Effective forms and methods of methodical work. Active forms of organizing methodological work
All forms can be represented as two interrelated groups: group forms methodical work(pedagogical councils, seminars, workshops, consultations, creative microgroups, open viewings, work on common methodological topics, business games, etc.); individual forms of methodical work (self-education, individual consultations, interviews, internships, mentoring, etc.). Consider the main forms of methodological work.
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Forms of organizing methodological work with the teaching staff
All forms can be represented as two interrelated groups: group forms of methodological work (pedagogical councils, seminars, workshops, consultations, creative microgroups, open viewings, work on common methodological topics, business games, etc.); individual forms of methodical work (self-education, individual consultations, interviews, internships, mentoring, etc.). Consider the main forms of methodological work.
Within the framework of various forms, various methods and techniques for working with personnel, which were described above, are used.
Combining the forms and methods of working with personnel in single system, the manager must take into account their optimal combination with each other. I would like to remind you that the structure of the system for each preschool institution will be different, unique. This uniqueness is explained by the organizational-pedagogical and moral-psychological conditions in the team that are specific for this institution.
Pedagogical Councilis one of the forms of methodical work in preschool educational institutions.
The pedagogical council in kindergarten, as the highest governing body for the entire educational process, poses and solves specific problems of a preschool institution. We will talk in detail in lecture No. 6 on how to prepare and hold a meeting of the teachers' council, so I suggest that you recall the content of this lecture again.
Consulting
Of the various forms of methodological work in kindergarten, such a form as counseling teachers has become especially firmly established in practice. Individual and group consultations; consultations on the main areas of work of the entire team, on topical problems of pedagogy, at the request of educators, etc.
Any consultation requires training and professional competence from the head educator.
The meaning of the word “competence” is revealed in dictionaries “as an area of issues in which one is well-informed” or is interpreted as “ personal opportunities official, his qualifications (knowledge, experience), allowing him to take part in the development of a certain range of decisions or solve the issue himself due to the presence of certain knowledge and skills.
So, the competence that is so necessary for a senior educator to work with teachers is not only the knowledge that he constantly updates and replenishes, but also the experience and skills that he can use if necessary. Helpful advice or timely consultation corrects the work of the teacher.
The main consultations are planned in the annual work plan of the institution, but separate ones are held as needed.
Using different methods during consultations, the senior educator not only sets the task of transferring knowledge to teachers, but also seeks to form a creative attitude towards their activities.
So, with a problematic presentation of the material, a problem is formed and a way to solve it is shown.
When using the partial search method, educators take an active part in putting forward hypotheses, drawing up action plans, independently solving the problem. The method of explanation is most often used in consultations. This method has a number of positive qualities: reliability, economical selection of specific facts, scientific interpretation of the phenomena under consideration, etc.
To stimulate the attention of educators and encourage them to follow the logic of the presentation, it is useful to formulate questions at the beginning of the consultation. Questions addressed to teachers during the consultation process help them comprehend their experience from the point of view of scientific findings, express their thoughts, guesses, and formulate a conclusion.
Depending on the level of qualifications of teachers, the senior educator determines to what extent knowledge can be drawn from their experience or limited to their own explanation.
When exchanging experience between educators, identifying knowledge, analyzing specific situations, the method of heuristic conversation can be used. During the conversation, certain provisions of the read methodological literature are revealed in more detail, explanations are given on those issues that are more of interest to teachers, the fallacy of their opinions and shortcomings of professional experience are revealed, the degree of understanding and assimilation of knowledge is revealed, and orientation towards further self-education is carried out.
However, the effectiveness of the heuristic conversation will be achieved subject to certain conditions. The subject of the conversation is better to choose a practically significant, topical issue that requires comprehensive consideration. It is necessary that educators have a sufficient stock of theoretical knowledge and professional experience. The one who prepares the consultation should draw up a reasonable plan of the conversation, allowing him to clearly imagine what new knowledge the educators will receive and what conclusions they will come to. When organizing a heuristic conversation, it is advisable to alternate the statements of experienced and novice educators. Heuristic conversation, conducted with the aim of transferring new knowledge, requires serious preparation and thinking through the entire course of the lesson.
During the consultation, the method of discussion is used.
The form and content of the discussion is close to the method of conversation. It also involves the choice of an important topic that requires a comprehensive discussion, the preparation of questions for educators, an introductory and closing speech. However, unlike a conversation, a discussion requires a struggle of opinions, posing controversial issues. In the course of the discussion, many other additional questions must be asked, the number and content of which cannot be foreseen in advance. Therefore, the use of discussion as a method requires high professional competence, pedagogical skills, great culture, and tact from the senior educator. The leader of the discussion needs to have the ability to quickly navigate the situation, capture the train of thought and mood of the participants, and create an atmosphere of trust. Participants in the discussion should have knowledge of theory and a desire to improve their activities.
In the closing remarks, the speeches of the participants are briefly analyzed and clarity is brought to the solution of fundamental issues.
Seminars and workshops
Seminars and workshops remain the most effective form of methodological work in kindergarten.
The theme of the seminar is determined in the annual plan of the preschool institution, and at the beginning of the school year the leader draws up a detailed plan for its work.
A detailed plan with a clear indication of the time of work, thoughtfulness of tasks will attract attention more wishing to take part in its work. At the very first lesson, you can suggest supplementing this plan with specific questions that educators would like to receive an answer to.
The head of the seminar can be a head teacher or a senior educator, invited experts. Educators, specialists, medical workers can be involved in conducting individual classes.The main task of workshops is to improve the skills of teachers, so they are usually led by educators who have experience in this issue. For example, at a workshop on ikebana, teachers, under the guidance of a specialist, learn the art of arranging a bouquet. These skills are subsequently applied both in decorating a group room and in working with children. And in the workshop on making Christmas tree decorations, teachers not only master the techniques of working with paper and other materials, but also develop a system for organizing a variety of exciting activities with children in a group room for the New Year holidays, where the main thing is a Christmas tree decorated with crafts of children, parents, teachers . Teachers come up with surprise moments, select literary material to create a fabulous atmosphere in the group these days.
For the seminar “Peculiarities of organizing and conducting observations in nature in the summer”, educators are offered questions in advance to discuss the problem. For example: How often do you observe natural objects during classes (excursions), walks, in everyday life? What do you think is the main thing in the method of organizing and conducting observation? What difficulties do you encounter? What techniques do you use to develop children's interest in nature and educate observation? What observations in nature arose at the initiative of children? How do you support, awaken, develop children's inquisitiveness, curiosity? What effect does their interaction with nature have on children's behavior? Do you use elements of environmental education in your work with children? During the course of the workshop, the opportunity is provided for discussing different points of view, developing discussions, creating problem situations that ultimately allow developing common positions in solving the problem. It is important that the outcomes of the seminars are formalized in the form of concrete and realistic recommendations, and their implementation is monitored.
Increasingly, the question of the need to teach parents, especially young mothers, methods of personality-oriented communication with a preschool child is being raised. Therefore, organizing a workshop for parents is an important form of work. Various specialists can be involved in such a seminar, who will tell you which toy is preferable to buy for your baby; they will teach you how to organize the game. You can arrange an evening of games for children and adults, in which the leader of the seminar will be an attentive adviser and observer. He will tell parents about his observations and notes at the next lesson and give specific recommendations on methods of individual communication with the child.
It seems that such work will be useful for parents, children, and preschool institutions, whose authority in the eyes of parents will only increase. The seminar as a form of methodological work differs from the seminar practiced in higher educational institutions.
The first distinguishing feature is its duration. It may include one or more classes. Sometimes a permanent seminar is planned for a long period, for example, several months or even an academic year. The second important feature is the place of its holding. This may be a methodological classroom of a kindergarten, a group room or other places (museum, exhibition hall, square, etc.), depending on the goals and objectives that the seminar leader must solve. The third attribute is character. didactic tasks which are solved during the workshop. This is both a learning activity to systematize and improve knowledge, and work on the formation of skills. In addition, during the seminar, the tasks of disseminating pedagogical experience are solved.
The fourth feature is the source of information. This is a word (reports and co-reports of the participants), and actions (performing various practical tasks at the seminar), and a visual demonstration on the topic of the seminar, and pedagogical analysis.
Therefore, the seminar is not limited to a certain time frame and is not associated with a permanent venue.
Properly organized preparation for it and preliminary information play an important role in the effectiveness of the seminar. The topics of the seminar should be relevant for a particular preschool institution and take into account new scientific information.
If the seminar is long, then it is good to prepare a memo to the participants of the seminar, in which they indicate the topic, place and procedure for holding, a list of issues that need to be thought about, a mandatory list of literature that is useful to get acquainted with in advance. It is important to consider the methods and forms of including all seminar participants in an active discussion of the topic. For this, situational tasks are also used, working with punched cards, discussing two opposing points of view, working with normative documents, methods of game modeling, etc. The leader of the seminar should clearly think over the tasks for each topic of the lesson and evaluate their implementation. At the end of the seminar, you can arrange an exhibition of the work of teachers.
outdoor display
Each educator has his own pedagogical experience, pedagogical skills. They single out the work of an educator who achieves the best results, his experience is called advanced, he is studied, he is “equaled”.
“Advanced pedagogical experience is a means of purposeful improvement of the educational process that satisfies the actual needs of the practice of teaching and upbringing!” (Ya.S. Turbovskaya).
Advanced pedagogical experience helps the educator to explore new approaches to working with children, to distinguish them from mass practice. At the same time, it awakens initiative, creativity, and contributes to the improvement of professional skills. Best practices originate in mass practice and are, to some extent, its outcome.
For any teacher who studies best practices, not only the result is important, but also the methods and techniques by which this result is achieved. This allows you to measure your capabilities and decide on the implementation of experience in your work.
Best practice is the fastest, most efficient form of resolving contradictions that have matured in practice, quickly responding to public demands, to the changing situation of education. Born in the thick of life, advanced experience is very instrumental and, subject to a number of conditions, successfully takes root in new conditions, it is the most convincing, attractive for practice, because it is presented in a living, concrete form.
Due to this special role of best practices, open demonstrations are held annually as part of methodological work in kindergartens, at which the best experience in one of the areas of preschool pedagogy is presented.
An open demonstration makes it possible to establish direct contact with the teacher during the lesson, to get answers to questions of interest. The show helps to penetrate into a kind of creative laboratory of the educator, to become a witness to the process of pedagogical creativity. The manager who organizes an open show can set several goals:
Promotion of experience;
- training teachers in methods and techniques of working with children, etc.
Forms of organizing an open display may be different. For example, before the start of the viewing, the leader can tell about the system of work of the educator himself, suggest questions that should be addressed Special attention. Sometimes it is advisable to distribute questions, one teacher - to calculate the activity of children, another - a combination different methods and techniques used by the teacher, the rational use of benefits, assess whether children are comfortable.
Such preparation for an open lesson will help the leader to organize an interesting discussion of what he saw, to develop a common opinion among the team. It must be remembered that in the discussion the first word is given to the teacher, demonstrating his work with children. Based on the results of an open review, a decision is made: for example, to introduce this experience into their work, submit notes to the methodological office or continue to generalize the experience of the educator in order to present it to district pedagogical readings.
Thus, when planning methodological work, it is necessary to use all types of generalization of pedagogical experience. In addition, there are various different forms dissemination of experience: open screening, pair work, author's seminars and workshops, conferences, pedagogical readings, weeks of pedagogical excellence, open days, master classes, etc.
Practice shows that the study, generalization and implementation of pedagogical experience is the most important function of methodological work, penetrating the content and all its forms and methods. The value of pedagogical experience can hardly be overestimated, it teaches, educates, develops teachers. Being essentially closely related to the progressive ideas of pedagogy and psychology, based on the achievements and laws of science, this experience serves as the most reliable conductor of advanced ideas and technologies in the practice of preschool educational institutions.
In the methodological office of a preschool educational institution, it is necessary to have addresses of pedagogical experience.
business games
At present, business games have found wide application in methodological work, in the course system of advanced training, in those forms of work with personnel where the goal cannot be achieved in simpler, more familiar ways. It has been repeatedly noted that the use of business games has a positive value. It is positive that the business game is a powerful tool for shaping the personality of a professional, it helps to activate the participants to achieve the goal.
But more and more often the business game is used in methodical work as an external spectacular form. In other words: the one who conducts it does not rely on psychological and pedagogical or scientific and methodological foundations, and the game "does not go." Consequently, the very idea of using a business game is discredited. So what is a business game?
A business game is a method of imitation (imitation, image, reflection) of managerial decision-making in various situations, by playing according to the rules set or developed by the participants in the game. Quite often business games are called imitation management games. The very term "game" various languages corresponds to the concepts of a joke, laughter, lightness and indicates the connection of this process with positive emotions. It seems that this explains the emergence of business games in the system of methodological work.
The business game increases interest, causes high activity, improves the ability to solve real pedagogical problems.
In general, games, with their multilateral analysis of specific situations, allow you to connect theory with practical experience.
The essence of business games is that they have the features of both teaching and labor. At the same time, training and work acquire a joint, collective character and contribute to the formation of professional creative thinking.
Practitioners ask the question: "How often can you plan and conduct a business game with the whole team?" Definitely answering it would be wrong. Here it is necessary to take into account the fact how the business game fits into an integral system of methodological activities for a given academic year. And then it can be used 1-2 times a year. If you have never held business games, then it is better to try using one of the game modeling methods to activate teachers during a methodological event. It’s good if you yourself take part in the business game and feel it “from the inside”. And only then proceed to the preparation and conduct of a business game in your team.
To prepare and conduct a business game is a creative process. Therefore, the design of a business game bears the imprint of the author's personality. Often, taking the model of an already developed business game, you can change its individual elements or completely replace the content without changing the model.
However, observations allow us to conclude that those games often “do not go” in which the game model of the participants’ activity is poorly developed.
There are theoretically substantiated methods for designing and conducting business games. Knowing them is necessary to avoid mistakes that can nullify work.
If a business game is used for the purpose of training, then it must be remembered that it cannot precede seminars and special courses, practical exercises. It should be done at the end of the training.
Direct development of business game materials includes the following steps:
Creation of a business game project;
- description of the sequence of actions;
- description of the organization of the game;
- preparation of tasks for participants;
- preparation of equipment.
"Round table"
This is one of the forms of communication between teachers. When discussing any issues of upbringing and education of preschoolers, circular pedagogical forms of placement of participants make it possible to make the team self-governing, allows you to put all participants in an equal position, ensures interaction and openness. The role of the organizer of the "round table" is to think through and prepare questions for discussion aimed at achieving a specific goal.
Literary or pedagogical newspaper
Some preschool educational institutions use an interesting form of work that unites employees. Purpose: to show development creative possibilities adults as well as children and parents. Educators write articles, stories, compose poems, personal qualities are evaluated, professional quality necessary in working with children - writing, possession of speech skills - imagery of statements, etc.
Creative microgroups.They arose as a result of the search for new effective forms of methodological work.
Such groups are created on a purely voluntary basis when it is necessary to learn some new best practices, a new methodology or develop an idea. The group unites several teachers on the basis of mutual sympathy, personal friendship or psychological compatibility. There may be one or two leaders in the group, who, as it were, lead, take on organizational issues.
Each member of the group first independently studies the experience, development, then everyone exchanges opinions, argues, and offers their own options. It is important that all this is realized in the practice of everyone's work. Group members visit each other's classes, discuss them, highlight the best methods and techniques. If any gap is found in the understanding of the knowledge or skills of the teacher, then there is a joint study of additional literature. Joint creative development of the new goes 3-4 times faster. As soon as the goal is achieved, the group breaks up. In a creative microgroup, informal communication, the main attention here is paid to the search, research activities, the results of which are subsequently acquainted with the entire staff of the institution.
Work on a single methodological theme
With the right choice of a single methodological theme for the entire preschool institution, this form makes all other forms of work to improve the skills of educators integral. If a single theme is really capable of captivating, capturing all teachers, then it also acts as a factor in uniting a team of like-minded people. There are a number of requirements to consider when choosing a single theme. This topic should be relevant and really important for a preschool institution, taking into account the level of activity it has achieved, the interests and needs of teachers. There should be a close connection of a single topic with specific scientific and pedagogical research and recommendations, with pedagogical experience accumulated by the practice of other institutions. These requirements exclude the invention of what has already been created and allow you to implement and develop everything advanced in your team. The foregoing does not exclude such an approach, when the team itself conducts experimental work and creates the necessary methodological developments. Practice shows the expediency of defining a topic for the future, with a breakdown of a major topic by year.
A single methodological theme should run like a red thread through all forms of methodological work and be combined with the topics of self-education of educators.
self-education
The system of continuous professional development of each preschool teacher involves different forms: training in courses, self-education, participation in the methodological work of the city, district, kindergarten. The systematic improvement of the psychological and pedagogical skills of the educator and the senior educator is carried out at refresher courses every five years. In the intercourse period of active pedagogical activity, there is a constant process of restructuring knowledge, i.e. there is a progressive development of the subject itself. That is why self-education between courses is necessary. It performs the following functions: expands and deepens the knowledge gained in the previous course preparation; contributes to the understanding of best practices at a higher theoretical level, improves professional skills.
In kindergarten, the head teacher must create conditions for self-education of teachers.
Self-education is the independent acquisition of knowledge from various sources taking into account the interests and inclinations of each particular teacher.
As a process of mastering knowledge, it is closely related to self-education and is considered its integral part.
In the process of self-education, a person develops the ability to independently organize their activities to acquire new knowledge.
Why does a teacher need to constantly work on himself, replenish and expand his knowledge? Pedagogy, like all sciences, does not stand still, but is constantly developing and improving. The volume of scientific knowledge is increasing every year. Scientists say that the knowledge that humanity has is doubling every ten years.
This obliges each specialist, regardless of the education received, to engage in self-education.
Korney Chukovsky wrote: “Only that knowledge is durable and valuable, which you have obtained yourself, prompted by your own passion. All knowledge must be a discovery that you have made yourself.”
The head of a preschool educational institution organizes the work in such a way that the self-education of each teacher becomes his need. Self-education is the first step to the improvement of professional skills. The necessary conditions for this are created in the methodological office: the library fund is constantly updated and replenished with reference and methodological literature, and the experience of teachers.
Methodical journals are not just studied and systematized by years, but are used to compile thematic catalogs, help the teacher who has chosen the topic of self-education to get acquainted with different views of scientists and practitioners on the problem. A library catalog is a list of books available in a library and located on a particular system.
A special card is created for each book, in which the author's surname, his initials, the title of the book, the year and place of publication are recorded. On the reverse side, you can make a brief annotation or list the main issues disclosed in the book. Thematic file cabinets include books, journal articles, individual chapters of books. The senior educator compiles catalogs, recommendations to help those involved in self-education, studies the impact of self-education on changes in the educational process.
However, it is very important that the organization of self-education is not reduced to the formal maintenance of additional reporting documentation (plans, extracts, abstracts).
This is a voluntary desire of the teacher. In the methodical office, only the topic on which the teacher is working, and the form and deadline of the report are fixed. In this case, the form of the report may be as follows: a speech at the pedagogical council or conducting methodological work with colleagues (consultation, seminar, etc.). This may be a show of work with children, in which the educator uses the acquired knowledge in the course of self-education.
Summing up what has been said, we emphasize that the forms of self-education are diverse:
Work in libraries with periodicals, monographs, catalogs;
- participation in the work of scientific and practical seminars, conferences, trainings;
- obtaining expert advice, practical centers, departments of psychology and pedagogy of higher educational institutions;
- work with the bank of diagnostic and correctional development programs in regional methodological centers, etc.
The result of these and other types of work of the teacher is the process of reflection of the experience gained and, on its basis, the construction of a new experience.
Forms of work with teachers of preschool educational institutions to improve the quality of preschool education
T.V. Mitrochenko
senior educator
MBDOU d / s No. 1 "Ryabinka"
The quality of education and its effectiveness is one of the urgent problems of domestic pedagogy. The leading role in ensuring the effectiveness of the educational process is played by the teacher, his professionalism.
Improving the skill level of teachers is a priority area of methodological work, which occupies special place in the control system preschool and represents an important link in the integral system of advanced training of teaching staff, since, first of all, it contributes to the activation of the personality of the teacher, the development of his creative personality.
The constant connection of the content of methodological work with the results of the work of teachers ensures a continuous process of improving the professional skills of each educator. The traditional forms of methodical work, in which the main place was given to reports and speeches, have lost their significance due to their low efficiency and insufficient feedback. Today it is necessary to use new, active forms of work, which are characterized by the involvement of teachers in activities and dialogue, involving a free exchange of opinions.
Improving the skills of teachers, replenishing their theoretical and practical knowledge is carried out with the help of various forms of methodological work, namely, using interactive forms and methods. Value such an approach in that it provides feedback, a frank exchange of views, forms positive relationship between employees. rod These forms of work with personnel are collective discussions, reasoning, argumentation of conclusions, competition of minds and talents. Meaning interactive methods - achieving such important goals like:
- Stimulation of interest and motivation for self-education;
- Increasing the level of activity and independence;
- Development of skills of analysis and reflection of their activities;
- Development of the desire for cooperation, empathy.
The main focus of interactive forms is the activation of teachers, the development of their creative thinking, a non-standard way out of a problem situation.
Professional development of teachers is a complex creative process that involves familiarizing educators with the technologies for teaching and educating preschool children, working with parents, as well as with non-traditional approaches to the development and execution of pedagogical documentation.
There are various forms of advanced training, each of which has its own specific features.
Pedagogical advice- This is a permanent collegial body that considers various aspects of the activities of the kindergarten. The pedagogical council can be traditional, using separate activation methods, i.e. during the teachers' council, teachers are invited to solve a crossword puzzle or a situational problem, as well as non-traditional ones in the form of a business game or a round table.Their indispensable component should be the reflective activity of teachers.
Training seminarsare perhaps the most productive form of advanced training for teachers: they focus on improving their theoretical training. A necessary condition for the organization of training seminars was the feasible participation of many teachers. They are offered tasks in advance that will allow everyone to develop pedagogical abilities, pedagogical thinking, and communication skills.Consultations (individual and group)) are usually planned in advance and reflected in the annual plan of the preschool educational institution. Preliminary preparation the consultation includes an analysis of the literature that reflects modern approaches to the education and upbringing of preschool children, building the structure of the consultation, determining its content, preparing information booklets, brochures and manuals. The DOE provides a variety of consultations. As a rule, they are associated with the cognitive interests of educators and other specialists, for example, “Design of the educational process”, “Organization of a subject-developing environment in a preschool educational institution”, etc.
A significant role in the educational process in general and in the system of advanced training of teachers is played byopen class views. They allow everyone to see how colleagues work, use their positive experience, and realize their shortcomings. In addition, teachers learn to analyze the features of the educational process as a whole, as well as classes or leisure activities in a group.
Learning from the best experienceallows teachers to decide whole line tasks, such as: purposeful accumulation of pedagogical materials, analysis of the results of activities in a certain area educational work, description of the interconnected work of all specialists of the preschool educational institution, preparation of an educational institution for certification, management and marketing of the educational process.
The study of the best pedagogical experience has its own structure:
- research stage (questionnaire, observation, conversation);
- analysis stage (selection of the best experience from the presented according to certain criteria);
- the stage of structuring (building a system of the proposed experience for a better perception of its content);
- stage of visual perception (direct acquaintance of teachers with the available materials).
The best experience can be presented in the following versions: abstracts of classes and regime moments; perspective and calendar-thematic work plans; pedagogical diaries of the educator; scripts for matinees, entertainment, graduation balls; samples of didactic materials; products children's creativity(photographic materials); copyright programs; samples of information material on working with parents, with children (calendars of nature, description of the elements of the developing environment).
One of the options for advanced training could becreative and problem groups of teachers.
"Educator's Business Notebook",which reflects the main directions work of preschool educational institution and teacher for the current academic year. This is a kind of mini-plan for the year of each teacher. It contains almost all the information: the methodological theme of the educational institution; the system of teachers' councils; seminars; Exhibitions; consultations, work with parents (meetings, consultations, holidays); individual work of the educator (stages of work on the methodological topic and the system open classes); normative page (study of normative documents).
Review competition - this is a way to test professional knowledge, skills, pedagogical erudition, the ability to evaluate results by comparing one's abilities with others. Various competitions are held in kindergarten:
- "The best group"
- "Garden on the window"
- "Parent's corner, what should it be?" etc.
"School of a young teacher", the purpose of which is to help novice teachers in improving their professional competence Solving this problem, a young specialist goes through several stages:
- І stage – 1st year of work: the most difficult period, both for a beginner and for colleagues helping him to adapt;
- II stage - 2-3 years of work: the process of developing professional skills, gaining experience, finding the best methods and techniques for working with children, developing your own style in work, gaining authority among children, parents, and colleagues.
- III stage – 4–5 years of work: a system of work is being formed, there are own developments. The teacher introduces new technologies into his work;
- IV stage – 6th year of work: there is improvement, self-development, generalization of one's work experience.
Pedagogical ring- orients teachers to the study of the latest research in psychology and pedagogy, methodological literature, helps to identify different approaches to solving pedagogical problems, improves the skills of logical thinking and argumentation of one's position, teaches conciseness, clarity, accuracy of statements, develops resourcefulness, a sense of humor.This form provides criteria for evaluating the answers, speeches and actions of the participants:
- general erudition;
- professional knowledge, skills, abilities;
- the ability to get out of a difficult situation, impromptu.
For example, the pedagogical ring: "Ways to improve the learning process in a preschool educational institution."
Every creatively working educator knows how often he is visited by wonderful ideas, sudden insights (eureka), which, being unclaimed in a timely manner, are lost and forgotten. No matter what happens, there is a discussion - this is a discussion-argument, a clash of different points of view, positions, approaches. For example,round table technique "aquarium".Its main task is to develop the skills of a critical assessment of different approaches to solving specific issues in the practice of the work of the preschool educational institution, the ability to reasonably defend one's point of view, and to form a culture of discussion. Themes for round tables may be different, but they must necessarily contain alternative elements in their wording.For example, - “Problems of interaction between public and family education on present stage”, “Preschool educational institution- what should he be? ”,“ The strength of the personality of the educator. What is it?”, “Ten commandments of a creative person. Do you agree with them?"
Symposium - discussion, during which participants make presentations representing their points of view, after which they answer questions from the audience.
Debate - a discussion built on the basis of prearranged speeches by representatives of the two opposing groups.
"Court hearing" -discussion that mimics a trialproceedings (hearing).
KVN What? Where? When? Lucky case.Successfully used to develop a quick response to changepedagogical situation, the ability to find best option solutions tasks.
Pedagogical situations, impromptu- a method of activating pedagogical knowledge in the process everyday communication relationships with children, parents, colleagues.For example, a child tells the teacher that mom and dad have separated, and he will now have a new dad. What would be the teacher's reaction?
The disadvantage of traditional forms of work is thatthat not all educators act as active participants. The business game and other innovative forms of work with teaching staff contribute to the elimination of this shortcoming.
business game can be used not only as a test lesson based on the results of a theoretical seminar of a problem relevant to the preschool educational institution, but also in the development of solutions to a new problem.For example: "Is it easy to be a preschooler?"
Bank of ideas - it is a rational way of collectively solving problems that cannot be solved traditional ways on this stage DOW.For example: "Ecology of the game: how to bring the game into the life of the kindergarten"
An effective form is to conductexhibition-fair of pedagogical ideas, auction. Competently prepared and conducted, it stimulates teachers to creativity and self-education. Therefore, the main result of the exhibition-fair is a noticeable professional and personal growth of educators. Thanks to this form of work with teachers, conditions are created for the public presentation of the best examples of their professional activities, the emergence of new ideas, the establishment and expansion of business and creative contacts with colleagues.
Master Class . His the main goal is to get acquainted with the pedagogical experience, the system of work, the author's findings and everything that helped the teacher achieve the best results. The master class can be held both inside the preschool educational institution and for teachers of the preschool educational institution of the district and region.
creative hour "Gold Placers"- work in small teams, where they develop guidelines, models of analysis of a literary or musical work, plan - schemes for searching for a "treasure", new ones are being introduced unconventional techniques drawing.
Quality mugsorganized at the initiative of the administration, taking into account the delegation of authority. The leading method is "brainstorming" or "brainstorming". A prerequisite for organizing a circle is the presence of a teacher who is able to train colleagues without the help of the administration.
Pedagogical "studio" or pedagogical workshop.Their goal: the master teacher introduces the members of the teaching staff to the main ideas of his educational educational system And practical advice for its implementation. There is also the implementation of individual practical tasks with an eye to further use in working with children.For example: "The development of the creative imagination of a preschooler by means of fiction, art, experimentation."
"Coaching session" -interactive communication that developsconsultation, discussion (question - answer). The “Do it for me” principle practically does not work, here the teacher does not receive advice and recommendations, but only answers the questions that the consultant asks him, and he himself finds ways to solve problems. Confucius said: “Give instructions only to those who seek knowledge. Help only those who do not know how to clearly express their cherished thoughts. Teach only those who are able, having learned about one corner of the square, to imagine the other three”, In this process, individual support is provided for teachers who set themselves the task of professional and personal growth, increasing personal efficiency.For example: "Working with a certified teacher."
Working in a team, it is important to know its psychological climate, emotional condition teachers, the level of professional and personal development. A corporation that unites teachers with a common interest - "Union of like-minded people. Ethen a corporation of kind, sociable, smart,sincere, organized, successful.Examples of some events: super - bachelorette party, designer's workshop, finest hour, mystical New Year , going to the theatre, cinema, going out into nature.
Technology ModerationModerator leads, work in groups, has its own structure: Acquaintance, clarification of participants' expectations, metaplan, input, group work, reflection
Another form that can be used before open events for educators of the district, region, parents is the teacher's attitude to successful work - "Quick - setting ":
- If you want people to like you, smile! A smile, a ray of sunshine for the sad, an antidote created by nature for trouble.
- You are the best and most beautiful, let all the fashion models of the world envy you.
- There are people like a golden coin: the longer they work, the
are more valued. - There is no better beloved friend than a favorite job: it does not age, and
does not get old - Difficulties temper the path to happiness.
Summing up, we can say that a well-constructed system of interactive forms of work with teaching staff will lead to an increase in the leveleducational and educational work of the preschool educational institution and will unite the team of teachers.
Interactive forms and teaching methods
new
latest
traditional
business game
Round table
training
Quality mugs
Exhibitions - fairs
pedagogical ideas
Pedagogical workshop
Pedagogical
living room
Pedagogical ring
Bank of ideas
Coaching - session
KVN? What? Where? When?
Pedagogical situations
Union of like-minded people
Master Class
Creative hour "Gold Placers"
Seminar workshop
Quick setting
Create conditions for creative activity every teacher
Overcoming shyness and indecision
Every thought has a right to exist
Teach teachers to formulate their own thoughts
Criticism must be constructive
Along with denial, it is necessary to offer solutions.
The quality of education and its effectiveness is one of the urgent problems of modern pedagogy. The leading role in ensuring the effectiveness of the educational process is played by the teacher, his professionalism.
Improving the level of skills of teachers is a priority area of methodological work, which occupies a special place in the management system of a preschool institution and represents an important link in a holistic system of advanced training for teaching staff, since, first of all, it contributes to the activation of the personality of the teacher, the development of his creative personality.
The constant connection of the content of methodological work with the results of the work of teachers ensures a continuous process of improving the professional skills of each educator. At the same time, methodological work is of a proactive nature and is responsible for the development and improvement of all work with children, in accordance with new achievements in pedagogical and psychological science. Therefore, it is impossible to agree with the understanding of methodological work as the only service for correcting errors in the activities of the educator, although in the course of it one has to solve these problems as well. The main thing is to provide real, effective and timely assistance to teachers. However, the problem of improving the professional skills of each preschool teacher is still one of the most difficult. It's no secret that sometimes a lot of effort is spent on organizing events, and the return is negligible. How to explain all this? The traditional forms of methodical work, in which the main place was given to reports and speeches, have lost their significance due to their low efficiency and insufficient feedback. Today it is necessary to use new, active forms of work, which are characterized by the involvement of teachers in activities and dialogue, involving a free exchange of opinions.
Purpose of work experience is the study of the process of applying active learning methods in the methodological work of preschool educational institutions
Object of study: methods of active learning in the methodological work of preschool educational institutions.
During the study, the following tasks:
To reveal the essence of the concept of "methods of active learning";
Consider the classification of methods and their main components;
To identify the place and role of the business game in the methodological work of the preschool educational institution as an interactive form in working with the teaching staff;
There are various forms of methodological work for successful implementation annual tasks facing the teaching staff.
The main ones are:
teachers' councils
Seminars
Methodical associations
In a preschool institution, the pedagogical council is supreme body guide the entire educational process.
How to turn a boring teachers' meeting into an interesting and exciting event?
One of the most important forms of methodological work is the pedagogical council. According to the forms of organization, the pedagogical council can be traditional, non-traditional, and using separate methods of activating teachers. different forms pedagogical councils defined in the works of Volobuev L.M., Gazin O.M., Fokin V.P. Consider non-traditional forms of pedagogical councils that have proven themselves in the practice of preschool educational institutions.
Teachers' council - a business game is most often used to summarize the work of the team, on any problem or for a certain period. The main place in such a pedagogical council is occupied by group activities. The organizers need to think over the scenario to the smallest detail, determine the roles, tasks, and calculate the regulations. Participants analyze the questions raised, develop goals and objectives, draw up programs that will form the basis for the decision of the teachers' council.
The teachers' council is a round table. To prepare it, managers need to select important, interesting issues for discussion, think over the organization. For example, some topics can be given to a group of educators in advance and offer them relevant literature. Then they will be able to get acquainted with different theories, approaches, opinions and think about their point of view. The main rule in organizing a round table is the preparedness and interest of each participant. It is also important to choose a leader who understands the problem and knows how to direct the conversation in the right direction.
Situational teachers' advice is to consider one or more situations that can be played by pre-prepared participants. You can discuss the situation according to the plot recorded on the video camera.
Teachers' Council - discussion requires that teachers divide into subgroups in advance and prepare their concepts of the problem under discussion. During the discussion, a plan for solving the problem is jointly thought out. For example, you can discuss the topic “How should the interaction between the educator and the child’s family be organized?”
It is necessary that all members of the teachers' council be active, express their point of view, doubts, share their work experience. A teacher's council of any form necessarily requires an analysis of the results. It should be remembered that the result of the work of any teachers' council should be the adoption of decisions to improve the work of the team.
Practice has shown that the final result of any methodological activity will be high and the return effective if a variety of methods of inclusion and active work. Their choice should be determined by the goals and objectives of the event, the features of its content, the contingent of teachers, the state of the educational process.
1. Theoretical substantiation of interactive methods and methods of active learning in the methodological work of preschool educational institutions
1.1 The essence of the concept of "methods of active learning"
The use of interactive methods in the pedagogical process encourages the teacher to be constantly creative, and in this regard, to improve, change, professional and personal growth, development. After all, getting acquainted with one or another interactive method, the teacher determines its pedagogical capabilities, identifies with the characteristics of the participants, tries on his individuality. And this innovative activity does not leave the teacher until he realizes that interactive teaching methods are an effective pedagogical tool, and the use of interactive learning technology in the pedagogical process is a necessary condition optimal development both those who learn and those who teach.
The activation of the creative activity of teachers is possible through non-traditional, interactive methods and active forms of work with teachers.
Methods of active learning - a set of pedagogical actions and techniques aimed at organizing the educational process and creating conditions by special means that motivate students to independent, proactive and creative development educational material in the process of cognitive activity (V. N. Kruglikov, 1998).
The features of the methods are their focus on enhancing cognitive, communicative, professional activities and improving their quality (thinking, speech, actions, emotional-personal relationships, which is consistent with experimental data, which indicates that no more than I - - 30% of information, with independent work with literature - up to 50%, with pronunciation - up to 70%, and with personal participation in the activity being studied (for example, in a business game) - up to 90%).
Many major methodological innovations are associated with the use of interactive teaching methods. The word "interactive" came to us from in English from the word “interact”, where “inter” is “mutual”, “act” is to act.
Interactive means the ability to interact or is in a conversation mode, dialogue with something (for example, a computer) or someone (for example, a person). From this it can be concluded that interactive learning is, first of all, interactive learning, during which the interaction of teachers or a teacher and the head of a methodological event is carried out
What are the main characteristics of "interactive"?
It should be recognized that interactive learning is a special form of organizing a particular activity. She has in mind quite specific and predictable goals of the work. One of these goals is to create comfortable conditions learning, such in which the teacher (student) feels his success, his intellectual viability, which makes the entire learning process productive and effective.
In the course of dialogue communication, teachers develop the ability to think critically, reason, and solve conflicting problems based on the analysis of the information heard and circumstances. Teachers learn to weigh alternative opinions, make thoughtful decisions, express their thoughts correctly, participate in discussions, and communicate professionally with colleagues.
It is valuable that with such an organization of work, the teacher can not only express his opinion, opinion, give an assessment, but also, having heard the convincing arguments of his colleagues, abandon his point of view or significantly change it. Teachers develop respect for other people's opinions, the ability to listen to others, to make informed conclusions and conclusions.
To do this, various forms are organized in the classes of professional associations - individual, subgroup, paired, role-playing games, documents and information from various sources are analyzed.
What are forms of interactive learning? Let's consider some of them.
Most simple form group interaction - the "big circle". The work takes place in three stages.
First stage The teachers sit in a large circle. The leader creates the problem.
The second stage - within a certain time (approximately 10 minutes), each participant individually writes down on his/her sheet of paper the proposed measures to solve the problem.
Third stage- in a circle, each teacher reads out his proposals, the rest silently listen (without criticism); along the way, a vote is taken on each item - whether to include it in the general decision, which, as the conversation progresses, is recorded on the board.
The “big circle” technique is best used when it is possible to quickly determine the solutions to the problem or its components. Using this form, you can, for example, develop instructions, regulations, local or regulatory legal acts.
The value of interactive methods is the achievement of such important goals as:
Stimulation of interest and motivation for self-education;
Increasing the level of activity and independence;
Development of skills of analysis and reflection of one's activity;
Development of the desire for cooperation, empathy.
Firstly, the motivation of the professional activity of teachers, their social and cognitive activity is significantly increased.
Secondly, those aspects of a person are realized that in everyday, rather monotonous life, do not find application, development.
Thirdly, the experience of collective activity, mutual respect, support, cooperation is acquired, without which work in human society is impossible.
The main focus of interactive forms is the activation of teachers, the development of their creative thinking, a non-standard way out of a problem situation.
1.2. Classification of active learning methods and their features
The disadvantage of traditional forms of work (along with the advantages) is that not all educators act as active participants. The business game and other innovative forms of work with teaching staff contribute to the elimination of this shortcoming.
Every creatively working educator knows how often he is visited by wonderful ideas, sudden insights (eureka), which, being unclaimed in a timely manner, are lost and forgotten. Whatever happens, there is discussion- this is a discussion-argument, a clash of different points of view, positions, approaches. Discussion should not be confused with polemics, i.e. purposeful, emotional, obviously biased upholding of an already formed position. It is possible to use folded forms of discussions, which include: a round table - the "aquarium" technique. Its main task is to develop the skills of a critical assessment of different approaches to solving specific issues in the practice of the work of the preschool educational institution, the ability to reasonably defend one's point of view, and to form a culture of discussion. Topics for round tables may be different, but they must contain alternative elements in their wording. For example, - "Problems of interaction between public and family education at the present stage", "Preschool educational institution - what should it be?", "The strength of the personality of the educator. What is it?”, “Ten commandments of a creative person. Do you agree with them?"
One of the effective interactive form, work with teachers of preschool educational institutions - training(fast reaction, fast learning).
The goal is to develop professional skills and abilities.
Training - the word is English - a special, training mode. Training can be an independent form of methodical work or used as a methodical technique during seminars.
During the training, pedagogical situations, handouts, technical teaching aids are widely used. It is advisable to conduct training in training groups of 6 to 12 people.
Basic principles in the work of the training group: confidential and frank communication, responsibility in discussions and when discussing the results of the training.
Pedagogical ring - orients teachers to the study of the latest research in psychology and pedagogy, methodological literature, helps to identify various approaches to solving pedagogical problems, improves the skills of logical thinking and argumentation of one's position, teaches conciseness, clarity, accuracy of statements, develops resourcefulness, a sense of humor. This form provides criteria for evaluating the answers, speeches and actions of the participants:
general erudition;
professional knowledge, skills, abilities;
the ability to get out of a difficult situation, impromptu.
For example, the pedagogical ring: "Ways to improve the learning process in a preschool educational institution."
When holding a "Round Table" it is important to pay attention to the design of the room. For example, it is advisable to place tables around the perimeter of the room. The host of the "Round Table" determines his place so that he can see all the participants. Invited experts, administration, etc. can also be here. In the course of work, each issue of the problem is discussed separately. The floor is given to teachers who have experience working on the problem. The facilitator summarizes the results of the discussion of each issue. At the end, he offers a variant of the general position, taking into account the comments, additions, and amendments.
"Aquarium"- a form of dialogue, when teachers are invited to discuss the problem "in the face of the public". The group chooses to have a dialogue about who they can trust. Sometimes it can be several applicants. Everyone else acts as a spectator. Hence the name - "aquarium".
What does this method give teachers? The opportunity to see your colleagues from the outside, that is, to see how they communicate, how they react to someone else's thought, how they settle the brewing conflict, how they argue their thought and what evidence they give, and so on.
Or this form: intra-group work, where a group (6-7 people) is formed, whose work is open to observation. The rest of the teachers, together with the leader, without interfering, observe the implementation of roles in solving the cognitive task. However, at the end of the lesson, observers, group members and, finally, the leader consistently sum up various results (more informative, communicative, etc.). A prerequisite for a successful discussion: the participants should not be aware of the positions of the others, but behave in accordance with the role they have received.
Initiator:
Seize the initiative from the very beginning, defend your position with the help of arguments and emotional pressure.
Wrangler:
To meet with hostility any proposals put forward and defend opposing points of view; in a word, to adhere to the position of Porthos: “I fight because I fight! ..”
Compromiser:
Express your agreement with any points of view and support all the statements of the speaker
Original:
Do not get involved in an argument, but from time to time put forward any unexpected proposals.
Organizer:
It is necessary to organize the discussion so that all participants have their say, ask clarifying questions.
Silent:
Avoid directly answering the question in every possible way, no one should understand what point of view you hold
Destructor:
Disrupt the smooth flow of the discussion all the time (drop something, giggle at the wrong time, ask the neighbor to move in a loud whisper ...)
Each problem, to which the group of questions asked by teachers belongs, is revealed as fully as possible. Teachers must be clear about theoretical basis problems, ways to solve them, forms of organization, methods and techniques of work, and more.
Discussion- critical dialogue, business dispute, free discussion of the problem, a powerful combination of theoretical and practical knowledge.
Purpose of the discussion– involvement of listeners in an active discussion of the problem; identification of contradictions between practices and science; mastering the skills of applying theoretical knowledge to analyze reality.
The form of the event is a collective discussion of theoretical issues.
The method of its organization:
determination of the purpose and content of the problem under discussion, forecast of the results;
determination of the key issues on which the discussion will be organized (random, secondary issues are not submitted for discussion);
planning;
preliminary acquaintance of teachers with the main provisions of the topic under discussion
familiarization of teachers with the problem, situational task.
Questions are presented to teachers sequentially in accordance with the plan.
a discussion of opposing points of view on the essence of the problem under consideration is organized.
conclusion, summing up the results of the discussion.
The leader must:
It is good to know the problem, the topic of discussion.
Examine the position and arguments of opponents.
Do not allow the conversation to deviate from the subject of discussion, the substitution of concepts.
This method can be actively used at meetings of the creative group to discuss the plan or conduct various events: children's vacations, competitions, pedagogical competitions, methodological associations, etc.
For brainstorming:
A problem is selected for discussion;
A creative group is formed of noticeably ten people: the discussion of the problem takes place in a comfortable and relaxed atmosphere;
The brainstorming process itself is divided into three stages:
Introduction. During which the problem is announced and written on the board. The facilitator explains the reason for putting forward the chosen topic, then asks the participants to offer their own wording options;
Generation of ideas. Participants in the discussion express their ideas in free form, which are recorded on the board. At this stage, criticism is strictly prohibited, because the best ones are the so-called "crazy ideas".
At the stage of analyzing ideas and searching for opportunities for their implementation, the proposals made are processed, it is proposed to consider ideas from the point of view of originality and the possibility of implementation. Each idea is marked with a card with icons:
Using this method, each teacher can:
focus on content;
act purposefully;
keep the opportunity for improvisation;
show independence to each participant in the discussion;
conduct discussions in a free and collegial atmosphere.
Events. From the individual conclusions of the working groups, a general conclusion is drawn up. At this pedagogical council, as a result, teachers drew up an action plan for the development of children's speech activity, their speech creativity together with their parents, using modern methods and technologies. At the end of the teachers' council there is an evaluation of work on the topic. (Are teachers satisfied with the result of the discussion? Are they satisfied with the proposed solution prospects?) At the same time, I would like to note that teachers are not always satisfied with the result of the discussion. In this case, it is necessary to analyze the work of teachers, to identify the reasons for the ineffectiveness of the discussion.
When using the "Case" method, all discussed situations are divided into:
situations - illustrations;
situations - exercises;
situations - assessments;
situations are problems.
Debate- a discussion built on the basis of prearranged speeches by representatives of the two opposing groups.
Dispute(from Latin disputable - to argue, to argue) involves a dispute, a clash of different, sometimes opposing points of view. It requires the parties to be convinced, a clear and definite view of the subject of the dispute, the ability to defend their arguments. Such a pedagogical council is a collective reflection on a given topic, problem.
Laws of Dispute
Dispute is a free exchange of opinions.
Everyone is active on the board. Everyone is equal in a fight.
Everyone speaks and criticizes any situation,
with which I do not agree.
Say what you think and think what you say.
The main thing in a dispute is facts, logic, the ability to prove. Facial expressions, gestures, exclamations are not accepted as arguments.
A sharp, well-aimed word is welcome.
Whispering on the spot, inappropriate jokes are prohibited.
The wording of the topic should be acute, problematic, awaken the thought of teachers, contain a question that is solved in practice and in the literature in different ways, causes different opinions, for example:
"Do you need kindergarten standards?"
What should preschoolers be taught today?
"Innovative technologies: pros and cons",
"What are the goals of education today?",
"What are universal human values?",
"What is the role of family education today?"
Traditional pedagogical advice based on the creation of problem groups
The main drawback of the traditional form of the pedagogical council with a report is the low activity of teachers. This shortcoming can be avoided by choosing a topical problem and involving all the members of the pedagogical council in its discussion by organizing a number of problematic creative groups.
Stage 1 - the development stage is carried out by the methodological council. The main problem is divided into several sub-themes that are proposed to be developed by groups of members of the pedagogical council, staffed on the basis of their involvement, competence, experience in this area. Published overall plan advice, questions for discussion, bibliography.
Stage 2 - stage of preparation (creative problem groups). Preparation for the pedagogical council is simultaneously carried out by problem groups together with the administration, subject departments and methodological associations, and a methodological office. Plans for the work of the pedagogical council are being developed.
Each group receives a task: to study the state of the problem in their area. Members of the administration, heads of methodological associations are connected (assisted) to the work of the group.
Problem groups together with the administration:
Engaged in the development of questions for the pedagogical council;
Conducting surveys of teachers and students;
They think over a series of auxiliary events (theoretical seminars, subject weeks, methodological days);
Attending classes and extracurricular activities;
Provide assistance to teachers in systematizing the material on the chosen problem;
Study the documentation of the educational institution;
Develop memos;
Prepare an announcement about the upcoming pedagogical council;
Publicity and stimulation of the preparation of teachers for the pedagogical council is ensured by the fact that a poster announcing the upcoming teachers' council is posted in the teacher's room a month or more in advance. On it - the date, topic, time, place, goals and objectives of the teachers' council, agenda, questions for teachers, as well as a list of references on the problem under discussion.
Stage 3 - the stage of implementation. The duration of the pedagogical council in time is 2 - 2.5 hours. The chairman of the pedagogical council recalls the requirements for speakers:
Be able to listen and not interrupt the speaker;
Everyone's opinion should be heard, taken into account and accepted;
Thoughts and suggestions should be formulated clearly and concisely;
Someone else's opinion should be respected, but at the same time you need to express your own;
Prove your point of view, based on an analysis of the school situation, facts, data and conclusions not only of pedagogy, but also of psychology, physiology, defectology and other sciences;
Bring in specific proposals to address them accurately. Criticize in a businesslike, principled way. Avoid emotional outbursts, remember that emotions drastically reduce the effectiveness of the exchange of views.
The decision-making process is important. The draft decision is prepared in advance by the working presidium and put to a vote. Before the vote, the discussion of the draft decision must be announced. After the (open) vote, proposals for amendments are taken into account, the decision adopted as the basis is clarified, and, finally, the final version of the decision as a whole is voted on.
Note that the attitude towards the decision of the pedagogical council is already manifested in the process of its adoption.
Elena Semenkova
Consultation for educators "Forms of methodological work with the teaching staff"
success pedagogical process , educators
methodical work single line of action teaching staff.
All forms can be provided as two interconnected groups. Group forms of methodical work, (pedagogical councils, seminars, workshops, consultations, open views, business games and. etc.). Individual forms of methodical work(self-education, individual consultations, interviews, internships, mentoring, etc.). Consider the main forms of methodical work.
Consultation - a permanent form of assistance to educators. In a children's institution consultations are held for educators of one group, parallel groups, individual and general (for all teachers) .
Group consultations planned for the year work of the institution, individual held as needed. Any consultation requires preparation, and professional competence.
To stimulate attention educators and encourage them to follow the logic of the presentation, at the beginning consultation useful to formulate questions. Questions addressed to teachers in the process of consultation to express their opinions, conjectures, formulate conclusions help them to comprehend their experience from the point of view of scientific conclusions.
Consulting should be scientifically reliable, in accordance with the achievements of modern pedagogy, psychology and teaching practice.
The material should be logical and consistent, clearly presented.
For this, in preparation for consultations it is necessary to plan the presentation of the material in advance. expedient formulate problems which will be considered during consultations.
Provide a differentiated approach in the presentation of the material, taking into account experience teachers, age group of children, type of group.
Plan separately advice for educators groups of different ages and focus: early age, speech therapy groups, groups of full and short stay.
In the course of the consultations it is necessary to specify advice and recommendations that should be realistically feasible, to ensure the synchronism of the study of the theoretical and practical aspects of each issue.
Consider usage forms active inclusion teachers during the consultation.
Active forms and methods of work should motivate teacher to study the topic and ensure consolidation and reproduction of the contents of the consultation.
Pick up methodical literature on the problem, with which, subsequently, teachers can meet.
Seminars and seminars - workshops
Seminars and seminars - workshops remain the most effective form of methodical work in kindergarten.
The theme of the seminar is determined in the annual plan of the preschool institution and at the beginning of the year the leader draws up a detailed plan work. Seminar leaders can be caregivers, invited experts, medical worker.
A large role in the effectiveness of the seminar is played by properly organized preparation for it and preliminary information. The topics of the seminar should be relevant and take into account the new scientific information.
It is important to think methods and forms inclusion of all seminar participants in an active discussion of the topic. For this, situational tasks are also used, work with punched cards, a discussion of two opposing points of view, Job with regulatory documents, etc. Upon completion work of the seminar, you can arrange an exhibition of works of teachers.
Open display.
Everyone has it educator has their own teaching experience, pedagogical skill.
The open screening provides an opportunity to establish direct contact with teacher during class to get answers to your questions. The display helps to penetrate into a kind of laboratory educator to witness the process pedagogical creativity.
The manager who organizes an open show can stage several goals:
Promotion of experience;
Education teachers methods and techniques of working with children.
Forms The organization of the open display may be different. For example, before the start of the review, the manager himself can talk about the system teacher's work suggest issues to be considered. Sometimes it is advisable to distribute questions to one educator- calculate the activity of children, another - a combination of different methods and techniques applied educator, rational use of benefits. Assess if the children are comfortable.
Based on the results of the open review, decisions are made; for example, embed in your work this experience. Submit abstracts to the methodological office, or offer a generalization of experience teacher's work, with the aim of providing it to the district pedagogical reading.
Business games.
The essence of business games is that they have features of both learning and labor.
A business game increases interest, causes high activity, improves the ability to resolve real pedagogical problems.
To prepare and conduct a business game is a creative process. That's why construction business game bears the imprint of the author's personality.
If a business game is used for the purpose of training, then it must be remembered that it cannot be used as seminars and special courses, a practical lesson. It should be done at the end of the training.
Development business game materials include the following stages:
Creation of a business game project;
Description of the sequence of actions;
Description of the organization of the games;
Drawing up a task for the participants;
Equipment preparation.
self-education
Self-education is the independent acquisition of knowledge from various sources, taking into account the interests, inclinations of each individual teacher. The head of the preschool institution organizes work so that everyone's self-education teacher became his need. Why teacher need to constantly work on yourself, replenish and expand knowledge? Pedagogy, like all sciences, do not stand still, but are constantly developing and improving. The volume of scientific knowledge is increasing every year. Form report may next: performance on pedagogical advice or holding methodical work with colleagues consultation, seminar session, etc. It can be work with children, in which educator uses knowledge in the course of self-education.
Forms of self-education.
Job in libraries with periodicals, monographs, catalogs;
participation in work scientific and practical seminars, conferences, trainings;
receiving expert advice, practical centers, departments of psychology and pedagogy institutions of higher education;
Job with a bank of diagnostic and correctional development programs in district methodological centers, etc..
Mentorship.
Preschool mentoring is a kind of individual
work with young teachers with no work experience
pedagogical activities in an educational institution or
having seniority no more than 3 years, and caregivers,
in need of additional preparation for
directly educational activities in a particular group.
Preschool mentoring provides a systematic
individual the work of an experienced teacher for the development of young
specialist with the necessary skills and abilities to conduct pedagogical
activities. The purpose of preschool mentoring in an educational institution is
helping young people teachers in their professional development, core.
Tasks of preschool mentoring:
Instill in the young teachers interest in teaching activities and
to fix them in an educational institution;
Accelerate the process of professional development of the young teacher,
to develop his ability to independently and qualitatively perform
duties assigned to him in his position;
Contribute to the successful adaptation of young teachers of corporate
culture, rules of conduct in an educational institution.
success pedagogical process, the work of the entire teaching staff preschool institution depends not only on the level of preparedness educators, but also from proper organization methodical work in a preschool institution, since all directions methodological work contributes to the development single line of action teaching staff.
Natalia Chebordakova
Interactive forms of work with teachers as a factor in improving the quality of education
The quality of education and its effectiveness is one of the urgent problems of domestic pedagogy. Leading role in ensuring the effectiveness of educational - the educational process is played by the teacher, his professionalism.
Improving the skill level of teachers is a priority activity of the methodological work, which occupies a special place in the management system of a preschool institution and represents an important link in a holistic system advanced training of teaching staff, because, first of all, it contributes raising professional competence teacher, the development of his creative initiative.
Activation of creative activity teachers possible through non-traditional, interactive methods and forms of work with teachers. Many major methodological innovations involve the use of interactive teaching methods.
Word « interactive» came to us from the English language. concept « interaction» (from English interaction - interaction) appeared for the first time in sociology and social psychology. Interactive means the ability to act or be in the mode of conversation, dialogue with something (e.g. computer) or with anyone (e.g. human). From this it can be concluded that interactive learning is, first of all, dialogue learning, during which interaction is carried out teachers.
Today it is necessary to use new, active forms of work that tend to involve teachers into activity and dialogue involving free exchange.
Usage value interactive methods in preschool institution:
1. Improving the quality of educational process in preschool.
2. Stimulation interest and motivation of teachers to self-education.
3. Raise level of activity and independence.
4. Development of skills of analysis and reflection of their activities.
5. Development of the desire for cooperation, empathy.
Besides, interactive education provides an atmosphere that relieves adults of tension and anxiety in connection with inclusion in educational activities, reveals new opportunities, is a necessary condition for the formation of competencies.
First effective interactive form entered in work with preschool teachers - training.
training A: fast response, fast learning. The exercise, the atmosphere, the special state of mind of each participant.
business game: contribute increasing interest to the problem at hand, help formation creative thinking teachers, finding new ways to solve complex problems, form and train their practical skills. A business game is, to a certain extent, a rehearsal of activity teacher. It makes it possible to lose any pedagogical situation in persons, which allows you to understand the psychology of a person, standing in the place of a child, his parents, a manager or a colleague.
Pedagogical ring: Here it is supposed to attack the opponent with questions that must be answered promptly. Questions can be asked by the moderator. The content of the questions may refer to the same or different issues, depending on the purpose of the question. holding: clarify and systematize classes on one problem or conduct a mini-knowledge diagnostics teachers on a whole range of issues. For example, pedagogical ring: "Ways to improve educational process in the preschool educational institution».
Round table: The topic and problem are highlighted in advance. Possibly trained speakers. You can divide the participants into groups when discussing different types of questions on the same issue. Required for the host form conclusions and offers. Topics for round tables may be different, but they must contain in their wording alternative elements. For example, - "Problems of interaction between public and family education at the present stage", "Preschool educational institution - what should it be? “The strength of the personality of the educator. What is she in?.
A symposium is a discussion during which participants make presentations representing their points of view, after which they answer questions from the audience.
Debate - a discussion built on the basis of prearranged speeches by representatives of two opposing groups.
Discussion is one way to help teach teachers conduct a professional, constructive discussion that can lead to a solution to the problem, common opinion. Discussion (translated from Latin - research, analysis) consists in a collective discussion of any issue, problem or in a comparison of ideas, opinions, proposals. It can be used as a standalone work with teachers, as well as a business game staging a discussion. Taking part in the discussion The teacher first formulates a thesis is an idea or statement that needs to be proved to be true. Before the discussion should express to teachers the problem and purpose of the discussion, i.e. to explain what is being discussed, why the discussion is taking place, and what the discussion should yield. At the same time, it is necessary interest teachers, pointing them to unresolved or ambiguously solvable pedagogical problems or questions. Rules should also be established for the discussion and for each speech.
The leader of the discussion should create a friendly environment, a positive emotional background and also make sure that all teachers are aware of the essence of the problem under discussion and are familiar with the relevant terminology, which is the same for all participants.
The goal of the leader is collect more less opinions so it activates teachers and supports their activity, offers formulate proposals, expresses himself, trying to identify different approaches, different opinions to get the desired result.
Debating swing(discussion): the audience is divided into groups (2 or more). Each group advocates opposing views on one issue.
Brainstorm: a group of several people actively discussing solving some problem. The leader of the group announces the general decision.
Lecture with the use of technology feedback: teacher after every completed thought addresses the audience. Based on the answer to this one, he regulates the content of the next lecture.
Lecture for two: teacher with a specialist or a parent in a pair illuminates topical issues. The material of this type of lecture is pre-distributed. At the end, listeners are allowed to ask questions to both lecturers.
Lecture "question answer": questions are asked throughout the lecture, the lecturer answers.
Method "Quad" (form discussions after the lecture teacher). teacher asks a problematic question, the parent votes with a card (4 things.): 1 - agree; 2 - agree, but; 3 - disagree; 4 - agree if. Then teacher unites parents with the same cards into a group and a discussion is organized. Conclusions are being drawn teachers.
creative hour "Gold Placers": Job small teams where methodological recommendations, analysis models are developed literary work, non-traditional drawing techniques are being introduced.
Master Class (workshop). Its main purpose is to get to know pedagogical experience, system work, author's findings and everything that helped teacher achieve the best results.
Distressed pedagogical situations. A situation is proposed from which ways out are proposed.
Pedagogical workshop or pedagogical"studio": teacher– the master introduces the members pedagogical team with the main ideas of their educational - educational system and practical recommendations for its implementation. For example: "The development of creative imagination preschooler by means of fiction, art, experimentation.
"Film School": teacher shows pre-prepared videos of one of the types of children's activities (for example, children play). Display without comments. According to teacher criteria, parents assess the level of development of children's activities.
Bank of ideas: this is a rational way of collectively solving problems that cannot be solved by traditional methods at this stage. For example: "Ecology games: how to return the game to the life of the kindergarten».
Exhibitions - fairs pedagogical ideas, auction: public performance of the best samples professional activity. Competently prepared and carried out, it stimulates. Leads to the emergence of new ideas, stimulates teachers to creativity and self-education.
Coaching - session: interactive communication. Developmental counseling, discussion (question answer). teacher does not receive advice and recommendations, but only answers the questions that the consultant asks him, and he himself finds ways to solve problems. For example: « Working with a certified teacher» .
Quick - setting: it's a mood teacher for successful work.
1. If you want people to like you, smile!
2. You are the best and most beautiful, let all the fashion models of the world envy you.
3. There are people like golden coin: the longer work the more valuable they are.
Case - method: a non-game method for analyzing and solving situations. Where teachers participate in direct discussion of business situations and tasks taken from real practice.
The essence of the case method is that the assimilation of knowledge and formation skills are the result of active independent activity teachers to resolve contradictions, as a result of which there is a creative mastery of professional knowledge, skills, abilities and the development of creative abilities.
open technology space: provides for the active participation of everyone teacher, creating a democratic atmosphere, equality of opportunity, openness and cooperation, interaction, communication, development and exchange of ideas.
The use of TOP at the teachers' council (no need for detailed developed agenda and plan work).
Presentation: a visual version of the lecture and practical material.
All of these methods are quite effective. Summing up, we can say that a well-designed system interactive forms of work with teaching staff, - will lead to raising educational level - educational work DOW and rally the team teachers.
Literature:
1. Davydova O. I., Mayer A. A., Bogoslavets L. G. Interactive methods in the organization pedagogical councils in preschool educational institutions. – St. Petersburg: "CHILDHOOD - PRESS", 2008. - 170s.
2. Romaeva N. B. Interactive forms of work with personnel(methodical materials)/ ed. - comp. N. B. Romaeva and others. Stavropol: SKIRO PC and PRO, 2012. - 93s.
