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home  /  Relationship/ Analysis and self-analysis of the teacher’s pedagogical activity. Analysis of a teacher’s work: examples, samples of analytical reports, reports Types of analytical reports

Analysis and self-analysis of the teacher’s pedagogical activity. Analysis of a teacher’s work: examples, samples of analytical reports, reports Types of analytical reports

The area of ​​manifestation of pedagogical creativity is determined by the structure of the main components pedagogical activity and covers almost all its aspects: planning, organization, implementation and analysis of results.

The idea of ​​oneself and teaching activity requires generalization and analysis. According to D. Bourdain, it is at this stage that organization is possible research activities teachers.

Analysis is a logical method of cognition, which is the mental decomposition of an object (phenomenon, process) into parts, elements or features, their comparison and consistent study in order to identify the essential ones, i.e. necessary and certain qualities and properties.

Psychological and pedagogical theory has developed numerous lesson analysis schemes, built on different foundations. Modern lesson- this is far from a monotonous and unified structural and content scheme. Therefore, each specific teacher or leader determines for himself those forms that are most acceptable to him and correspond to the paradigm in which he carries out his activities.

Pedagogical activity is technological in nature. In this regard, an operational analysis of pedagogical activity is required, allowing it to be considered as a solution to diverse pedagogical problems. Among them we include a set of analytical-reflective, constructive-prognostic, organizational-activity, evaluation-informational, correctional-regulatory tasks, the techniques and methods of solving which constitute the technology of the teacher’s professional pedagogical culture.

Pedagogical analysis contains the following functions: diagnostic, cognitive, transformative, self-educational.

Assessing the professional skills of a teacher is one of the most relevant aspects in the work of the administration. This allows you to constantly identify professional difficulties, provide timely assistance to the teacher, see his growth, and contribute to successful certification. And since the main indicator of pedagogical professionalism is a lesson, each leader must master the skill of its analysis

When analyzing a lesson, as a rule, methods, ways to activate students, and the effectiveness of mastering the material are evaluated. It is extremely rare that a lesson is analyzed from a physiological and hygienic perspective, from the point of view of health pedagogy.

Along with the analysis of the lesson by the school administration, it is extremely important to hear the teacher’s self-analysis and his assessment of his own teaching activities. In many schools this is not practiced, but in vain: self-analysis is an indicator of the teacher’s professionalism, the degree of his understanding of the tasks of education, and not just the goals and objectives of one lesson.

Self-analysis of pedagogical activity is hidden from direct observation, but an essential aspect professional activity a teacher and his life activity in general, this is an analysis of pedagogical activity when the phenomena of pedagogical reality are correlated by the teacher with his actions. Self-analysis is usually carried out according to a specific algorithm or checklist of questions.

Analysis of one's own activities is aimed at identifying the most significant components of this activity. Since any activity is always specific (carried out by specific people at a specific time and under specific conditions), its analysis is always limited by certain semantic boundaries stemming from the definition of the activity itself. The activities of a particular teacher are usually classified as pedagogical activities.

Each teacher, regardless of his teaching experience, has his own style, or better to say technique, of work. In pedagogical language, the term “technique” is used less frequently than the concept “technology”. Technology is understood as a sequence of actions that, under given conditions, is guaranteed to lead to the required result, regardless of the skill level of the performer. Pedagogical technology, understood in such a narrow engineering sense, can hardly be implemented in practice. Rather, we can talk about a system of basic principles on which the teacher’s activities are based, and the many techniques and actions he uses, which can be combined in different ways in different cases. A similar situation is observed, for example, in sports or medicine, where the phrases “technique of dribbling the ball”, or “technique of surgery”, etc. are quite common. Therefore, it will be more accurate to analyze the teacher’s pedagogical activity from the point of view of the technique of its implementation.

Revealing the structure of pedagogical activity, fixing a specific hierarchy and its relationship components(basic principles, elementary actions and operations), we can build one or another pedagogical technique (developmental education, personality-oriented approach, collective system training, etc.). However, in the activities of a specific teacher teaching a specific subject in a specific class, this general technique turns into a specific one, corresponding specifically to the given pedagogical conditions. We can say that the pedagogical activity of a particular teacher is implemented in the form of a specific pedagogical technique, which is determined by four main components: teacher, class, subject and the pedagogical technique used in a broad sense. In view of the above, a structural analysis of a teacher’s pedagogical activity should contain an analysis of the indicated four components of V.V. Voroshilov V.V. "Self-education as a pedagogical method of development creativity students" // Innovative education systems of Russia: materials of All-Russian. scientific-practical conference- Berezniki, 1995, p. 77-79.

1. Analysis of the teacher’s personality

As will be seen below, no matter what component of pedagogical activity or technology we analyze, we will inevitably “capture” the areas of analysis of the remaining components. This fact only indicates that pedagogical activity is a complex system (i.e., a system in which an infinite number of subsystems can be distinguished). However, despite a certain convention of the classification used, it allows structuring pedagogical activity in a way convenient for the further implementation of pedagogical design. From the point of view of the general approach to analyzing the personality of a teacher (i.e., self-analysis of one’s personality), we must first describe the main existing or possible types of teachers, and then determine our own type. In fact, we must build a classification of types of teachers.

To classify a set of elements, we must select a classification parameter, relative to which we will distribute the elements of the selected set. For each element of the set under consideration, it is usually possible to select more than one parameter belonging to it. Depending on which of them is used as the basis for the classification, we will receive different classification structures of the same set. The more parameters can be identified in the description of system elements, the more possible classifications can be built on the basis of a selected set of elements. The complexity of studying humanitarian systems is explained, in particular, by the fact that each individual person (and even more so social groups) is described by a very large set of physical, physiological, psychological, social and other parameters. This also explains the multiplicity of approaches and theories describing man, human activity and human society. It should be noted that they are all correct in their own way, since each of them reflects a certain aspect of human life.

Within the framework of the activity paradigm, the leading parameter of a personality is the type of self-determination. From this point of view, the first question that a teacher must answer in conditions structural analysis own activities, is the question “what pedagogical values I realize in my work." There are, naturally, questions that are equivalent in meaning, for example: “why do I need a teacher,” “what am I working for,” etc. Depending on the answers given to this question, you can make assumption about the type of self-determination of the teacher (this assumption can only be verified by correlating the teacher’s actual activities and his ideas about it).

The possibility of self-determination in the existential semantic space will be indicated by answers such as “I want to form a sense of self-esteem in students,” “I try to reveal everyone’s abilities.” Such answers demonstrate the educational values ​​of the teacher.

The possibility of self-determination in the cultural semantic space will be indicated by answers like “I need to modify the subject program”, “I need to master an individual approach to students. Such answers show the teacher’s educational goals, i.e., promising, strategic results of working with these students, to achieve which the direction of his activities.

Self-determination in the social semantic space will correspond to answers like “I fulfill the requirements of the head teacher”, “it is necessary to improve the category.” Such responses indicate educational objectives, i.e. for relatively close (local) targets.

Self-determination in the situational semantic space will correspond to answers like “I need to make the class manageable”, “I want to get student so-and-so to start working.” Here we see the tasks that the teacher plans to achieve in the near future.

It should be noted that the presence of self-determination of a “higher” level does not mean the absence of self-determination on the “lower floors”, but the subordinate state of the actions performed in relation to the organized activity, the organized activity to chosen cause, the chosen task to the action being carried out. We also note that the values, goals and objectives formulated at this stage can be adjusted or changed during subsequent analysis.

It is obvious that neither design nor analysis of activities is necessary if the activity itself proceeds without any particular difficulties and problems that arise are resolved in a routine manner. Therefore, after conducting an initial analysis of goals and objectives, it is necessary to identify pedagogical problems that are quite long-term in nature. In addition, it is pointless to discuss problems that the teacher subjectively assesses as fundamentally unsolvable. If the teacher believes that he is able to influence the situation in any way better side, this is manifested in the fact that he took certain steps aimed at finding ways to overcome the so-called problems.

Thus, the analysis of the teacher’s personality, which is carried out within the framework of a structural analysis of his activities, should contain the following basic elements:

1. Educational values ​​are what a teacher works for (what a “Teacher” is for him).

2. Educational goals - promising, strategic results of teaching activities.

3. Educational objectives are relatively local goals of activity.

4. Current tasks.

5. Leading pedagogical problems.

6. Steps taken to overcome them.

To carry out the most accurate analysis possible, it is necessary to update:

The teacher’s ideas about the personal qualities that should be formed in students during their studies (levels of good manners, training, education and their manifestations).

The teacher's ideas about the class in which he works.

Teacher's ideas about the subject being taught.

Description of the main problem situations typical for a teacher’s work.

Description of the actions taken to overcome the identified pedagogical problems (reading an article or book, preparing and conducting a lesson with elements of innovation, discussion at a methodological association, making changes to the curriculum, etc.).

Here is one of the most typical answers to questions 1-6.

1. and 2. Educational, educational, developmental.

2. Introduce a differentiated approach.

3. Preparation for lessons.

4. Lack of interest among students in the subject.

5. Read the article<:>, 5 lessons of a search nature were conducted.

It is obvious that these answers do not yet contain actual values, goals and objectives. However, based on the answers to point 6, it can be assumed that the teacher solves specific pedagogical problems, sets goals and makes attempts to achieve them. In this case, further work with the teacher allows you to manifest and record these goals and problems. First of all, within the framework of point 5, one should discuss the qualities of those students whose work causes the teacher the greatest difficulties, or specific situations of working with the class in which it was not possible to achieve the intended results. The answer may be that the difficult situation was a lesson in which the entire class was unprepared, but the director came to this lesson. This description characterizes self-determination in social space. It may turn out that the leading quality of complex (for this teacher) students is the poor memory of his students. In this case, the answer system could ultimately look like this (we omit points 1 and 2):

3. Educational tasks - training the memory of such and such students.

4. Current tasks - identifying (either only in your plans, or in the learning process, or in the form of a special group in the class, etc.) such and such students, determining the time and forms of work with the selected students

5. The leading pedagogical problems are the weak memory of such and such students.

6. Steps taken to overcome them - studying memory training methods, selecting special tasks, organizing additional twenty minutes after lessons.

It should be noted that the task of improving memory cannot be an end in itself, but represents a condition for achieving some more general goal ("effectively eliminate gaps in these students in previous grades", "bring these students to the level of a solid C", etc. ) This broader goal, formulated by the teacher, should be the content of paragraph 2. “Educational”, “educational”, “developmental” are not tasks. These are only characteristics of possible tasks, for example, educational tasks include the following: teach to give up your seat elders, shake hands with girls when exiting vehicles, etc. Answer<я решаю воспитательные, образовательные и развивающие задачи>does not characterize teachers in any way, since any teacher, simply by virtue of his presence, whether he wants it or not, has an educational, educational, and developmental influence. The question is what is the structure of this influence, what are its leading components and how consciously it is carried out. Note that the task of “introducing a differentiated approach” cannot be an end in itself and, in the absence of specific goals in paragraph 2, does not have a pedagogical orientation (although it may express the presence of social self-determination). If it turns out, for example, that class differentiation is needed in order to enable strong students to work to the limit of their capabilities, then the differentiated approach turns out to be a means (the general element of point 6), while the task (point 2) turns out to be “not to lose strong students.”

As can be seen from the above, the analysis of the teacher’s personality is closely related to the analysis of his ideas about students. This fact is a consequence of the general statement that real cultural and value self-determination is possible only by correlating the declared values ​​and the activities carried out, which, in turn, are described through the actions and operations performed. Thus, to fix the type of self-determination of a teacher, reflection in the situational semantic space is necessary. In pedagogy, the situation is determined both by the personality of the teacher and by the totality of the traits of his students.

2. Class analysis.

Class analysis is, on the one hand, a necessary element in the analysis of the pedagogical situation. On the other hand, this is an auxiliary point in the analysis of the teacher’s personality, which reveals his ideas about the class. When classifying students of any class, we must choose the main classification parameter for us. Currently and in pedagogical theory and in pedagogical practice, classifications of students of various types and types are considered and used: external - internal, strong - weak, humanities - naturalists, active - passive, etc. Parameters in such classifications can be, for example:

1. Level of mastery of the subject.

2. Level of proficiency in general academic skills.

3. Degree of independence in learning.

4. Level of proficiency in the necessary propaedeutic and related knowledge and skills (reading, speaking, vocabulary, etc.).

5. Degree of development of mental qualities (memory, attention, logic).

6. Pace of educational work.

7. Specific personal qualities(temperament, education).

8. Type of educational focus.

Obviously, the given list of parameters is not exhaustive.

For each classification parameter, it is necessary to identify its possible values, relative to which students will be distributed in the constructed classification.

For the level of subject proficiency today, the most common values ​​are “not satisfactory”, “satisfactory”, “good” and “excellent”. However, due to the proliferation of test assessment technologies, point values ​​for this parameter are also possible.

The level of mastery of general educational skills, the degree of independence in learning, the level of mastery of propaedeutic and related knowledge and skills, the degree of development of mental qualities, and the pace of academic work are assessed, as a rule, by two values: “low” and “sufficient.” The use of socio-psychological monitoring methods makes it possible to clarify and specify the possible values ​​of these parameters (as well as the specific personal qualities of his students that interest the teacher).

By type of educational focus, the following students can be distinguished:

1. Students for whom the most valuable result of learning is new knowledge (cognitive focus - it’s interesting to just learn).

2. Students for whom the most valuable learning outcome is the amount of knowledge in a given subject (subject focus - the subject is interesting).

3. Students for whom the most valuable learning outcome is the ability to think (intellectual focus - it is interesting to solve complex problems).

4. Students for whom the most valuable learning outcome is a significant grade (real social focus - preparation for exams, social self-affirmation).

5. Students for whom the most valuable learning outcome is a formal high grade (formal social focus - the struggle for primacy in the class, formal self-affirmation, the desire to be liked, parental pressure).

6. Students for whom the most valuable learning outcome is a formal positive grade (communicative focus - getting a C for the opportunity to be in a given team, staying with someone they like for one reason or another; safety focus - insuring themselves against the wrath of their parents if they receive a bad mark or other “punishment” from the teacher).

7. Students who do not have a definite attitude towards learning (infantility, focus on spending time, the habit of constantly being under the control of adults, living for today, the absence of certain life activity goals, the predominance of consumer goals).

8. Students for whom learning is of no value (zero learning focus). Within the framework of project technology, class analysis cannot be an end in itself, but is intended to help specify the pedagogical goals and tasks solved by the teacher. Therefore, in the real activities of a teacher, there is no need to use the widest possible classification of his students. It is enough to identify one parameter that is leading for a given teacher and consistent with his goals, according to which students are subsequently distributed. It should be noted that in this case it is desirable to determine as many values ​​as possible for a given classification parameter. The main thing is that the teacher knows why he needs the classification being carried out and what he will then do with it, what changes he intends to make in his activities according to it (discussion of this point goes beyond the scope of the actual structural analysis of the teacher’s activity).

3. Subject analysis

The need to analyze the subject being taught is connected, firstly, with the need to determine the degree of understanding by the teacher of the place and specifics of this subject in the education system as a whole, and secondly, with the fact that each subject has its own special influence on the students studying it (this feature is not due to the fact that different subjects are focused on different properties and qualities of students, but because they focused on them to varying degrees). When analyzing the subject being taught, the following should be highlighted:

1. Many possible meanings for studying a given subject.

2. The framework of knowledge, skills and abilities that students must master.

3. The period during which students should ideally master the minimum expected knowledge and skills.

4. Basic principles of science, which is the basis of the taught subject.

5. Structure of the subject: basic concepts, logical connections, classes of typical model situations, algorithms for constructing and analyzing models, conditions necessary for using the highlighted concepts, connections and models.

6. Mental and psychological traits that contribute to the study of the subject.

7. Basic mental and subject operations and educational activities that must be carried out when studying the subject.

8. Possible stages of studying the subject.

9. A set of tasks that must be completed by students who have mastered the subject at given levels.

10. The main forms of educational activity of students when mastering the subject.

11. Forms of control measures.

From the above list it is clear that the analysis of a subject includes not only an analysis of its structure scientific basis, but also a description of the elements of educational activities organized for its study. The strategic goal of analyzing the taught subject is to develop students’ understanding of it, to identify possible reasons misunderstandings and determining ways to smooth them out, reducing formalism in the acquisition of knowledge. The criterion for mastering a subject at the level of information reproduction, mastery of skills or understanding is the student’s completion of the corresponding task. A task is understood here in the broadest sense: it can be formulated explicitly or be veiled (for example, during an interview), given in the form of a question, a statement, a requirement to perform certain actions or achieve a certain result. Today, we can identify a number of typical reasons that do not allow students to consciously apply the information received from the teacher. The first reason is a lack of understanding of the essence of the proposed task. In turn, the reason for this misunderstanding is the use of different “languages” by the teacher and the student. The words (concepts, terms) used by the teacher do not find a semantic response from the student, or are interpreted in a different way. Analysis of the active vocabulary of students on the one hand, the conceptual structure of the subject on the other hand, and their subsequent correlation can clearly demonstrate the noted “multilingualism.” The “language barrier” can be lowered by specially organized work to work through with students the meaning of the basic concepts of the subject they are studying (and, if necessary, the necessary propaedeutic everyday concepts).

Another barrier standing in the way of students to complete the task is the difficulty for them of the procedure for recognizing a certain typical (model) situation of a given subject in the specific situation offered to them. The work of analyzing the structure of the subject is aimed at overcoming precisely this obstacle. Without going into a more detailed discussion of individual elements of the analysis of the taught subject, it can be noted that in the general case it is based on reflection of the actions and operations that the teacher himself carries out in the process of mastering and applying the content selected for study and understanding. scientific knowledge. Ultimately, on the basis of such reflection, the teacher can draw up a model of optimal (for different groups) educational actions of students and a model of his own pedagogical activity, which can be used as the basis for an individual pedagogical project being developed.

4. Analysis of the teacher's check technique

Analysis of the fourth component of pedagogical activity - the pedagogical technology used by the teacher - is a correlation of the results of the analysis of the first three components with the basic principles and leading technological elements existing in pedagogical science and practice of theoretical, methodological and experimental trends. The objectives of this work do not include a description of these flows themselves. In addition, within the framework of the project approach to the organization of pedagogical activity, the lack of analysis of its first three components makes the work of studying any theoretical schemes meaningless. Let us only note that any pedagogical “technology” must contain answers to the following questions:

1. What are the pedagogical problems that this “technology” is aimed at solving?

2. Under what conditions is the use of this “technology” justified?

3. What is the scale of application of this “technology”?

4. What are the stages of implementation and application of “technology”?

The uncritical application of “technology” for the sake of “technology” itself will, at best, help solve only certain social problems.

Practice becomes a source of teacher professional growth only to the extent that it is the object of structured analysis: unreflected practice is useless and over time leads not to development, but to professional stagnation of the teacher.

Reflection is an important mechanism productive thinking, a special organization of processes for understanding what is happening in a broad systemic context, a process of self-analysis and active comprehension of the state and actions of the individual and other people involved in solving problems. Therefore, reflection can be carried out both in internally- the experiences and self-report of one individual, - and externally - as collective mental activity and a joint search for a solution. Dictionary of Pedagogical Use / Ed. L.M. Luzina. Pskov: PGPI, 2001. 88c..

Pedagogical reflection in activity is a process of successive actions from difficulty (doubt) to discussing it with oneself and to finding a way out of it. Reflection is a complex mental ability to constantly analyze and evaluate every step of professional activity. With the help of reflexive abilities, which include a number of basic intellectual skills, you can manage your own professional activities in conditions of uncertainty. Taken together, these “key skills” constitute a kind of reflective technology, with the help of which the professional experience of a teacher is improved. These skills are presented in the table by O.B Dautov and S.V. Khristoforov propose a method for assessing a teacher’s reflective abilities. O.B. Dautova, S.V. Khristoforov “Self-education of a teacher as a condition for his personal and professional development” Collection of conference materials. Series “Symposium”, issue 29. St. Petersburg: St. Petersburg philosophical society, 2003. P.309-317 (Table 1)

Having performed one or another action or system of actions, that is, having solved a number of pedagogical problems, the teacher changes the degree of formation of educational activities and the development of the main spheres of individuality. At the same time, it perceives the so-called signals feedback, carrying information about the results of actions.

Table No. 1 - Methodology for teacher assessment of reflective abilities

The ability to see a problem in a pedagogical situation and formulate it in the form of pedagogical tasks

The ability, when setting a pedagogical task, to focus on the student as an actively developing subject of educational and cognitive activity, having his own motives and goals

The ability to make each of your pedagogical steps the subject of analysis

Ability to specify and structure a problem

The ability to expand the horizons of practice and see new problems arising from previous experience

Ability to find ways to solve a problem

Ability to think tactically, i.e. to be specific pedagogical tasks in phased and operational ways, take optimal solution in conditions of uncertainty, adapt flexibly as the situation changes

The ability to think “versionally”, i.e. think with assumptions, hypotheses, versions

The ability to work in a system of “parallel goals”, to create a “field of possibilities” for pedagogical maneuver

The ability to make a worthy decision in a situation of time shortage to get out of difficult pedagogical situations

Ability to analyze pedagogical situation in the dynamics of its development, to see immediate and distant results

Ability to draw on a variety of theories to make sense of one’s own experience

The ability to analyze and accumulate the best examples of teaching practice in one’s experience

The ability to combine elements of theory and practice to obtain a whole, novel knowledge

The ability to objectively and impartially evaluate pedagogical facts and phenomena

The ability to express one’s point of view in a convincing, reasoned, clear and intelligible manner

The most common types of analysis are complete, complex, summary and aspect.

A full analysis is carried out to study and analyze all aspects of the lesson;

Brief - achieving the main goals and objectives;

Complex - in the unity and interconnection of goals, content, forms and methods of organizing a lesson;

Aspect - individual elements of the lesson.

Each of these types of analysis can be of the following types:

1. didactic,

2. psychological,

3. methodical,

4. organizational,

5. educational, etc.

This variety of approaches is also due to the presence of numerous lesson analysis schemes.

A teacher is not a profession, it is a way of life. There is no more honorable profession than the profession

teacher, there is no work more difficult and responsible than his work. The modern rhythm of life requires continuous professional growth, a creative attitude to work, and dedication from the teacher.

A real teacher has professional teaching skills and

mi, owns innovative technologies training and education. Personal qualities, attitude towards life, colleagues, children and people in general play an important role. All these professional skills and character traits are primarily inherent, of course, in a teacher with many years of experience. But what about a young teacher who is just starting his teaching career, sometimes having neither education nor work experience?

Today, in the era of education system reform, the issue of young specialists working in schools is being raised at different levels. There is still a problem of how to attract competent young specialists to school, and how to keep them there.

Working with young specialists is traditionally one of the most important components of our activities methodological work At school. It is devoted to the analysis of the most typical educational and didactic difficulties that beginning teachers experience in their teaching activities.

It is known that graduating from a university or receiving a diploma does not mean that a novice teacher is already a professional.

He has a certain way to go professional development, the initial part of which is the period of adaptation - “getting used to” the profession.

A young specialist starting his professional journey experiences difficulties and problems due to the lack of necessary experience. In order to provide methodological assistance to beginning teachers from 2012-2013 school year work organizedmunicipal "Schools for young teachers."

The project “School of a Young Teacher” is a pedagogical system for increasing the level of professional competence of young specialists in the context of innovative changes in the system modern education.

The project is based on the professional and personal development and self-development of young people

a teacher who is able to go beyond established standards of activity and independently implement innovation processes creativity in the broadest sense. One of the main conditions for the implementation of the project is the solution of the fundamental task of comprehensive teacher training based on a competency-based approach.

The project creates an opportunity for the progressive dynamics of personal growth of young

specialist and his professional mobility.

As of September 1, 2012, the School of Young Teacher included: 31 young teachers: 11 of them without work experience, 6 people. had work experience of 1 year, 8 people. – 2 years, 6 people. - 3 years.

2013-2014 academic year

2014-2015 academic year

There were 37 young teachers studying at the school: 12 of them without work experience, 10 people. had work experience of 1 year, 11 people. – 2 years, 4 people. - 3 years.

2015-2016 academic year 35 young teachers are engaged: 12 of them without work experience, 10 people. have work experience of 1 year, 9 people. – 2 years, 4 people. - 3 years.

“School of a young teacher” is one of the forms
improving the skills of beginning teachers.

Target:
Creation of organizational and methodological conditions for effective development professional competence of a novice teacher in the conditions of a modern school.

Tasks:
1. To form an idea of ​​the status of a teacher and the system of his work in the conditions of innovative development in an educational institution.
2. Expand knowledge, skills and abilities in organizing teaching activities: self-education, generalization and implementation of best practices, creation of methodological products, analytical activities.
3. Identify professional, methodological problems in educational process beginning teachers and facilitate their resolution.
4. Promote pedagogical skill experienced teachers and provide assistance in improving knowledge of methodology and pedagogy.
5.Form the creative individuality of a young teacher.
6.Create conditions for the development of professional skills of young teachers.
7. To develop the needs of young teachers for professional self-improvement and work on themselves.

Main areas of work:
- preventive work;
- organization of professional communication;
- motivation for self-education;
- advanced training for beginning teachers;
- educational work at school;
- psychological support activities of novice teachers

Forms of work:
1. Master classes

2.Seminars

3.Consultations

4.Workshops

5.Questionnaire

Work with young specialists is carried out according to a plan drawn up at the beginning of the school year. The plan includes issues that interest young teachers. School directors, deputies for teaching and educational work, experienced mentor teachers, and creative teachers take part in the work of the young teacher’s school.

At the meetings of the school for young teachers, the following issues were considered:

    Working with school documentation. (Young teachers got acquainted with the design of a class magazine and a student’s personal file. drawing up calendar and thematic plans, regulatory framework: (Law on Education of the Russian Federation", "Family Code", Federal law“On the basic guarantees of the rights of the child”, “Convention on the Rights of the Child”, SanPin om. ,local acts)

    Features of the Federal State Educational Standard. (Modern lesson, goal setting, various teaching methods, lesson modeling and analysis)

    Workshop " routing lesson" (structure of a modern lesson)

    Organization project activities.

    Interaction with parents.( Familiarization with the work plans of the best class teachers, the formation of psychological contact with parents, conditions for effective communication,

    Preparing and holding parent meetings. (Psychological basis for holding a parent meeting)

    Modern educational technology. (Technology as a way to improve the quality of education, the main characteristics of modern pedagogical technologies, modern educational technologies of activity type: ICT technology, problem-dialogical technology; gaming technology; technology for organizing project activities; health-saving technology, technology critical thinking, technology of cooperation, technology of advanced learning, technology of productive reading. The use of new pedagogical technologies in the educational process,

    Psychological and pedagogical diagnostics.

9. Electronic portfolio of the teacher. (Generalization and systematization of pedagogical achievements

10. Workshop “Drawing up work programs.” (structure of work programs)

11. System of working with gifted children. (experience exchange)

12.Work on the topic of self-education. (Selecting a topic and drawing up a work plan)

13. Master classes “Education of children with disabilities in a public school.”

14. Master classes “Organization of extracurricular activities.”

Anton Semenovich Makarenko wrote:

“Dozens of young teachers worked with me.

I am convinced that no matter how a person successfully graduates from a pedagogical university,

no matter how talented he is, and if he doesn’t learn from experience, he will never be

a good teacher, I myself studied with older teachers..."

A young specialist needs constant comradely help. Young specialists are assigned mentor teachers . Mentoring is one of effective methods adaptation. The mentor's job is to help to a young teacher realize oneself, develop personal qualities, communication and management skills. The teacher-mentor must have high professional qualities, communication skills, enjoy authority in the team among colleagues, students (pupils), parents. Mutual agreement between the mentor and the young specialist in working together is also desirable. We consider the work of teacher-mentors as one of the most responsible public assignments. These are experienced, creative teachers. They draw up an individual plan for working with a young specialist. An important role in planning, drafting individual plans, plans for the work of mentors, the diagnosis of young teachers plays a role. The results of the questionnaire indicate what successes and achievements the teacher has achieved, what problems arose in the process of work, what methodological assistance needs to be given to him. Based on these results, a plan for self-education is drawn up, studying the main directions of his activities.

During the academic year, individual consultations are held regularly (as needed). Young teachers receive specific advice on difficult issues, examples of developing different types of lessons, and recommendations.

A young specialist receives help not only from a mentor. as well as from the head of the subject association, deputy director, psychologist, experienced teachers, class teachers. Open lessons conducted by teachers in different subjects provide an opportunity to see in practice the peculiarities of the diversity of forms and methods of work in the classroom.

Responsibilities of teacher-mentors

1. Assist in the development of workers curricula And calendar-thematic plans of taught disciplines.

2. Provide assistance in preparing for classroom and laboratory practical classes.

3. Attend classes of a novice teacher and analyze their conduct.

4. Help in organizing the self-education of a novice teacher.

Summing up the work of the School for Young Teachers, we can conclude that methodological support contributes to the successful pedagogical adaptation of beginning teachers, helps to overcome emerging difficulties, and improve their professional level.

This is also evidenced by the fact that The teaching staff of the district schools has been replenished with young specialists

Against this background, one of the primary tasks is to provide all possible support to young professionals who have chosen the difficult path of teaching.

I enter the classroom, and my heart is beating:

“I hope, I believe, I love!”

And these three holy words

I give the soul of the child.

The teacher is me!

And this title is

destiny's destiny

Great gift, radiance of light,

dream come true.

Thank you for your attention.

Analysis of the teacher's work
Alseitova A.B
Classroom: correctional class No. 2
For the 2015-2016 academic year I set the following goals:
psychological support for students during school learning;
maintaining the mental, somatic and social well-being of students during the learning process at the institution;
creation and observance of psychological conditions that ensure the full mental and personal development of each child;
creation of special conditions to provide assistance to children with problems in psychological development, training;
formation of psychological culture of students, teachers, parents.
To solve professional problems and achieve the main goals of psychological activity in the academic year, work was carried out in the main areas: diagnostic, correctional and developmental, advisory, educational, in accordance with the long-term work plan.
Diagnostic direction.
Throughout the year, diagnostic activities were presented as a separate type of work (in order to analyze the development cognitive abilities, problem analysis personal development, further formation of groups for correctional and developmental activities), as well as as a component of individual consultations. In total, during the first half of the 2015-2016 academic year, 4 students from correctional class No. 2 took part in group diagnostics.
Used for diagnostics the following technique“Assessment of the level of formation of educational activities” by the authors of the methodology G.V. Repkina, E.V. Zaika.
The purpose of this methodology is to assess the level of formation of the components of educational activity. Diagnostics took place in stage III:
Stage I - preparatory (collecting anamnesis, choosing a technique);
Stage II - main (carrying out the methodology);
Stage III - final (analysis of the results obtained).
Interpretation of results:
Table 1

Full name of the student
Components of educational activities

Academic interest
Goal setting
Learning activities
Control
Grade

L.V
(6th grade)
There is practically no interest (exception: positive reactions to bright and funny material), an impersonal or negative attitude towards solving any educational problems, more willing to perform familiar actions than to master new ones.
Accepts and carries out only practical tasks (but not theoretical ones), does not focus on theoretical tasks, and identifies intermediate goals.
Inadequate transfer of learning activities. Vladislav independently applies the learned method of action to solving a new problem, but is not able to make even small changes to it in order to adapt it to the conditions of a specific task.
Level control involuntary attention. In relation to repeatedly repeated actions, he may, although not systematically, unconsciously record the fact of a discrepancy between the actions and the involuntarily remembered scheme; having noticed and corrected the error, he cannot justify his actions.
No rating. The student does not know how, and does not feel the need to evaluate his actions, either independently or even at the request of the teacher.

O.S
(4th grade)
Situational learning interest. Arises on ways to solve a new particular individual problem (but not a system)
Redefining a cognitive task into a practical one. Willingly participates in solving a cognitive task and answers questions about its content; the emerging cognitive goal is extremely unstable; When performing a task, he focuses only on its practical part and does not actually achieve the cognitive goal.
Inadequate transfer of learning activities. The learned method is applied “blindly”, without correlating it with the conditions of the task; such correlation and restructuring of actions can only be carried out with the help of a teacher, and not independently; when conditions remain unchanged, is able to successfully perform actions independently
Potential control at the level of voluntary attention. When performing a new action, the introduced scheme is realized, but it is difficult to simultaneously perform educational actions and correlate them with the scheme; retrospectively makes such a correlation, corrects errors and justifies

R.A
(4th grade)

Lack of purpose. The demand presented is only partially realized. When getting involved in work, he quickly gets distracted or behaves chaotically, does not know what exactly to do. Can accept only the simplest (not involving intermediate goals) requirements
Lack of educational activities as integral units of activity. Does not understand the content of educational activities and cannot give an account of them; is not able to perform educational activities either independently or with the help of a teacher (except for direct demonstration); skills are difficult to form and turn out to be extremely unstable.
Lack of control. Learning activities are not controlled and do not correspond to the scheme; mistakes made are not noticed and are not corrected even in relation to repeated actions
No rating. Relies entirely on the teacher’s mark, perceives it uncritically (even in the case of an obvious underestimation), does not accept the reasoning of the assessment; cannot assess his capabilities regarding solving the task at hand

L.A
(5th grade)
Lack of interest. Impersonal or negative attitude towards solving any educational problems; more willing to perform familiar actions than to learn new ones
Lack of purpose. Poorly distinguishes educational tasks of different types, lacks a reaction to the novelty of the task, cannot identify intermediate goals, needs operational control from the teacher, cannot answer questions about what he is going to do or what he has done
Lack of educational activities as integral units of activity. Cannot perform educational actions as such, can only perform individual operations without their internal connection with each other or copy the external form of actions
Lack of control. Does not know how to detect and correct an error, even at the request of the teacher, in relation to repeatedly repeated actions; often makes the same mistakes; is uncritical of corrected errors in his works.
Adequate retrospective assessment. Is critical of the teacher's grades; cannot assess his capabilities before solving a new problem and does not try to do so;

Correctional and developmental direction
weekly work was carried out aimed at helping in school adaptation, at the cognitive and personal development of schoolchildren, striving to consistently and systematically develop in students psychological basis training, increase the level of their general psychological and mental development.
developmental work was carried out to form a positive attitude towards school, increase educational motivation, remove emotional stress, development of personal potential.
participated in school-wide events:

a) “Open Doors Day”, as a result of which we issued the “We Are Together” newspaper together with my parents;
b) “Merry New Year” - making toys for the Christmas tree;
c) “Health Day”.
Educational activities
This area of ​​activity was implemented in the following forms:
1. Conducting thematic cool hours for students in grades 1-4.
The purpose of these events is to introduce students to problems relevant to their age in an interactive manner, to enable students, through reflective analysis, to expand their understanding of themselves and to form an active position regarding the possibility of overcoming existing difficulties.
Main topics of class hours:
-“Strategies for behavior in conflict”
- “Portrait of our class”
Due to the fact that positive feedback was received on the classes, and after the classes, students showed interest in individual consultations. This area of ​​activity can be considered very effective.
2. Speeches at parent meetings:
- “Family and school together: helping parents in school adaptation.”
In general, the performances were successful and positive feedback was received from parents. It is also worth noting that after parent meetings parents sought advice.
Advisory work
During the current period, conversations and consultations were held with all entities educational environment: students, students, teachers, parents. In general, all requests can be divided into the following topics:
-difficulties in communicating with peers;
-emotional and behavioral difficulties (aggression, anxiety, demonstrativeness);
- problems in parent-child relationships;
- learning difficulties;
- consultations on the results of group diagnostics;
- emotional support in difficult situations.
During the consultation process, the following issues were resolved:
diagnosis of disorders;
recommendations to students, as well as teachers and parents on issues of education and elimination of violations;
drawing up a plan for further work upon request.
In general, it can be considered that the advisory work carried out over the past period was quite effective and made it possible to solve most of the necessary tasks of advisory activities.
I would like to note the great activity in the advisory work of teachers (social educator, psychologist, speech therapist), since in next year it is necessary to intensify work with parents as participants in the consultative process.
Analyzing all the work carried out for the first half of the 2015–2016 academic year, we can say that all activities were carried out in accordance with the long-term work plan and in all areas. In the next half of the year it is planned:
- group diagnostic work with the class,
- continuation of correctional and developmental classes,
- conducting trainings, classes, parent meetings on psychological readiness.

Analysis of educational work

teacher organizer Batyrkhanova S.V.

for the 2013-2014 academic year.

The work of the teacher-organizer during the year was aimed at implementing the school’s educational work plan for the 2013-2014 academic year.

The purpose of the work was: creating conditions for self-realization and self-development of students’ personalities, their successful socialization in society.

Tasks:

    Creation of favorable psychological and pedagogical conditions for the development of personality, self-affirmation of each student, preservation of uniqueness and disclosure of his potential abilities;

    Raising in children a tolerant attitude towards current events and people around them;

    Formation and development of class teams; family groups

    Development of school student self-government, activation of children’s activities;

    Formation healthy image life;

    Preservation and enhancement of school traditions;

    Creation of conditions for organizing the work of additional education;

    Improving work with teachers.

The work was structured in the following areas:

    Preservation and promotion of health, prevention of DDTT;

    Labor and environmental education;

    Moral education;

    Artistic and aesthetic;

    Civil-patriotic;

    Development of student self-government

    Family;

    Prevention of extremism, terrorism, neglect and juvenile delinquency.

A lot of work has been done in the area of ​​“Preserving and Promoting Health.” These are sports festivals, fun starts, games between classes, cross-country, relay races, Olympiads, promotions, contests, competitions, quizzes. Health Day was wonderful. During Health Week, a set of events took place. IN primary school- fun starts, in grades 5-11 there was a game - a trip through the stations, in grades 7-8 there were trainings, class hours were held in each grade.

In April, grades 1 to 11 came together to clean the school yard. Also, the “Our Clean Schoolyard” campaign was held twice a year. In April, a student from our school took an active part in the regional competition “Student of the Year,” where she was among the top ten winners.

During the year, in the direction of “Moral Education”, the following events were held:

- “Give Joy” (congratulations to veterans of teaching on Teacher’s Day, WWII veterans, home front workers on “Older Person’s Day”;

- “Letter to a Veteran”, “A Veteran Lives Nearby.”

The school year began with a solemn assembly dedicated to the Day of Knowledge. The line-up was attended by guests from the Narimanov district. In September there was a unified Classroom hour“I am a citizen of Russia” for grades 1-11 (about citizenship and patriotism).

In October, the autumn holidays “Autumn Drops” for grades 1-5 and “Autumn Ball” for grades 6-10 took place. “A minute is not a joke” raids took place - organizing work to prevent absences and tardiness.

December was dedicated to preparations for the New Year: middle and high school children decorated the facade of the school, classrooms, prepared group evenings and amateur performances for the general New Year's performance. In elementary school, children learned round dances, learned songs, and prepared costumes. In grades 1-4, the performance was called “Winter's Tale.” The school activists and parents of grades 1-4 took an active part in the holiday for kids. One can note the variety of New Year's costumes, good preparation of songs and round dances. assam which took 1st place - , 2nd place - , 3rd place - ...e figs

For grades 6-7, the competition program “Adventure at the New Year’s Tree” was bright, fun and interesting. After the performances, all the children were treated to a sweet table, a competitive game program, and a disco. Carrying out measures to prevent road accidents in winter.

The celebration on February 23 was held in the form of a competition. The girls wanted to prove to our boys that they too could serve in the Army. The boys' team won. And for the holiday of March 8, the young men prepared an evening together with the Center for Creative Unions. Interesting competitions for girls and funny skits were prepared, where mostly only boys participated. And the holiday ended with a wonderful dance, which the boys prepared together with the organizing teacher.

In April, Operation Clean School Yard took place, where the children tidied up the school yard and school grounds and planted flowers.

On May 9, a ceremonial assembly was held, where the children honored the memory of those killed in the Second World War. In honor of this holiday, a literary and musical composition was prepared (grade 8). The campaign “A Veteran Lives Nearby” was held (providing assistance to veterans and the elderly). The guys congratulated their wards and gave them gifts and flowers.

The Last Bell was prepared by our 9-11 grades. A lot has been said beautiful words gratitude to our teachers, parents, children.

Well, our school year ended with World Children's Day. Our children were invited to the cultural center with. Linear to the concert program, and our guys took part in it.

Analyzing all the work done over the year, I would like to note the positive aspects:

Active assistance in organization from children;

A variety of forms and topics of events;

Joint participation in work with Society (DK. Lineinoe village, village library, Administration of the Village Council of Lineine village)

Organize joint work of parents and children in conducting school events. (Grades 1-4)

What didn't work:

It was not possible to organize independent and joint activities of students.

It was not possible to involve many parents (grades 5-11) in helping prepare and participate in school events.

Organizing teacher: Batyrkhanova S.V.

Requirements for the quality of teaching and learning in a modern school are increasing almost every day. Constant work on oneself, continuous improvement of one's professionalism, active self-education - these are just a few of the requirements placed on teachers. At the same time, it is important that the entire process is recorded - on paper, on electronic media in the form of certificates, reports, presentations.

In this section of our website we will publish different options and forms of analysis of a teacher’s work: samples of self-analysis, certificates and reports on professional activities, information on achievements, etc.

Why do we need an analysis of a teacher’s activities?

The analysis of a teacher’s work itself performs several functions:

  • Diagnostic.
  • Self-educational.
  • Transformative.
  • Cognitive.

The combination of these functions makes it possible to see the teacher’s work in perspective, correctly outline the paths for the development of professional skills, and identify vectors of self-education.

The main indicator of a teacher’s effectiveness is, first of all, a well-conducted lesson. It is he who influences such criteria as student performance, their mastery of the subject, their motivation, and subsequently admission to higher education. educational establishments.

Therefore, not only teachers themselves, but also methodologists and members of the school administration should have analytical skills.

Types of analytical reports

Analysis of a teacher’s work covers all areas of a teacher’s activity. Depending on the purpose, there are:

  • Analysis of all teaching activities of the teacher.
  • Analysis of a teacher's work on a specific topic.
  • Analysis and .
  • Analysis of the work of a teacher as an educator.
  • Teacher self-analysis.

Some types of analytical reports are written by inspectors. The teacher himself usually draws up a self-analysis of his work based on the results of a quarter, a year, or a certain period of time allocated for studying the problem or topic at hand.

How to write a teacher performance analysis report

A general analytical report assessing the entire teaching activity of a teacher is usually drawn up according to the following scheme:

  • General information about the teacher (name, subject, classes in which he works, length of service, length of service in this institution, education, category).
  • The topic or problem that the teacher is working on.
  • Selected.
  • What tasks does a teacher set for himself in his work?
  • Expected results of work that were planned at the beginning of the year.
  • How the teacher works to achieve his goals.
  • Teacher's results: GPA ZUN, number of achievers, lagging behind, GIA, Unified State Exam results in the subject, open lessons, participation of children in subject Olympiads, competitions, thematic weeks, festivals, individual work with students, group work on the subject.
  • Results of the teacher’s methodological work: development teaching materials, take part in a methodological association meeting, summarize experience, materials from speeches at pedagogical conferences, analyzes the work of colleagues.
  • The results of the teacher’s work as an educator: work with parents, classroom management, joint work with a psychologist, etc.
  • The work of a teacher as a member of the teaching staff: compliance with labor discipline, participation in public life schools, relationships with staff, administration.
  • Documentation culture: plans, lesson notes, timely submission of reports, etc.

This is an example of a general scheme for compiling an analytical report, which can be expanded or reduced depending on the purpose of the analysis.

Summary

Analysis of the teacher's work occupies one of the leading places in. Analyzing one’s work is an excellent way to demonstrate the teacher’s own reflection skills, the ability to correctly and adequately evaluate the results of one’s work, see one’s shortcomings, and record successes and achievements. Moreover, it is job analysis that helps you choose the right direction for self-education or work on advanced training.

Types of analyzes of teacher work in different areas

Usually we are talking about comprehensive analysis of their work, which teachers draw up at the end of the school year. This type of analysis is the most general and includes a description of all areas of the teacher’s activity at once:

  • Teaching a subject with full analysis quality of students' knowledge.
  • Methodological work.
  • Scientific research work.
  • The activities of the teacher as a class teacher.
  • Analysis of extracurricular and extracurricular work.
  • Social work teacher
  • Work on advanced training and self-education.

Analyzes that pursue a specific goal and describe one of the components are compiled somewhat differently. For example:

  • Analysis of the teacher's pedagogical activity.
  • Analysis of the educational achievements of students... of the class in the subject.
  • Analysis of the work of a teacher in self-education.
  • Analysis of the work of the class teacher, etc.

These types of analytical reports are highly specialized and focus exclusively on the chosen direction.