Types and forms of events. Festivities. Mind games. Open Day. Methodology for organizing and conducting extracurricular activities

Methodology for organizing and conducting extracurricular activities

There is a certain sequence of organization of extracurricular activities. It can be used for both individual and group work. In extracurricular work, there is a lot of scope for the creativity of the teacher in choosing the content, forms and methods of classes. However, in the methodology for their implementation, there should be some common points: first of all, it is necessary that the main stages of the implementation of the educational event be traced. This is the study and setting of educational tasks, the preparation and modeling of the upcoming extracurricular activities, the practical implementation of the model and the analysis of the work done.

1. Studying and setting educational tasks. This stage is aimed at studying the characteristics of each student and the class team as a whole and determining the most relevant tasks for the implementation of effective educational impact. The purpose of the stage is an objective assessment of pedagogical reality, which consists in determining its positive aspects (the best in a child, a team), and what needs to be adjusted, formed and selected the most important tasks.

The study is carried out using well-known methods of pedagogical research, the leading among which at this stage is observation. With the help of observation, the teacher collects information about students and the team. An informative method is a conversation, not only with students, but also with parents, teachers working in the classroom.

In individual work, the study of the products of the child's activity is of great importance: drawings, crafts, poems, stories, etc. In the study of the team, the method of sociometry is informative, with the help of which the teacher learns about the most popular and unpopular students, the presence of small groups, the nature of the relationship between them.

2. Preparation and modeling of the forthcoming extra-curricular educational work consists in building a model of a certain form of activity by the teacher. Even for a talented teacher, the success of extracurricular activities depends largely on the previous preparation for them. Therefore, each event should, first of all, methodically develop, simulate its implementation.

The plan is made by the teacher with the involvement of students. In the upper grades, they can do this work themselves under the guidance of a teacher. The ability to plan an educational event is one of the elements of the scientific organization of the work of teachers and students in the field of extracurricular activities.

The simulation results are reflected in the extracurricular activity plan, which has the following structure:

1. Name.

2. Purpose, tasks.

3. Materials and equipment.

4. Form of holding.

5. Venue.

6. Plan of carrying out.

The title reflects the theme of extracurricular activities. It should not only accurately reflect the content, but also be concise, attractive in form.

It is advisable to start the preparation with the definition of the educational and educational goals and objectives of the event, the selection of appropriate forms and methods of conducting, as well as the appointment and place in the system of working with this team. In this, first of all, an integrated approach to education is manifested. Therefore, it is important in advance to reveal as fully as possible the educational possibilities of the planned work, to establish a connection between this event and others that together make up the system of educational work. When preparing an event, it is useful to take into account the previous educational activities in this group of students and its results.

The purpose of an extracurricular activity should reflect the developing, corrective, formative, educational functions, while the teaching function can act as one of the tasks. Obviously, only the communication of new knowledge cannot be the goal of extracurricular activities. Objectives should be very specific and reflect this content. They should not be universal. The more specific and diagnostic the goal and objectives of extracurricular activities are formulated, the more definite the teacher's ideas about the desired results will be.

In accordance with the purpose, tasks, priority functions of extracurricular activities and the results of the study, the content is specified, specific forms, methods, and means are selected.

Extracurricular equipment includes various means: manuals, toys, videos, transparencies, software, literature, information resources, musical arrangement, etc. It is important to prepare tables and chairs for the jury and teams in time; drawing paper, paper, pencils and pens; boards for tasks, crayons and rags, etc.

The selection of material occupies a central place in the preparation of an educational event. Depending on the nature of the work, this takes a different amount of time. So, a lot of time is required to pick up material for a debate, evening, review: it is used by the teacher and students to read literature, students perform various tasks and projects, collect facts, prepare reports, speeches, etc. This preliminary work with students sometimes turns out to be the most significant in terms of upbringing and education. But even if a long time is not required for the selection of material (an excursion to a computer center or a trip to the cinema), the teacher needs to familiarize himself with the object of the visit in advance.

The form of extracurricular activities can be an excursion, a quiz, a competition, an olympiad, etc.

The venue is determined by the number of participants, the form of the event, the requirements for the material base, etc. (informatics room, assembly hall, gym, etc.).

The lesson plan includes a description of the content, methods of education and can be either a detailed, consistent presentation of the scenario or a thesis plan. When modeling the course of a lesson, its duration and structure must be taken into account. An extracurricular activity can be from 15-20 minutes for elementary grades to 1-2 hours for middle-aged and older students.

It should be noted such an important element of the preparation of the event as organizational work. The teacher manages it, involving students. He monitors the distribution of orders, helps to fulfill them, controls them. Responsible tasks can be given to classes, groups of students. To organize major events, it is advisable to create organizing committees, to hold a competition for the best preparation. At the same time, relying on the initiative of students, the teacher contributes to the formation of organizational skills and abilities in them, teaches them to be independent and responsible.

Announcements about the event should be prepared and posted on time, and posters with reminders should be posted the day before the event. It is important to prepare prizes for the winners.

3. The practical implementation of the model is aimed at the implementation of the planned educational work in the real pedagogical process.

To keep the interest and attention of students, the event should be organized, dynamic, without pauses. Much depends on the presenter, his preparedness, erudition, ability to be a good organizer, to show resourcefulness and flexibility in unexpected situations, to win over listeners, to establish contact with them. In unorganized groups, regardless of the age of schoolchildren, teachers usually conduct educational classes themselves. In the process of strengthening the team, the management of the activities of students becomes more and more indirect (influence through the asset, reliance on amateur performance). As they gain experience, the teacher may assign them to lead some form of extracurricular activities while maintaining control over the situation.

When conducting extra-curricular activities, the teacher must also make sure that all participants are in place on time, that technical means do not fail, that the planned work plan is kept in time, otherwise a well-conceived, carefully planned lesson may turn out to be ineffective.

Particular attention should be paid to the holding of complex events (a long game, a review of computer creativity, a week of informatics, a month of physics and mathematics). They should be a cycle of links connected by a single plan and purpose.

For the purpose of effective practical implementation in classes that are diverse in content and methods, four main stages of the lesson should be followed.

1. Organizational moment (0.5-3 minutes).

Pedagogical goal: to switch students to extracurricular activities, to arouse interest in it, positive emotions.

Typical mistakes: duplication of the beginning of the lesson, protractedness.

Recommendations: effective switching of students to extracurricular activities is facilitated by non-traditional, entertaining material in the organizational moment: the use of a riddle, a problem question, a game moment, sound recording, students moving to another room, etc.

2. Introductory part (from 1/5 to 1/3 of the time of the whole lesson).

Pedagogical goal: to activate students, arrange them for educational influence. The teacher determines how much his pedagogical forecast coincides with reality regarding the capabilities of students, their personal qualities, the level of awareness on a given topic, emotional mood, level of activity, interest, etc. At this stage, the teacher needs not only to captivate students, but also to determine whether it is necessary to make adjustments to the course of the lesson and what kind they should be.

A typical mistake is ignoring this stage because the teacher is afraid of the unexpected reaction of the students, that they can say or do not what the teacher expects. The teacher builds the introductory part not on children's activity, but on his own, excluding feedback, assigning students the role of passive listeners, not attaching importance to the emotional mood of students.

In the first case, questions, in the second - tasks should not only be interesting, but also structured in such a way that they give information to the teacher about the readiness to perceive the prepared material. In the introductory part, students' primary ideas about the upcoming event should be formed, their activities should be organized (acquaintance with the assessment system, event plan, division into teams). Clear evaluation criteria should be given, the necessary rules explained.

3. The main part of the time should be the longest (slightly more than 1/3 of the total time of the lesson).

Pedagogical goal: implementation of the main idea of the event.

Typical mistakes: the activity of the teacher with partial or complete passivity of students, the lack of visibility and the general poverty of the use of means and methods, the predominance of methods for the formation of consciousness over the methods of formation of behavior, the creation of a learning atmosphere in the lesson, edification, moralizing.

Recommendations: the educational effect in the implementation of extracurricular activities is higher if students are as active as possible. In activating students in an extracurricular activity, the creation of a special emotional atmosphere that is different from the lesson is of paramount importance.

The effectiveness of the main part increases if the teacher uses, if possible, the maximum number of methods for shaping behavior: exercise, game, assignment; includes various types of activities: labor, creative, play, etc. By combining students into teams when organizing various types of activities, the teacher must place students so that they can freely communicate with each other, distribute responsibilities so that everyone feels part of the team, and did not speak only for himself. When giving time to complete an assignment, allow a few minutes for team discussion and ask for a team representative chosen by the students. Only in this case, students have a common goal of activity, different functions and motives for cooperation.

Methods for the formation of consciousness should contribute to the formation of students' beliefs, effective ethical concepts. For these purposes, it is effective to modify the story method into a message, a student's report, and more often use a discussion. In extracurricular mass forms of educational work, students should be taught the rules of discussion.

4. Final part (from 1/4 to less than 1/5 of the time).

Pedagogical goal: to set up students for the practical application of the acquired experience in their extracurricular life and to determine how much the idea of the lesson was realized. Thus, the final part gives the teacher the opportunity to realize the educational influence on the child in a different environment.

Typical mistakes: this part is ignored altogether or reduced to questions like: “Did you like it?”, “What did you learn new?”

Recommendations: specific test tasks in an attractive form for students: crossword, mini-quiz, blitz, game situation, etc. to determine the primary results. A variety of recommendations for students on the application of the acquired experience in life. This may be a display of books on a given problem, a discussion of situations in which students can apply the skills and information acquired in the classroom. Tips for students on the application of the experience gained: what they can tell their loved ones, what to ask about this topic; where you can go, what you need to pay attention to, what you can play, what you can do yourself, etc. In the final part, you can find out if the topic of the lesson needs further disclosure and how can this be done? The final part of the teacher can use to develop the initiative of students in carrying out follow-up activities.

4. The analysis of the work carried out is aimed at comparing the formed model with the real implementation, identifying successful and problematic moments, their causes and consequences. The element of setting the task for further educational work is very important. This stage is very important for adjusting educational tasks, content, forms and planning further extracurricular activities.

Summing up the results of the educational event is an important point that is often underestimated. Here, the role of the teacher and the methodologist is especially responsible, who must make a qualified conclusion, evaluate the merits and demerits of the work done.

An analysis of the results of the event should be carried out systematically, since only based on what has been achieved can one successfully move forward, consolidate the best, and get rid of shortcomings. Such an analysis of the results has two main functions - organizing and educating. Regular analysis contributes to a better organization of work, encourages a more serious attitude to the task assigned, since its results and results do not go unnoticed, but are evaluated. Analysis is also a good school for the education of observation, self-criticism, exactingness, the formation of public opinion, the correct attitude towards criticism, and the improvement of pedagogical skills.

When analyzing an educational event, one should first of all fix positive results, indicate those techniques, conditions, methods that led to success, and look for the reasons for failures. Qualified summing up creates the conditions for sound planning and improving the quality of all educational work in the future. The pedagogical analysis of each conducted activity can be carried out in accordance with the following main criteria:

1) the presence of a goal;

2) relevance and modernity of the topic;

3) its orientation;

4) depth and scientific content, compliance with the age characteristics of students;

5) the preparedness of the teacher and students for work, the organization and clarity of its implementation.

The quality of the educational event can also be judged by the reaction of the students. Their attention, emotional mood, interest in what is happening, activity or, conversely, indifference, speak at once about a lot. More remote in time observations of the behavior of schoolchildren, conversations with them, questionnaires allow a deeper assessment of the effectiveness of the work done.

The state and results of out-of-class and out-of-school work must be systematically discussed at pedagogical councils and methodological associations. Schoolchildren should also be involved in the assessment of educational activities carried out, and school radio, wall newspapers, and exhibitions should be used for this purpose. The results of such forms of work as competitions, reviews, competitions, months, etc., require extensive discussion in the team.

There are many forms of extracurricular activities. This diversity creates difficulties in their classification, so there is no single classification.

The forms of extracurricular work are the conditions in which its content is realized. In pedagogical science and practice, the following division of forms of extracurricular work is most common: individual, circle, mass.

Individual work is an independent activity of individual students aimed at self-education. This allows everyone to find their place in the common cause. This activity requires educators to know the individual characteristics of students through conversations, questionnaires, and the study of their interests.

Circle extracurricular activities contribute to the identification and development of interests and creative abilities in a particular field of science, applied arts, art or sports. The most popular forms here are hobby groups and sports sections (subject, technical, sports, artistic). Classes of various types are held in circles: discussion of works of literature, excursions, making crafts. The report of the work of the circle for the year is carried out in the form of an exhibition, review or festival of children's creativity.

Forms of mass work are among the most common in the school. They are designed to cover many students at the same time, they are characterized by colorfulness, solemnity, brightness, and a great emotional impact on children. Mass work contains great opportunities for activating students. So a competition, a competition, a game require the direct activity of everyone. When conducting conversations, evenings, matinees, only a part of the schoolchildren act as organizers and performers. In events such as visiting performances, meeting interesting people, all participants become spectators. Empathy arising from participation in a common cause is an important means of team building. School holidays are a traditional form of mass work. They are dedicated to calendar dates, anniversaries of writers and cultural figures. During the academic year, 4-5 holidays are possible. They broaden their horizons, evoke a feeling of familiarization with the life of the country. Contests and reviews are widely used. They stimulate children's activity, develop initiative. In connection with competitions, exhibitions are usually arranged that reflect the creativity of schoolchildren: drawings, essays, crafts.

Reviews are the most common competitive form of mass work. Their task is to sum up and disseminate the best experience, strengthen career guidance activities, organize circles, clubs, and foster a desire for a common search.

A form of mass work with children is a class hour. It is carried out within the allotted time and is an integral part of educational activities. Any form of extracurricular work should be filled with useful content. A characteristic feature of extracurricular work is that it most fully implements the principle of mutual learning, when older, more experienced students pass on their experience to younger ones. This is one of the effective ways to implement the educational functions of the team.

There are also forms of individual extracurricular work. In individual out-of-class educational work, the general goal - providing pedagogical conditions for the full development of the personality - is achieved through the formation of aspects of his personality, individual potential. The essence of individual work lies in the socialization of the child, the formation of his need for self-improvement, self-education. The effectiveness of individual work depends not only on the exact choice of form in accordance with the goal, but also on the inclusion of the child in a particular type of activity. In reality, the situation is not so rare when individual work comes down to scolding, remarks, and censures. Individual work with a child requires observation, tact, caution (“Do no harm!”), Thoughtfulness from the teacher. The fundamental condition for its effectiveness is the establishment of contact between the teacher and the child, the achievement of which is possible under the following conditions:

1. Complete acceptance of the child, i.e., his feelings, experiences, desires. In terms of the strength of experiences, children's feelings are not inferior to those of an adult, in addition, due to age-related characteristics - impulsivity, lack of personal experience, weak will, the predominance of feelings over reason - the child's experiences become especially acute and have a great influence on his future fate. Therefore, it is very important for the teacher to show that he understands and accepts the child. This does not mean at all that the teacher shares the actions and actions of the child. Acceptance does not mean acceptance. 2. Freedom of choice. The teacher should not by hook or by crook achieve a certain result. The teacher should not force the child to confess to anything. All pressure is removed. It is good for the teacher to remember that the child has every right to make his own decision, even if from the point of view of the teacher it is unsuccessful. The task of the teacher is not to force the child to accept the decision proposed by the teacher, but to create all the conditions for the right choice. The teacher who thinks first of all about establishing contact with the child, who wants to understand him, who admits that the child has the right to make an independent decision, has a much better chance of success than the teacher who is only concerned about the immediate result and external well-being.

3. Understanding the internal state of the child requires the teacher to be able to read non-verbal information sent by the child. Here lies the danger of attributing to the child those negative qualities that the teacher wants to see in him, but which, rather, are inherent not in the child, but in the teacher himself. This feature of a person is called a projection. To overcome the projection, the teacher should develop such abilities as empathy - the ability to understand the inner world of another person, congruence - the ability to be oneself, benevolence and sincerity. Failure to comply with these conditions leads to the emergence of psychological barriers in communication between the teacher and the child.

4. The ability to hear is a physiological act in which involuntary perception of sounds occurs. Listening is a volitional act that requires certain volitional efforts from a person. An understanding listener is required to: 1) demonstrate to the narrator with all their appearance that they are listening attentively and trying to understand; 2) do not interrupt with remarks and stories about yourself; 3) do not give assessments; 4) replace value judgments with non-verbal and verbal reflection of the narrator's feelings, i.e., facial expressions, gestures and other means of non-verbal communication to convey the feelings experienced by the narrator, as if to play the role of a mirror of his feelings; 5) do not give advice if they are not needed. Reflective listening is necessary when discussing production issues, in controversial situations, as it prevents conflicts, misunderstandings between people, i.e. when the very content of the conversation is of paramount importance, and not its context, when you need to find out the points of view of the interlocutors, jointly decide something, agree on something.

In individual educational extracurricular work, along with the planned component, there is a spontaneous, so-called pedagogical situation, which is an indicator of the level of pedagogical professionalism.

When choosing a form of extracurricular work, one should evaluate its educational value from the standpoint of its goals, objectives, and functions.

The organization of extracurricular educational work can be used for individual and mass work.

1. Studying and setting educational tasks. This stage is aimed at studying the characteristics of schoolchildren and the class team for effective educational impact and determining the most relevant educational tasks for the situations that have developed in the class. The purpose of the stage is an objective assessment of pedagogical reality, which consists in determining its positive aspects (the best in a child, a team), and what needs to be adjusted, formed and selected the most important tasks. The study is carried out using already known methods of pedagogical research, the leading among which at this stage is observation. With the help of observation, the teacher collects information about the child and the team. An informative method is a conversation, not only with the child and the class, but also with parents, teachers working in the class; Of particular importance is a conversation with a school psychologist, who will not only expand the teacher's ideas, but also give professional recommendations. In individual work, the study of the products of the child's activity is of great importance: drawings, crafts, poems, stories. In the study of the collective, the method of sociometry is informative, with the help of which the teacher learns about the most popular and unpopular children, the presence of small groups, the nature of the relationship between them.

2. Modeling the upcoming extra-curricular educational work is that the teacher creates in his imagination an image of a certain form. In this case, the goal, general tasks, and functions of extracurricular work should be used as guidelines. In accordance with the purpose, objectives, priority functions of extracurricular activities and the results of the study, specific content, forms, methods, and means are selected.

3. The practical implementation of the model is aimed at the implementation of the planned educational work in the real pedagogical process.

4. The analysis of the work carried out is aimed at comparing the model with the real implementation, identifying successful and problematic moments, their causes and consequences. The element of setting the task for further educational work is very important. This stage is very important for adjusting educational tasks, content, forms and planning further extracurricular activities.

Individual and mass forms of out-of-class educational work will be more effective in the educational impact on children if parents are directly involved in their organization and conduct.

Forms of Information Hours

1. "Information +" - one of the most common forms of informing students, which has replaced such a well-known form as political information. This is familiarization of students with events in the country and abroad according to a certain scheme (domestic and foreign policy of the Republic of Belarus); trends in the development of Russia and the Commonwealth countries;

events in foreign countries; news of science, culture, ecology, healthcare, sports). "+" indicates that in addition to presenting material on the topic, the speaker provides for the demonstration of visual material, comments on the message, exchanges views with the class, group.

2. "Inform-digest"— weekly "five minutes" with a free choice of topics. Each of the students, having previously analyzed the socio-political events over the past week, acquaints the class, group with the most interesting and significant materials from the press, informational radio and television programs.

3. "They asked- we answer " — the form of an overview information hour on pre-selected, the most relevant problems for the children. Preliminary information is collected from students about what events of modern life they are most interested in. The questions received are distributed among the students in the class, group, then the material is selected and performances are prepared.

4. "Meetings with youth magazines" — monthly overview information hour based on materials from youth magazines. The form of the event is an alternate performance by students with a review and discussion of the most liked materials of a socio-political nature, placed in the magazines "Youth", "Rovesnik", "Change", etc.

5. "Round table talk" — a form of studying an actual social problem and a free exchange of opinions on it. The conversation can be started with a thematic presentation by the host or guest of the information hour (historian, lawyer, ecologist, deputy), as well as watching a video clip on the problem. After that, students complete the report from the field, ask questions, organize a collective analysis of the problem and an active exchange of views. In conclusion, conclusions are formulated on the topic (for example: “Youth rights in Belarus”, “Chernobyl: yesterday, today, tomorrow”, “Prevention of offenses among student

youth", etc.).

6. "Political discussion" — thematic information hour In order to study problematic and controversial political issues (“Alternative service in the army”, “International terrorism: where is the way out?”, “Do we need an alliance with Russia?”). Participants share in advance. into groups with different or opposing opinions. The discussion is characterized by a thorough theoretical preparation of the participants and a detailed analysis of the argumentation of the opposite concept. As a result of collective creative thinking, students form the ability to analyze political life, see the contradictions of reality and find ways to solve them.

7. "How it was" — a form of thematic information hour, analyzing one of the significant events following the example of the TV show of the same name. A large role is assigned to the leader (class teacher, curator or the most prepared student). The host gives the main historical and political information, introduces the guests and organizes the dialogue. Speeches should be short (3-5 minutes) and devoted to a specific fact that allows you to deepen and diversify the knowledge of the listeners. The use of video materials, photo illustrations, etc. is recommended.

8. "Years and people" — a thematic information hour dedicated to biographies, professional achievements of cultural, political, economic figures in our country and abroad.

9. "Press conference" — the form of an information hour with elements of a role-playing game. Participants of the press conference - "journalists" and "photo correspondents" - interview the speaker, acting as a politician, scientist, artist, etc.

10. "The camera looks at the world" — information hour in the form of successive demonstration by all students of photographs from newspapers and magazines with a brief commentary on the most important events. After the end of the event, photos are attached to the appropriate section on the board (stand). Thus, the mounted review of events remains for 3-4 days for public viewing.

11. Information ring

12. Competition of scholars

13. Festival of newspapers and magazines

14. Competition of drawings (posters)

15. Traveling in time (the history of the creation of newspapers and magazines)

Forms of extracurricular activities

1. Promotion

2. Auction of ideas (kindness)

3. Conversation

4. Round table

5. Brain-ring

6. Memory watch

7. Evening (questions and answers)

8. Quiz

9. Meeting interesting people (fathers and sons)

10. Exhibition (photo exhibition)

11. Living room (poetic, musical, literary)

12. Business game

13. Dispute

14. Discussion

15. Absentee travel

16. Game

17. Collective creative work

18. Competition

19. Conference

20. Lecture

21. Hike

22. Holiday

23. Project

24. Tournament (knightly, sports)

25. A lesson in courage

26. Excursion

27. Oral journal

28. Presentation

29. Questioning

30. Test

31. Communication hour

32. Straight talk

33. Sportakiada

34. Meeting of the club (experts)

35. Festival

36. Disco

37. KVN

39. Open day

40. Watching a movie

In order for the above requirements to be implemented in practice, there is a certain sequence of organization of extracurricular activities. It can be used for both individual and group work. In extracurricular work, there is a lot of scope for the creativity of the teacher in choosing the content, forms and methods of classes. However, in the methodology for their implementation, there should be some common points: first of all, it is necessary that the main stages of the implementation of the educational event be traced. This is the study and setting of educational tasks, the preparation and modeling of the upcoming extracurricular activities, the practical implementation of the model and the analysis of the work done.

The simulation results are reflected in the extracurricular activity plan, which has the following structure:

1. Name.
2. Purpose, tasks.
3. Materials and equipment.
4. Form of holding.
5. Venue.
6. Plan of carrying out.

The title reflects the theme of extracurricular activities. It should not only accurately reflect the content, but also be concise, attractive in form.

In accordance with the purpose, tasks, priority functions of extracurricular activities and the results of the study, the content is specified, specific forms, methods, and means are selected.

The form of extracurricular activities can be an excursion, a quiz, a competition, an olympiad, etc. In this case, in terms of the form of the lesson, it is combined with the name, for example: “Traffic Quiz”, “Tournament of young traffic inspectors”, “Excursion to a driving school”, “Traffic game”.

The venue is determined by the number of participants, the form of the event, the requirements for the material base, etc. (informatics room, assembly hall, gym, etc.).

Announcements about the event should be prepared and posted on time, and the day before it - posters with reminders: “Are you coming to KVN?”, “KVN at ... hours”, “Everyone is at KVN”. In a market economy, it is important to find sponsors and prepare prizes for the winners.

3. The practical implementation of the model is aimed at the implementation of the planned educational work in the real pedagogical process.

For the purpose of effective practical implementation in classes that are diverse in content and methods, four main stages of the lesson should be followed.

1. Organizational moment (0.5-3 minutes).

Pedagogical goal: to switch students to extracurricular activities, to arouse interest in it, positive emotions.

Typical mistakes: duplication of the beginning of the lesson, protractedness.

2. Introductory part (from 1/5 to 1/3 of the time of the whole lesson).

In the first case, questions, in the second - tasks should not only be interesting, but also constructed in such a way that they give information to the teacher about the readiness to perceive the prepared material. In the introductory part, students' primary ideas about the upcoming event should be formed, their activities should be organized (acquaintance with the assessment system, event plan, division into teams). Clear evaluation criteria should be given, the necessary rules explained.

3. The main part of the time should be the longest (slightly more than 1/3 of the total time of the lesson).

Pedagogical goal: implementation of the main idea of the event.

4. Final part (from 1/4 to less than 1/5 of the time).

Typical mistakes: this part is ignored altogether or reduced to questions like: “Did you like it?”, “What did you learn new?”

1) the presence of a goal;
2) relevance and modernity of the topic;
3) its orientation;
4) depth and scientific content, compliance with the age characteristics of students;
5) the preparedness of the teacher and students for work, the organization and clarity of its implementation.

As a result of studying the problem, we came to the following conclusions:

1. Extra-curricular activities are events, classes, situations in a team organized by teachers or someone else for students with the aim of direct educational impact on them.

The purpose of extracurricular activities is to ensure the comprehensive and harmonious development of schoolchildren. This requirement corresponds to the main idea of education - to educate a person who harmoniously combines spiritual wealth, moral purity and physical perfection.

2. All these types of extracurricular activities in most cases are closely related to each other, have much in common and are aimed at developing students' interest in the subject, logical thinking.
3. The general conditions for organizing any extracurricular activities of students are:
- * taking into account the interests and needs of students of a particular class;
- * clear planning of extracurricular activities, determination of its final results;
- * close connection with other subjects;
- - Attention to the socially useful activities of students.

Game as a form of leisure organization

The two most important purposes of the game:

1. as a means of education and upbringing (a form of folk pedagogy);
2. the genetic and functional basis of art (a form of convention and reincarnation).

A game is a form of spending free time by a person, which, as a rule, is not aimed at achieving any practical result, is an individual or collective entertainment, is regulated by rules, relies on folk or group traditions, thanks to which it is realized by any person easily and with pleasure.

Incentives for the game:

1. imitation (mummers, adults, etc.);
2. competition;
3. wish (loaf, etc.);
4. assistance (games to the rescue);
5. self-affirmation (trickle, intellectual games, computer games);
6. excitement (games to win).

KGKOU SKSHI 8 types 13

Performance

at school MO:

"Innovative forms of classroom hours"

Teacher

Ekaterinchuk Ludmila

Leonidovna

year 2013

Crossing the threshold of the school, the student finds himself on a huge, new planet for him - the Planet of people. He will have to master the ABC of communication with them, find out why they are all so different, by what rules they live, what they value in each other. Here the main role will be played by the teacher, who is obliged to think over the educational work in the classroom. One of the forms of educational work is a class hour.

"A classroom hour is a form of frontal educational work that is flexible in composition and structure, which is a socially organized communication of the class teacher with the students of the class in extracurricular time in order to promote the formation of a class team and the development of its members."

The class teacher is engaged in the main educational and organizational work in the classroom. His duties include not only creating favorable conditions for the personal development of the student, but also effective assistance in solving the psychological problems that the child has in communicating with other students, parents and teachers. The class teacher is, as it were, an intermediary between the student and society, helping to build relationships in the team through a variety of activities that contribute to the self-expression of each student and his development as an individual.

Participating in the formation of the primary children's team in the classroom, the class teacher must take on the role of leader, mentor, guardian and friend of his wards. He must be able to inspire the children, understand their needs, be an assistant, and not only organize, but also actively participate in the collective creative activities of his class.

Extracurricular communication between the class teacher and students occupies a very important place in educational work. At the same time, the class hour is one of the most common ways of organizing such communication. Despite the fact that a certain time is allotted for it in the school schedule, the class hour is not inherently a lesson. And communication on it can be attributed to extracurricular activities.

It is usually held every week. It can last like a regular lesson, but this is not a prerequisite. Sometimes 15-20 minutes is enough to cover a topic. Other topics require longer communication.Distinguish class hour organizational and thematic.

It differs in that it is dedicated to a specific topic. Such communication is more holistic and complete, helps to focus students' attention on specific things, without being scattered over trifles. A class hour on a specific topic is more effective than just an informal meeting. He is knowledgeable. The topic itself is very convenient to use to achieve certain pedagogical goals during communication.

There is a wide variety of forms that the class teacher can use to organize communication on thematic class hours. The choice of form depends on:1) the goal that the teacher set for this meeting with students;2) age of schoolchildren;3) existing conditions and available funds;4) experience of the teacher.

The following forms of holding thematic classroom hours are most common:

1) conversation on a specific topic (students talk on a given topic, which teaches them to form and express their opinion);

2) discussion, dispute, debate , (the class is divided into groups whose representatives speak out in defense of opposing positions on this issue; this form helps to involve students in the discussion of various problems, teaches them to listen and understand the opinions of others, to defend their point of view);

3) advisory groups (the class is divided into small groups, each of which discusses a given topic or problem for a short period of time, then the representative of the group reports the conclusions made by his team; this form of conducting a class hour contributes to communication within the group, the development of thinking in children, the ability to work in a team to make independent discoveries while studying the material);

4) role-playing game (the problem situation is played briefly, after which the students have the opportunity to discuss it, analyze it and draw conclusions; this form helps to better understand the problem, feeling it through playing a particular role);

5) thematic lecture (topics important for schoolchildren are revealed, such as smoking, drug addiction, safety, health, etc.; in addition, lectures can be informative - about culture, traditions, biographies, etc.);

6) lecture forum (discussion of the topic after the lecture - enlivens the lecture itself, stimulates students to show interest in the information provided);

7) class meeting (responsibilities are distributed among students, various assignments are given, reports on the implementation of these assignments are heard);

8) hour of communication (this form involves consideration of topics of interest to students, solving problems that have arisen in the class through their discussion; teaches students to be frank with each other and the teacher, not be afraid and be able to resolve conflict situations);

9) Questions and answers (the teacher and students have the opportunity to ask each other any questions they are interested in, which contributes to the development of relations between them, openness and helps to solve emerging problems);

10) excursion (allows you to usefully organize the leisure of students);

11) travel games (develop the imagination of students, help in a playful way to expand their horizons);

12) trainings (they teach schoolchildren the correct behavior in certain situations, consolidating this in practice through playing certain scenarios);

13) conferences (they teach schoolchildren to take certain issues seriously, work independently with information material, prepare a topic, speak to an audience);

14) symposium, symposium forum (several children are offered material to speak on various aspects of the topic under consideration; after the symposium, an informal discussion of the topic by the whole group can be held);

15) seminar (the class is working on a research topic under the guidance of an expert);

16) commission, commission forum (several children who are well prepared on a given topic participate in a free discussion of this topic in front of the whole class, discussions are possible, followed by a discussion of the information heard by all students);

17) master classes (students are divided into interest groups led by several experts, specific topics are discussed in groups; such groups can be organized to listen to various speeches, watch demonstrations, discuss different aspects of one topic, work, practice and assessment);

18) working groups (all students in the class are divided into groups, which are given certain tasks that they must complete; such groups contribute to the cooperation of students and communication with each other);

19) theatrical performances (develop the creative potential of students, contribute to their cultural education);

20) games similar to television shows, such as KVN, Brain Ring, Who Wants to Be a Millionaire?, Finest Hour, etc.(in an interesting form for students, cognitive material is presented, participation in teams develops the ability to rally).

This is not a complete list of possible forms of conducting class hours. You can use any new forms available in the school setting. The main thing is that the students should be interested and the class hour will achieve the goals set by the leader.

The structure of the thematic class hour.

The class hour consists of three main parts:

Introduction

This part should attract the attention of schoolchildren and concentrate it on the topic under consideration. It highlights the importance of the issue under discussion, its significance in the life of every person and society as a whole. At this stage, it is necessary to try to form a serious attitude towards thematic communication among schoolchildren.

In the introduction, the transition from the known to the unknown is often used. If everything the teacher says is well known to the children, they will not be interested in listening. It will be difficult to hold attention for a long time in this case.

Main part

Here the topic itself is revealed using such methods and forms that help to achieve the educational goals set by the class teacher. When presenting the material, it is necessary to constantly remember the main topic. Details enrich the presentation, but one should not devote too much time to describing the details, otherwise the attention of the listeners will be weakened, scattered. Here it is useful to use predetermined key points so as not to deviate from the presentation of the topic. In the main part of the classroom, it is desirable to use illustrations, visual material, but not too often, otherwise the interest of students may decrease.

Final part

This is the culmination of class. In the final part, the results of communication are summed up, conclusions are drawn, it is desirable that the students themselves participate in their determination (this contributes to self-education).

Educational goals of the classroom

They have different educational purposes.

First, they can be used to create appropriate conditions for students to express their individuality and creativity.

The second goal of the class hour is to give schoolchildren knowledge about the world around them, its problems, society, man, nature, etc.; to teach to take part in the discussion of socially important issues, the solution of conflict situations, social and world problems, to understand political situations, etc.

Another educational goal is to give students moral and ethical education, to form the right attitude towards universal values, to educate a mature personality, emotionally and morally resistant to negative life manifestations.

An important goal of the class hour is also the creation of a healthy classroom team that could become a favorable environment for the social, emotional and intellectual development of students.

At the organizational hour, the results of the past event are summed up, the next one is discussed, and the results of the children's assignments are also discussed.

Classroom performs functions:

educational

orienting

guide

formative.

essence educational function is that the class hour provides an opportunity to expand the range of knowledge of students that are not reflected in the curriculum. This knowledge may contain information about events taking place in the city, in the country and abroad. The object of class hour discussion can be any phenomenon or event.

Orienting function contributes to the formation of a certain attitude to the surrounding world and the development of a hierarchy of material and spiritual values. Helps to evaluate the phenomena occurring in the surrounding world.

Enlightening and orienting functions are closely related, because You cannot teach students to evaluate phenomena with which they are not familiar. Although sometimes the class hour performs an exclusively orienting function: when discussing a well-known event.

Guiding function designed to translate the discussion of a phenomenon into the real experience of students.

Formative function develops in students the skills of thinking and evaluating their actions and themselves, helps in developing skillful dialogue and expression, defending their own opinions.

To select the topic and content of the class hour, the class teacher needs to identify the age characteristics of students, their moral ideas, interests, etc. This can be done, for example, with the help of questionnaires or conversations.

It is necessary to take into account the psychological characteristics of the perception of the material by students, monitor attention and, when it decreases, use material that is interesting in content or pose a “sharp” question, use a musical pause, change the type of activity.

But what is innovation?

Innovation- this is an introduced innovation that provides a qualitative increase in the efficiency of processes or products demanded by the market. Is the ultimate of man, his imagination, creative process, discoveries, inventions and rationalization.

In our correctional school, most of the above are innovative forms of conducting a class hour. We have mentally retarded children. We gradually apply them in our work.

Recently, new technologies have covered almost all spheres of human activity. New needs have influenced human values. There was a need to use ICT as a communication tool, to increase the availability of information and other aspects. Of course, everyone will agree that the computer has become widely used by man in many ways. The school environment is no exception.

Using ICT, I, as a class teacher, can prepare a variety of materials for use directly during the class hour, extracurricular activities. Information technologies allow me to diversify the forms of work with students, make them creative, and the process of communication with students is simplified. The introduction of ICT into extracurricular activities is an increase in the interest of many students, and I use this resource to intensify educational work in the new conditions.

So, the classroom hour is a form of educational work of the class teacher in the classroom, in which students take part in specially organized activities that contribute to the formation of their system of relations to the outside world.