. Knowledge does not exist on its own: it is acquired by the individual and enriched, implemented in activity.

The specificity of pedagogical knowledge is that it is enriched by the teacher’s personal attitude towards it, passed through his worldview, his experience, and the specifics of his thinking.

Knowledge lays a solid foundation for the development and formation of pedagogical skills, without which the dynamics and effectiveness of teaching activities are impossible.

Abilities and abilities are ways of applying knowledge in practice, their representation in the module of objectively necessary qualities of a teacher is obvious. A teacher is only as professional as he can effectively apply general scientific, subject, psychological, pedagogical and general cultural knowledge in his practical activities. The range of professional and pedagogical skills is diverse. Thus, more than two thousand skills are updated in professional and pedagogical activities. All diverse skills are based on general labor skills: the ability to understand the goals of an activity, plan upcoming activities, and exercise self-control over its progress. Cognitive skills necessary in any type of activity include the ability to remember, compare, analyze, predict, and anticipate.

The block of basic pedagogical skills of a teacher includes following types skills: diagnostic, constructive, communicative, analytical.

Another factor influencing teaching activity is the personal qualities of the teacher. All personal qualities of a teacher have professional significance. The work of F.N. is devoted to the problem of professionally significant personality traits of a teacher. Gonobolina, N.V. Kuzmina, N.V. Kukhareva, V.A. Slastenina et al. Despite different approaches regarding the set of PZLK and their classification, these scientists have a similar point of view on the significance of PZLK. They consider professionally significant personal qualities, along with professional and pedagogical orientation, to be a fundamental component of a teacher’s personality, and the most important factor in mastering the profession and teaching skills. Let us define the concept of professionally significant personality traits of a teacher.

Professionally significant qualities of a teacher’s personality are characteristics of the mental, emotional-volitional and moral aspects of the personality that influence the productivity (success) of the teacher’s professional and pedagogical activity and determine her individual style.

There are various classifications of teacher personality qualities, for example, a variant of the classification of professionally significant personal qualities (PZLK), developed by V.P. Simonov. This classification contains specific optimal characteristics of a teacher’s personality traits:

1. Psychological traits of personality as an individual: strong, balanced type nervous system; tendency to lead; self confidence; kindness and responsiveness; hyperthymia (activity, mobility).

2. Teacher in the structure of interpersonal relations: the predominance of a democratic style of communication with students and colleagues; minor conflicts only on fundamental issues; adequate, normal self-esteem; desire to collaborate with students and colleagues; the level of isolation in the team is zero.

3. Professional personality traits of a teacher:

a) broad erudition and free presentation of material;

b) the ability to take into account the individual psychophysical capabilities of students;

d) elegant appearance, expressive facial expressions, general artistry;

e) focus on students (addressing them by name, knowing not only the personal characteristics, but also the life circumstances of the students, the desire to help with deeds and advice);

f) instant reaction to the situation, resourcefulness;

g) the ability to clearly formulate specific goals;

h) the ability to organize all students as a whole and each individual;

i) availability feedback with students and value judgments accompanying the issuance of grades, systematic monitoring of schoolchildren’s progress.

As we can see, this version of professionally significant personal characteristics reflects the most important professional aspects of the model of a modern teacher.

An interesting classification of PZLK proposed by T.A. Yuzefavicius. For this classification, she takes 1) dominant ones without which it is impossible to effectively carry out teaching activities; 2) peripheral, they do not have a decisive influence, but contribute to success; 3) negative – lead to a decrease in labor efficiency; 4) professionally unacceptable.

The dominant professionally significant qualities of a teacher’s personality include the following qualities:

Citizenship (social responsibility; the individual’s readiness to actively and energetically contribute to solving public problems);

Love for children (humanism, kindness, sensitivity, responsiveness, attentiveness, sincerity, politeness, etc.);

Optimism (belief in the strengths and possibilities of positive development of the student);

Justice (honesty, conscientiousness, ability to act impartially);

Sociability (pedagogical tact, communication skills);

Demanding behavior towards oneself and children (responsibility, organization, self-criticism, conscientiousness, truthfulness, discipline, pride, self-esteem, rationality, modesty, initiative, activity);

Altruism – selflessness (selfless concern for the welfare of others);

Strong-willed qualities (purposefulness - “goal reflex”, in the words of I.P. Pavlov; endurance, self-control, poise, perseverance, energy, determination, patience, courage);

Tolerance – tolerance, condescension towards people;

Pedagogical observation (insight, pedagogical vigilance);

Empathy (the ability to understand the internal, mental (emotional) state of a student and empathize with him this state not only in words, but also in deeds; emotional responsiveness;

Intelligence (charm, spirituality);

Modernity (the teacher has a sense of belonging to the same era as his students);

Dominance (efficiency, tendency to lead, taking responsibility for others, ability to lead);

Creativity (creativity).

Peripheral professionally significant qualities of a teacher’s personality include, for example, friendliness, enthusiasm, seriousness, a sense of humor, artistry, initiative, passion for something (hobby), a realistic approach to life, and curiosity.

Negative professional qualities of a teacher’s personality include: imbalance, partiality, vindictiveness, arrogance, and absent-mindedness.

And another group is professionally unacceptable qualities: the presence of bad habits, moral uncleanliness, assault, irresponsibility, rudeness, incompetence.

In life, in pedagogical reality, we will not see a teacher who embodies only dominant and peripheral qualities and vice versa. They are combined in the teacher’s personality in an infinite variety of ways. This combination determines the individual style of his activities, the uniqueness of professionally significant personal qualities of each individual teacher. In this regard, typifications of personalities and activities are also possible, but look at this for yourself.

A teacher is a person who teaches and educates students. But, of course, such a definition cannot reveal everything that a teacher needs to do and what he is responsible for during the educational process. And not everyone can become one. It is necessary for a person to have a special type of personality. What qualities of a teacher help him in passing on knowledge to other generations?

Professional readiness

If we briefly list the qualities of a teacher, they will be as follows:

• love for children;
• humanism;
• intelligence;
• creative approach to work;
• high civic responsibility and social activity;
• physical and mental health.

Taken together, they constitute professional readiness for teaching. It distinguishes psychophysiological and theoretical-practical aspects. They describe the requirements for determining teacher competence. Pedagogical competence is a definition of the theoretical and practical preparedness of a teacher to carry out his professional activities. At the same time, the requirements for the teacher primary school somewhat different from other teachers.

Qualities of a first school teacher

IN modern system Education, the concept of "primary school teacher" has begun to be used more widely than before. If once his functions were limited only to the fact that he gave basic knowledge to children, now his field of activity has expanded significantly.

Therefore, the requirements for teacher qualities primary classes now the following:

• he is not only a teacher, but also an educator;
• must know the psychophysiological characteristics of children;
• he must be able to organize the activities of his charges;
• the teacher actively interacts with children and their parents;
• readiness for constant self-development;
• the teacher must create optimal conditions for learning;
• helps students interact with the environment;
• owns modern teaching methods.

A primary school teacher is not comparable to teachers at the middle and senior levels. His functions are even broader, since he is always the class teacher and teaches several disciplines. Of course, the qualities of a teacher, both professional and personal, are important.

What skills and abilities does the teacher have?

What should a teacher be like? This is determined by the standards that are prescribed in the Federal State Educational Standard, as well as by the qualities listed by others famous personalities in pedagogy. For example, such an employee must constantly educate himself and improve his skills. The professional qualities of a teacher are the following:

• broad outlook and ability to present material competently;
• training taking into account the individual characteristics of students;
• competent, delivered speech and clear diction;
• ability to use facial expressions and gestures during performances;
• focus on working with students;
• ability to quickly respond to situations, resourcefulness;
• the ability to correctly formulate goals;
• must have organizational skills;
• quality control of students' knowledge.

Important qualities of a teacher are his knowledge and skills acquired during his studies and during his professional activities. He must also be able to apply them in his work as a teacher.

Personal qualities of a teacher

It is very important that the teacher has a theoretical basis, which is the basis of the educational process. But even if a person knows everything about raising and teaching children, he may not become a good teacher. What should a teacher be like from a personal point of view? A qualified specialist is determined by the following qualities:

Leading abilities in teaching activities

1. The activity of a teacher is of a continual and forward-looking nature. Having the knowledge of past generations, he must master modern techniques and follow new trends. Also the teacher must see personal potential students.
2. Interactions between teacher and student are subjective in nature. The “object” of a teacher’s activity is a group of students or a pupil, who at the same time are the subject of their own activity with their own needs and interests.
3. IN educational process It is difficult to appreciate the contribution made by everyone involved in the upbringing and education of a child. Therefore, pedagogical activity is collective in nature.
4. The process of upbringing and education takes place in the natural and social environment, in which it is difficult to take into account all factors. Therefore, the teacher has to constantly create optimal conditions for learning.
5. Pedagogical activity is creative in nature. The teacher has to constantly look for non-standard solutions to the assigned tasks, various ways to increase the motivation of students. Also, the mentor must be proactive, observant, and strive for excellence.
6. All professional activities of a teacher are built on humanistic principles: respect for the individual, a trusting attitude, the ability to empathize with students, faith in the child’s abilities.
7. The teacher cannot immediately see the result of his work.
8. The teacher is constantly engaged in self-education and improves the level of his qualifications, i.e. continuous learning occurs.

The profession of a teacher involves constant interaction with a large number of people, namely children. He must be able to organize their activities and maintain attention in class. The teacher must know the psychophysiological characteristics of each age period of children and apply them in practice. Also, the teacher must be able to cope with large amounts of information.

Or maybe this is a calling?

It is difficult to determine what is more important: getting Teacher Education or love children and have a sincere desire to teach and educate them. For many, a teacher is not a profession, it is a calling. Because if you want to build a trusting relationship with your child, you need to stay a little small yourself.

A teacher should be like a child who is always interested in everything, who is always looking for something new. And being a teacher is a great talent; you need to be able to discern the potential in each student and help realize it. Also, the teacher must be highly spiritual and cultured person, in order to instill in their wards the correct life guidelines.

What qualities should a teacher have? This question opens up an abyss of others: which teacher? Why and to whom should it? Personal or professional qualities, and which of them are more important? For example, can a teacher be required to love children, or is it enough that he treats them with respect and teaches his subject well? Should a teacher be a sociable leader? Which teacher is better - kind or strict? Which will be more successful - a rebel or a conformist?

We can endlessly reason, argue and prove. This is because there is no “spherical teacher in a vacuum.” Each teacher exists in a specific social, economic, cultural situation, where he has certain goals and needs certain qualities to successfully achieve them.

What should an ideal teacher be like? Maybe like this? Still from the film “The School of Rock” (2003)

And if you don’t argue, but ask others: what qualities of a teacher do they consider important? Such a conversation will help some participants in education look at others in a new way.

We were once again convinced of this by a small study undertaken in 2015 by eleventh-grader Gohar Sargsyan. Goar conducted it among high school students, their parents and teachers of the Shchelkovo gymnasium (city of Shchelkovo, Moscow region), where she herself studied. The purpose of the study was to compare “the requirements of the state, reflected in the professional standard of a teacher, and the needs of society to identify the priority qualities of a teacher.”

Or like this? Still from the film “We’ll Live Until Monday” (1968)

There is a document that defines a list of professional and personal requirements for a teacher in the Russian Federation - this is the professional standard for a teacher, which came into force on January 1, 2015. Based on these requirements, we can identify the qualities that the state would like to see in a teacher.

It's always interesting to compare official expectations with real life. This is what Gohar Sargsyan decided to do.

The idea for the study came from observing students and teachers in different schools. At that time, I had already decided to become a teacher myself and wanted to learn more about the profession. Seeing that sometimes even the most talented and inquisitive children lose interest in learning, I decided to find the root of the problem and, as a future teacher, model the image of an ideal teacher. The image of a teacher who will help students become better.

More than a hundred high school students, 40 parents and 25 gymnasium teachers - elementary, middle and high school teachers - took part in the survey. All respondents were asked to freely answer the question: “What qualities should an ideal teacher have?”

Respondents independently named or wrote down the qualities and explained what they meant. The answers were systematized in summary tables.

The ideal teacher from the students' point of view

100% of students who took part in the survey believe that an ideal teacher should be strict and patient. Also, all student respondents were unanimous that the teacher should be able to interest students in the material.

80% of respondents - for an unbiased attitude on the part of the teacher and an individual approach (“everyone wants to be assessed fairly and helped to achieve better results”).

Students explained the word “fairness” as grading based on knowledge, not nationality, appearance and so on. Approximately the same words are used to describe tolerance in the answers of other respondents.

The ideal teacher from a parent's point of view

For all parents surveyed, the ideal teacher is one who knows his subject perfectly. 100% of parents identified “love for their profession and children” as a separate quality.

In the parents' questionnaires, an item appeared that the students did not identify for themselves: caring.

Indifference was explained by parents as a sympathetic attitude towards students. A caring teacher, firstly, always makes sure that the children have mastered the material, and secondly, provides emotional support when necessary.

The ideal teacher from the point of view of... teachers

But the teachers seem to be sure that patience and work will grind everything down. 100% of surveyed teachers at all levels - for excellent knowledge of the subject and patience.

But the main thing is that the survey of teachers, according to Gohar, turned out to be the most interesting part of the study for her.

After talking with the teachers and learning about their feelings, I saw them with new side. What struck me most were the teachers who, instead of using the “correct” words appropriate to the situation, spoke honestly and openly about all the difficulties of this profession. It turned out that in teaching practice there are many situations in which an inexperienced person simply becomes confused. And everything that can make of a person good teacher- this is indifference. “If you have a desire to make the world a better place, then this is for you,” this is what a computer science teacher told me about the teaching profession.

Gohar Sargsyan

student at Moscow State University

Goar compared all the answers of her respondents with the requirements of the professional standard. The result was consistent. Unless, of course, no standard can require a teacher to have a sense of humor, caring, love for children and patience. But people in their non-standard, living human relations have the right to expect this from each other.

My research did not provide a fundamentally new answer, but it showed me how important personal qualities are for this profession: it was personal, not professional qualities that my respondents spoke about.
Now I’m studying to become a teacher, I chose my specialty foreign language. What qualities of a teacher do I highlight now? The ideal teacher is not a template model. This is an interesting, charismatic, educated person, charged with creative energy, who raises the same active, caring and thinking children.

Gohar Sargsyan

student at Moscow State University

And we propose to continue the conversation on the given topic. What teacher qualities are valued in your community? Which ones are necessary for you?

You meant Order of the Ministry of Labor of Russia dated October 18, 2013 N 544n (as amended on December 25, 2014) “On approval of the professional standard “Teacher”

Federal Law No. 122, adopted in May 2015, makes this standard mandatory for use from January 1, 2017.
The professional standard of a teacher is a document that takes into account all the requirements for the personality and professional competence of teachers. The standard puts forward requirements for the personal qualities of a teacher, inseparable from his professional competencies, such as readiness to teach all children without exception...

4.3. Part three: development (Personal qualities and professional competencies necessary for a teacher to carry out developmental activities) 1. Willingness to accept different children, regardless of their actual educational capabilities, behavioral characteristics, state of mental and physical health. Professional attitude towards helping any child. 2. The ability, during observation, to identify various problems of children associated with the characteristics of their development. 3. The ability to provide targeted assistance to a child with your own pedagogical techniques. 4. Willingness to interact with other specialists within the framework of a psychological, medical and pedagogical consultation. 5. Ability to read documentation from specialists (psychologists, speech pathologists, speech therapists, etc.). 6. Ability to create a program together with other specialists individual development child. 7. Possession of special techniques that allow carrying out correctional and developmental work. 8. The ability to monitor the dynamics of a child’s development. 9. The ability to protect those who are not accepted in the children's group. 10. Knowledge of the general patterns of personality development and manifestation personal properties, psychological laws of periodization and developmental crises, age characteristics students. 11. The ability to use in the practice of your work psychological approaches: cultural-historical, activity-based and developmental. 12. Ability to design psychologically safe and comfortable educational environment, know and be able to prevent various forms of violence at school. 13. Ability (together with a psychologist and other specialists) to provide psychological and pedagogical support educational programs primary and secondary general education, including programs additional education. 14. Knowledge of basic psychodiagnostic techniques personal characteristics and age characteristics of students, monitoring the child’s personal characteristics together with a psychologist. 15. The ability (together with a psychologist and other specialists) to draw up a psychological and pedagogical characteristics (portrait) of the student’s personality. 16. Ability to develop and implement individual programs development taking into account the personal and age characteristics of students. 17. The ability to form and develop universal learning activities, samples and values social behavior, behavior skills in the world of virtual reality and in social networks, multicultural communication skills and tolerance, key competencies (according to international standards), etc.18. Knowledge of psychological and pedagogical technologies (including inclusive ones) necessary for working with various students: gifted children, socially vulnerable children in difficult life situations, migrant children, orphans, children with special needs educational needs(autism, ADHD, etc.), children with disabilities, children with behavioral deviations, children with addiction. 19. The ability to form child-adult communities, knowledge of their socio-psychological characteristics and patterns of development. 20. Knowledge of basic patterns family relations that allow you to work effectively with the parent community.

Special (correctional) school No. 7

Self-analysis of teaching activities

teacher of Russian language and literature

Dyuzelbaeva F.K.

Aktobe, 2013

Teacher self-analysis sheet

My pedagogical credo.

"You should be ashamed not for not knowing

but because you don’t want to find out.”
The main goal of my activity (as I understand it).

The main goal of my teaching activity – developing students’ skills in basic Russian speech as a means of communication, preparing them for independent communication in Russian.

To achieve the goal, I set myself the following pedagogical tasks (in addition to the software package of tasks):

- improving the quality of the teaching process (high level of professional skill of the teacher);

-use of new pedagogical technologies(search for methods that would allow effective teaching, achieving better results.);

-changes in the content of education (new teaching materials).

qualitymaterial and technical base

There is no Russian language classroom.

School furniture and the sanitary and hygienic condition of classrooms meet the rules of sanitary requirements.

There is a problem with the use of information technologies teacher, because The technical subject environment of the school does not fully meet the professional needs of the teacher’s personality. There are no technical means (interactive whiteboards, computers, Internet) in classrooms.

qualityinformation support

1. There are standard special educational learning programs In Russian. 2009

2. There are no special teaching aids in the Russian language for classes with Kazakh as the language of instruction. In my work I use the manuals of Aksenova A.K., Azova O.I., Lalaeva R.I., Ryzhova N.V., Ladyzhenskaya T.A. and others.

There is an electronic version of the textbooks of methodological aids by M. Bezrukikh, M. Borisenko, E. Volvich, M. S. Grushevskaya, L. N. Manzhuova, M. E. Khvattseva, and others.

The content of programs, teaching aids, and electronic textbooks meet my professional needs and correspond to the specifics of our school.

There are no textbooks on the Russian language for students of Kazakh classes in special (correctional) schools. Textbooks are used when working with middle and high school students secondary schools for 3.4 cells The same texts for reading and speech development are contained in 3 textbooks under different publishing houses: “Rauan”, “Mektep”, “Atamura”.

qualitymethodological support, created by you

1. Design program educational process in the subject “The World Around” in S(K)Sh for children with intellectual disabilities. (3 grades)

2. Russian language program for the 10th production class with Kazakh language of instruction.

3. Club program “Speech. Speech. Speech" in the Russian language in secondary schools for children with intellectual disabilities (grades 4-10 with Kazakh language of instruction)

4. IOM, correctional and developmental program for home-schooled students for 1,2,3,4,5 years of study.

5. Correctional and developmental program (appendix to calendar plans) for students of the 4th type.gr.

Toolkit:

“Diagnostic materials on the Russian language for primary grades”

Control tasks, tests

Final testing work, tests in mathematics and Russian language

for homeschool students.

For students of grades 3-10. developed test tasks, individual cards with grammatical tasks in pictures, punched cards with pictures for vocabulary work.

All materials are compiled taking into account the requirements of the State Standards.

qualityadvanced training since the last certification

Increased professional level through advanced training courses:

03.11-14.03.2008 passed advanced training on the topic “Fundamentals individual training students with intellectual disabilities" (72 hours, certificate No. 3129);

In June 2010, she took training courses at the National Center for Informatization on the topic “Methodology of using electronic textbooks and interactive whiteboards.” (Cert. No. AK-204)

05/16/2011 – 04/06/2012 At the SATR Center LLP she completed a one-year republican retraining course in the specialty “Defectology” with the qualification “Oligophrenopedagogist.” (500 hours. Certificate No. 492)

13.02-17.02. 2012 at the National Scientific and Practical Center for Corrective Pedagogy, advanced training on the topic

"Organizational and methodological foundations teaching children with disabilities at home." "(40 hours. Certificate No. 2184)

management's position

The school administration is interested in improving the quality of my work and stimulates me in the following areas:

- creates favorable working conditions;

- rewards;

- creates conditions for compliance with safety measures;

- creates conditions for personal development;

- motivates interest in work.

All classes, extracurricular activities(during the passage of methodological and subject weeks, certification) systematically visited the head teacher of the school Kuangalieva D.S., periodically visited the director of the school Prokhorov S.M., the head teacher of VR Fomina T.V.

High quality education is complex characteristics, which reflects the level educational services, which our school provides to students with intellectual disabilities according to their interests and needs.

These are the features of our school that give it certainty and distinguish it from other educational institutions.

I use it in my work various shapes organizations cognitive activity students: individual, group, pair, collective.

In my lessons I use various forms of control and assessment of students' knowledge: conversation, observation, testing, punch cards, knowledge, independent and test work.

Non-traditional forms of lesson delivery stimulate student activity, so I conduct game lessons, workshops, and knowledge reviews. In such classes I create conditions that allow all students to realize their educational opportunities. Great importance I give independent activity to students.

I strive to conduct each lesson at a high methodological level, taking into account the individual characteristics and level of preparedness of students, I am constantly looking for new forms of teaching that will captivate children, develop curiosity, independence, and activity. Over many years of teaching, I have collected rich didactic and visual material on all lexical topics.

In choise educational material I pay special attention to the formation of correct pronunciation, the development of students’ speech, and the enrichment of their vocabulary.

In my lessons I try to make every student, even the weak ones, feel needed. To prepare for lessons I create didactic material, I use elements of new technologies, individual, creative tasks.

I purposefully select coherent literary texts from children's literature. I use it when studying new material, and when consolidating, and when repeating, when working with vocabulary and when individual work with students. They give a large number of assignments, give all students the opportunity to feel like active participants in the overall work.

Over a fairly long period of work as a teacher of Russian language and literature, I have identified a number of principles that help to successfully solve the problems of teaching and educating students:

- use of age-appropriate methods and technologies in lessons, eliminating overload and preserving the health of students;

-individualization and differentiation of the educational process;

-use of clarity;

-skill development independent work;

-monitoring the students’ educational qualifications;

- emotional stimulation.

In my work I try to adhere to the following standards and requirements:

- have a good command of your subject, improve the methods of teaching the Russian language;

-seriously prepare for each lesson;

-apply elements in lessons modern technologies;

- create didactic, test and measurement materials, materials for individual work;
-work in the classroom not for everyone, but for each individual student.

- strive to ensure that the course and content of each lesson are focused on achieving a specific end result.

Systematic work on improving my professional skills allowed me to achieve certain successes:

My creative activity has increased. I participate in innovation processes schools. She became an active participant in various competitions.

The quality of students’ knowledge and skills in the Russian language has improved:

there is dynamic progress in the development of the level of acquisition of knowledge and skills, the level student activity in class . The number of participants in competitions and subject weeks is growing.

What else would you like to add (write in free form).

Strengths of my activities and personality.

I can analyze my activities compare, realize your pedagogical difficulties, draw appropriate conclusions, learn, adjust your activities.

I never refuse help. I have developed partnership, constructive, trusting relationships with many colleagues and students.

Weak sides my activities, personality.

The educational materials I developed for students of the 4th typological group do not always have the proper correctional and developmental impact in the classroom.

Obstacles.

The reasons that make it difficult to achieve the planned results, in my opinion, are the following:

Poor health of students;

Behavioral disorders of students during lessons during periods of exacerbation of diseases.

Anxiety

Anxiety (anxiety) arises due to periodically arising tension at work, nervous and mental stress associated with objective reasons.

Maybe to improve my activities.

Constantly predict and adjust the results of your activities .

Strive to ensure that any work carried out is focused on achieving a specific positive end result.

Use self-regulation methods more often lations. Demand that you are prepared to face every professional situation with dignity.