How to manage classroom content introduction

Chapter II. Practical activity of the teacher on individual work of the class teacher with students
2.1. Methods and forms of individual work of the class teacher with students
How difficult it is in today's conditions to make a model of behavior attractive to a child, in which kindness, generosity, nobility lie, which do not bring quick recognition and money. There is not and can hardly be any list of the only true, scientifically based rules and laws, there are only general patterns of development, maturation of the individual as a biological, mental and social being, which must be taken into account and to which one must subordinate one's pedagogical actions. The main thing on this path is pedagogical intuition, a moral sense and a desire to help the child in his most dramatic period of life, to convince him to believe in himself. [8]
The practical activity of the teacher on the individual work of the class teacher with students , as a rule, is associated with extracurricular activities, communication between the class teacher and children. These include: conversation, intimate conversation, consultation, exchange of views, implementation of a joint assignment, individual assistance in specific work, joint search for a solution to a problem, task. These forms can be used together and each separately, but most often they accompany one another. [10]
The use of individual forms of work involves the solution by the class teacher of the most important task: to unravel the student, to discover his talents, to discover everything valuable that is inherent in his character, aspirations, and everything that prevents him from expressing himself. Each needs to be interacted with differently, each needs its own specific, individualized style of relationship. It is important to win over the student, call him to frankness, gain trust, awaken the desire to share his thoughts and doubts with the teacher. There are great educational opportunities in individual forms of work. A heart-to-heart conversation can be more useful for a child than a few collective activities. [14]
An important place in the study of students is occupied by individual conversations with students. In the process of such conversations, it is possible to identify the motives of the student's behavior, his interests and inclinations. If you approach the student sensitively and attentively, he will willingly tell about his desires and dreams, about his attitude towards teachers and parents. Such conversations should be informal, natural, sincere and conducted with pedagogical tact. Feeling sincere attention, benevolence and disposition towards himself, the student, as a rule, frankly talks about everything that interests the educator. Tactful heart-to-heart conversation is not only a method of studying the student, but also an important form of their education. It is desirable that an individual conversation be conducted according to a predetermined plan, in a certain system. Then it has a proactive character, an individual adjustment to the general program of pedagogical influences. Conversations are most often held in connection with the often arising local conflicts, violations of discipline. [16]
The next form is the use of elements of differentiated learning in practice, it involves organization of the educational process, in which the teacher, working with a group of students, takes into account the presence of any qualities that are significant for the educational process. [17]
Also very effective are additional classes with gifted children in subjects. Before the introduction of additional classes, teachers should first of all conduct a joint testing of the child with a psychologist and assess the degree of his readiness. And with accelerated learning and with a greater load, the child should be interested in the subject, methods of pedagogical influence should be available to him, which means that any classes must be adapted to each individual student (preschool. Gifted children need individual training, so teachers should undergo special training. Classes with a psychologist are also obligatory, since a gifted child is a complex mental object in which the spheres of the human psyche are strongly intertwined: cognitive, emotional, and others. Such a child is very sensitive to social relations. Psychologists must prepare him for life in society, to teach to see the interesting in simple objects, and to be able to communicate with "ordinary" children.[24]
Another form is the project activity of students. Working on projects, students get acquainted with the diversity of the world around them, get ideas about its structure, about ways to gain knowledge about it, learn to independently extract information, systematize and generalize it; responsibility for their activities, respectful and equal interaction with partners is formed. Such work prepares younger students for a deeper study of the foundations of science. Therefore, an important task is to equip students with methods of scientific knowledge. Training should be built on the basis of independent activity, reproducing the main points inherent in research and project activities. [26]
A very important form is visiting subject and creative circles and extracurricular activities. If class activities, lessons are held for the class in full force and attendance is mandatory for all students, then extracurricular activities at the school are held for those who are interested. But, as in the classroom, exactly the same methods of work, forms of learning activities are used here so that children learn something new and acquire the skills to perform and solve various problems. For the reason that classes are held after school hours and on a voluntary basis, they are called extracurricular, or extracurricular. Students of any class can attend circles or sections, which are also related to extracurricular activities. The time of their holding should not coincide with the main classes at school. The most common forms of extracurricular activities are circles on various subjects, competitions, olympiads , quizzes and work in scientific societies. Classes in them stimulate the creative activity of the child, especially for practical classes in creative studios. [29]
The next form is the creation of children's portfolios. In the pedagogical literature, a portfolio is characterized as: a collection of a student's work that comprehensively demonstrates not only his educational results, but also the efforts made to achieve them; exhibition of educational achievements of a student in a given subject (or several subjects) for a given period of study (quarter, half year, year). The portfolio is an important element of a practice-oriented approach to education. The concept of a portfolio: a portfolio is a promising form of presenting the individual orientation of the educational achievements of a particular student. And the philosophy of the student portfolio suggests: a shift in emphasis from what the student does not know and cannot do, to what he knows and can do on this topic and this subject; integration of quantitative and qualitative assessments; transfer of pedagogical emphasis from assessment to self-assessment. The main purpose of the portfolio is to demonstrate the student's achievements in various fields of activity: educational, creative, social, communicative. The portfolio becomes a “success story” that helps track the individual progress of the student, a story in which the emphasis shifts from what the student does not know and cannot do to what he knows and can do. [17, 27]
A.S. Makarenko considered it necessary that the teacher keep a diary of studying students (and many class teachers do this), regularly record the most important facts of their behavior, note the trends in their development, and on this basis predict and design educational work. To facilitate the work of the class teacher, there are individual work plans that allow you to logically and structurally collect information about the child.
In educational practice there is a wide variety of forms of work, they are difficult to classify. Let us try, however, to streamline the forms of educational work by singling out the predominant, main component of educational work. It can be said that our typification is based on the main means (methods, types) of educational influence, of which we have identified five: the word, experience, activity, game, psychological exercises (training).
Hence, there are five ways of educational work with younger students: verbal - logical; figuratively - artistic; labor; gaming; psychological.
The means of implementing individual work are: psychological support; human resources; didactic resources; financial resources. [9]
We highlight the main ways and means of individual work with children:
Firstly, since the need for individual work arises as a result of a complex of reasons: the negative impact of unfavorable family conditions, school failures, separation from school life and school staff, and antisocial environment. The overall strategy of educational influence should take into account the family, the school, and the immediate environment. It is necessary to compare, as far as possible, to influence parents, to encourage them to restructure the nature of internal relations, to pay more attention to a difficult child, to advise parents on a number of specific measures in relation to him, and to jointly determine a line of behavior. It is necessary that the school also change its attitude towards a difficult student, stop considering him incorrigible, find ways of an individual approach to him, involve him in the common affairs of the team. Moreover, if the discord in the family has gone so far, then significant changes are impossible there, the school must compensate for the shortcomings of family education. Finally, one should also influence the student’s immediate environment, try to restructure the direction of his company, involve it in socially useful deeds, and if this fails, then distract the student from the company , protect him from bad influence. [3, 16. 19]
Secondly, it is impossible to correct the personality by the forces of teachers alone, by the forces of the school alone. In this work, in addition to the school, the family, children's organizations, out-of-school institutions, class members, and public organizations should be involved. And under all conditions, you just need to rely on a healthy children's team, act together with it, through it. Only by joint efforts, with the unity of educational influences, it is possible to solve this problem. [22, 26]
Thirdly, the main means of education should be the correct organization of the life and activities of a difficult child. It must be remembered that moralizing, notation is not a very effective means of educating a child, since he has long developed a prejudice, distrustful attitude and skepticism in relation to the words of the educator. This does not exclude the fact that an intimate conversation in an atmosphere of sincerity, trust and benevolence can be of great benefit. [12]
Fourthly, education cannot be understood only as the elimination of the eradication of something, the fight against shortcomings and vices. Re-education is also the formation of the development of positive habits, traits and qualities, the careful cultivation of healthy moral tendencies. Fifthly, it is necessary to involve the student in the process of self-education, to organize his own struggle with his own shortcomings. A.I. Kochetov, revealed the system of educational influences on difficult schoolchildren, notes that the formation of the personality of a difficult-to-educate student is a combination of re-education with the usual measures of education and self-education. In other words, a difficult child should not be a passive object of educational influences, it is necessary to activate his personality, use its healthy moral forces to deal with his own shortcomings. As A.I. Kochetov, it is necessary to show the difficult schoolchild the true romance of moral education, to try to form in him the ideal of a real, courageous, strong-willed person who would overshadow the ideal of a “dashing leader guy” in the eyes of the educated, give an inspiring role model. Kochetov specifically recommends how to organize the self-education of difficult children. In particular, it can begin with elementary tasks for oneself for a short period of time. Such tasks should first be based on the child's pride on his desire to excel, as a rule, they are associated with extracurricular activities, communication between the class teacher and children. These include: conversation, intimate conversation, consultation, exchange of views, implementation of a joint assignment, individual assistance in specific work, joint search for a solution to a problem, task. These forms can be used together and each separately, but most often they accompany one another. [18, 21, 25]
In accordance with this, the nature of individual tasks for additional independent work of students is determined, the means of educating schoolchildren are chosen both for learning and for extracurricular work.
Thus, we can conclude that the individual work of the class teacher with students should include: Studying the individual characteristics of students, the specifics of the conditions and the process of their development; Establishing interpersonal contacts with each child; Creating conditions in the class team for the manifestation and development of real and potential abilities of students, the realization of socially valuable personally significant interests and needs of schoolchildren; Providing individual assistance to students who have difficulty adapting to the life of the class, relations with teachers and other members of the school community, the implementation of norms and rules of conduct in the educational institution and beyond; Interaction with parents, administration, socio-psychological and other services of an educational institution in order to design an individual trajectory for the development of students, pedagogical support for socially useful initiatives of schoolchildren, correct deviations in the intellectual, moral and physical development of their personality; Assistance to pupils in activities for self-knowledge, self-determination and self- development; Diagnostics of the results of training, education and development of each student, taking into account their personal achievements.

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