Methodology for self-training in a special
(Correctional) school 8 types.
The purpose and objectives of self-training at school of 8 types.
Conditions for the effectiveness of self-training in a special (correctional) school of type 8.
Structure and methodology of organizing self-training.
Goals and objectives of self-training at school 8 types.
Self-study goals: The hierarchy of goals for a self-training educator in a special (correctional) school of type 8 should be as follows:
Formation of children's skills and abilities independent activity.
Creating conditions for consolidating knowledge, skills and abilities acquired in lessons in independent work.
Why did consolidation of knowledge, skills and abilities come in second place? After all, self-preparation is designed specifically for children to complete their homework. This is true, however, in the work of a teacher of a special (correctional) school of type 8, self-training the corrective task comes to the fore.
In the theory of training and education of mentally retarded children ability to do the job on one's own considered an indicator of quality correctional work. Independence of activity is ensured general activity(general educational, general labor) skills, which include:
Ability to analyze problem conditions and determine the way its solutions (or establish that the method is unknown and decide who or what to turn to for help);
Skill plan your activities;
Skill control yourself during the activity and evaluate its final result.
General activity skills provide a person with the opportunity to confidently and successfully act not only in “standard” everyday and professional situations, where one can get by with automatisms, but also when faced with tasks that are feasible to perform, but relatively new.
However, it is hardly correct to define the goal of self-training as the formation of full-fledged general activity skills. It is known that even in a more accessible for mentally retarded schoolchildren labor activity“almost all of the difficulties that students have arise when faced with tasks that require mental actions to be solved: navigating the task, planning its implementation, monitoring, establishing and eliminating interference that can lead to problems in work, etc.” (G.M. Dulnev, 1968). Opportunities for developing relevant skills in cognitive activity, in general education subjects, are objectively extremely low. In addition, in lessons the formation of general academic skills is often not given enough attention. This is due both to the fact that many teachers do not believe that it is possible to develop general activity skills in mentally retarded schoolchildren (although all special techniques are aimed at this by teachers), and the lack of clear methodological recommendations on the organization of this work in the classroom (especially its place in the system of work on the topic, section, subject as a whole).
If in lessons the ability to organize activities independently is not developed (or is not developed sufficiently), can we expect that children will be able to complete their homework independently? Of course not. Therefore, in the practice of schools, self-study often turns into an additional lesson under the guidance of a teacher. But this means that the corrective focus of self-training is not being implemented.
During self-training, we solve a very specific and extremely important task for real work life: we teach our student to act according to a certain algorithm for organizing any of his activities: read the task, (instructions), check the sample before completing the work, ask for help if the sample “is not found” “or not “remembered”, look at the clock while working, review the work completed. We form habits of proper organization of work in conditions of relative independence. Thus, we are expanding the range of tasks that a graduate of a special (correctional) school of type 8 will solve successfully.
Self-training tasks: Let’s specify the self-training tasks, taking into account everything that has been said. The tasks are related to the formation in children of the following skills that ensure independent completion of homework:
Ability to use a diary.
Ability to navigate educational task: read the task before starting it, determine how to complete it, use reference materials(rules, instructions, samples of completing tasks).
Contact your teacher for help if you have difficulties.
Plan your activities.
Use the time allotted for self-preparation rationally.
Check the work done yourself.
In addition to these tasks, the teacher solves traditional educational tasks during self-training: fosters a responsible attitude to educational work, activity, perseverance, willingness to help a friend, the ability to work without disturbing others, discipline, organization, attentiveness, etc.
Conditions for the effectiveness of self-training in a special (correctional) school of type 8.
In special pedagogy, self-training has a number of requirements, compliance with which ensures its effectiveness:
The relationship between the work of teachers and educators
Compliance with the protective pedagogical regime.
The correct dosage of homework.
A differentiated approach to determining homework.
The relationship between the work of teachers and educators.
The teacher and educator must have the same understanding of the goals and objectives of self-preparation. The teacher’s responsibility is to ensure that children have the opportunity to complete their homework independently. During self-study, the teacher does not fill in the gaps in the teacher’s work (does not explain the material again, does not carry out front-line work to consolidate knowledge, skills, abilities). The teacher and educator must observe each other’s activities and be sure to discuss the methods and techniques they use to instill independence in children.
Compliance with the protective pedagogical regime.
Self-preparation should be carried out after an hour and a half day walk. In the last third of the walk, the teacher limits the children’s physical activity and organizes quiet games and activities. Casual conversations.
The educational status of self-preparation and educational classes is different. If self-preparation is a training regime moment. Requiring maximum concentration and mental strength from children, then an activity in modern methods educational work is considered as an organization of children's leisure time. If, after self-preparation, the teacher cannot organize the children in the lesson, you need to analyze the school regime or reconsider the load on self-preparation (if children are often inattentive due to fatigue), or the method of behavior of the lesson (if they are distracted simply because they are not interested) . In some cases, such issues are resolved at the level of organizing the educational work of the school as a whole.
Self-training begins simultaneously throughout the entire school, preferably by bell.
In the lower grades there is a mandatory physical exercise, in the older grades there is a ten-minute break.
The duration of self-training is determined by the age of the children.
In the first grade, homework is not given in the first half of the year, but children need to be taught that when the bell rings for self-study, they - along with the entire school - must enter the classroom. As a rule, the teacher organizes the reading of the primer, either reads aloud to the children himself, or conducts educational games.
In the second half of first grade, self-study lasts 30-40 minutes.
In the second to fourth grades – up to one o’clock.
In high school – up to one and a half hours.
The correct dosage of homework .
When determining homework, the teacher is guided by the following rules:
Homework is given only what is explained, is well understood by the students and can be completed by them independently, without outside help.
The volume of the task is one third of what was completed (actually completed, not planned) in the lesson.
It should be taken into account that in the lower grades, assignments are given for only one written subject per day (either Russian language or mathematics), a reading assignment is given every day.
The situation is more complicated in high school. Although the head teacher sets the schedule in such a way that children need to prepare no more than three to four academic subjects per day, it is advisable that teachers, especially Russian language and mathematics, know the class schedule and agree with each other on the amount of homework.
The tasks should be varied, especially in oral subjects. It is impossible, for example, to give the task “read and retell” at every lesson. Homework should include working with the text and pictures of the textbook (reading, answering questions, selective tasks, filling out tables, retelling, etc.), practical tasks, and preparing individual messages.
A teacher of history, geography, and natural science must know the requirements of the reading program (what kind of work with the text, what type of retelling can be asked).
Differentiated approach.
In the 8th grade school, homework is given differentiatedly, not only in volume, but also in complexity.
As a rule, this means that children of the second and third groups according to pedagogical differentiation developed by the team under the leadership of V.V. Voronkova, receive a task similar to one that was well analyzed and successfully completed in class.
It is for the second and third groups that the task may vary in scope.
Children of the first, most successful group in terms of learning ability, may receive a task that requires somewhat greater independence in completion.
Students of the “weakest”, fourth, group must complete reproductive tasks at home (for example, copy a text, and then underline and write the highlighted nouns in it).
Thus, general principle dosage and determination of the content of homework in each individual case should be like this: the child should at all the task, firstly, independently, secondly, in 30-40 minutes in elementary grades and 60-80 minutes in high school.
Structure and methodology for organizing self-training .
Organizational moment
Didactic game
Working with a diary
Children completing homework independently.
a/Homework orientation
b/Completing the task
v/self-test
Teacher checking children's readiness for lesson
The result of self-preparation.
Before starting self-preparation.
Before self-study begins, the teacher controls the following points: the sanitary condition of the class; readiness of reference materials (dictionaries, memos); readiness of children's jobs,
Educational supplies, books, diaries, notebooks should be prepared by children before self-study begins; It is advisable to have a shift assignment in the class (a person on duty for self-study).
Availability of books entertaining material for those who have completed self-training before others.
Organizational moment.
The purpose of this stage is to get the children ready to work. About the successful implementation organizational moment The teacher judges by the attentiveness of the children and their readiness to work. If all the children look intently at the teacher and are ready to listen to him, you can begin self-preparation. The shorter the “organizational moment”, the higher the skill of the teacher.
Didactic game.
A didactic game is carried out in lower grades in one of the given subjects. The game can be carried out both in written subjects (then it should be related to the topic being fixed) and in reading (to develop reading techniques). You can also use so-called educational games: for attention, intelligence, memory.
In high school, conducting didactic games for self-study is not necessary (although not prohibited).
Stage of working with diaries .
This stage involves teaching children the following actions:
Find homework from your diary;
Determine the rational sequence of tasks;
Plan the allocation of time for self-study.
Finding a task in the diary .
Diaries are kept in the 8th grade school from the third grade. In first and second grades, children find a task based on a bookmark.
After introducing the diaries during several self-preparations, the teacher looks at the children’s notes and checks how they find the task from them.
Working with a diary makes sense for a child if he really needs to find a task from it. Therefore, during self-study, you should never write down your homework on the board. The diary of the relationship between the teacher and the educator should also be inaccessible to children.
Since homework at school of type 8 is given in a differentiated manner and, as a rule, contains several instructions, it is unrealistic to write them all down in a diary. Therefore, from the first grade, children should be taught to carefully mark the details of the task with a pencil in the textbook.
Determining the sequence of tasks.
In the first grade, at the stage of finding homework, the teacher explains that the written subject is completed first, since here you need to “read, and think, and also write, so more attention is needed.” Periodically, the teacher returns to this rule, but now asks the children in what order they are going to do homework. The rest of the time, the teacher monitors (observes) that the children begin work with a written subject, reminding the rule only to those who do not comply with it.
You cannot tell children that “reading is easier than mathematics and the Russian language.” Firstly, this can provoke an irresponsible attitude towards reading, and secondly, for some children reading is the most difficult subject.
To consolidate, special games are played.
Dunno and Pinocchio come to “visit” and, after finding homework, offer the children their own sequence of work:
- Let’s do the reading first, guys, it’s easier, then we’ll do the math, and at the end we’ll do a physical lesson.
2. Children are asked to explain to toddlers, forest students, etc. on behalf of the head teacher, doctor, parents, in what order homework should be done.
* In high school, when multiple oral subjects are assigned, children decide for themselves in what order they want to do the work. In some cases, the teacher tells students which type of work will require more effort and time from them.
Time allocation planning.
More difficult task– developing in children the ability to distribute time between several tasks and fit into the time allotted for self-preparation.
In elementary grades, the teacher monitors the distribution of time. Children must learn to save time and work without distractions.
At the stage of working with the diary, the teacher tells the children how much time they can spend on each subject in order to complete all tasks on time.
Younger schoolchildren need to be taught to “feel” time. The following types of work are used for this.
Teaching children to look at the clock while working. Already first-graders should know the location of the arrows corresponding to the beginning and end of self-preparation.
Use of "symbolic clocks". On a large cardboard dial, the teacher marks in color the sector corresponding to the time allotted for self-preparation. By moving the overhead arrows, he draws the children's attention to how much has passed and how much time is left.
Using a picture “self-preparation plan” (for example, working with a diary - a picture of a diary, a didactic game - drawing a ball, etc.). The teacher introduces the children to the finished plan or draws it up together with the children. The plan is posted on the board at the beginning of self-preparation. While the children are working, the teacher will mark with a special icon (arrow, outline drawing of an alarm clock, etc.) what stage the children are at and how much work is left.
Children completing tasks independently .
The goal of this stage is to teach children to be independent, therefore all the actions of the teacher, his words, and behavior are aimed at creating in children a feeling of independent activity. A teacher can help with self-study, but his help should be perceived by children as an exception and not as a rule.
The main requirement at this stage is to minimize frontal work and give children the opportunity to work at their own pace.
The teacher does not distract the children in order to “disassemble” the task frontally (this is the teacher’s responsibility in the lesson!), and does not organize frontal checking and correction of errors (the teacher will also do this). He does not sum up an interim result in self-preparation after completing a particular subject.
The teacher does not conduct frontal explanations during self-preparation, even in cases when the majority of children in the class cannot cope with the task. In these cases, he stops completing the task in the subject, and in the teacher-educator communication log he writes that the children are not ready to complete the task independently.
Frontal work on self-training should be associated only with the formation of the skills to work independently.
For example, in the second grade, the teacher explains to the children how to begin completing a written task (“task orientation algorithm”). Over the course of several lessons, he reinforces these rules frontally. As soon as at least half of the children have mastered these rules (algorithm), the teacher stops reading the task out loud and only controls the children. The teacher works with those who do not follow the algorithm individually or in groups. Frontal repetition of the algorithm is necessary only at the beginning academic year and quarters.
The stage of children completing homework independently includes three substages for each subject.
Homework orientation.
Completing the task.
Self-test.
Homework orientation .
When performing written subjects, the teacher accustoms children follow the algorithm: Read the task (we teach you to start any written exercise by reading the task and repeating it).
Repeat rule (the child must determine or remember which rule the task is given for, find it in the textbook or on the card and read it).
View a similar exercise in your notebook (i.e. find a pattern in class work).
Write down the first lines (words) exercises.
Check yourself.
Children are introduced to the algorithm in the second grade, as soon as written tasks appear that require reference to the rule. However, already in the second grade, you need to gradually abandon the frontal analysis of the task and reading the rules out loud.
Children completing tasks .
At this stage of self-training, the teacher has two main responsibilities:
Individual work with individual students on the instructions of the teacher(in cases where the teacher has knowledge special techniques training and a close relationship has been established between the teacher and the educator).
Helping children with difficulties.
When children have difficulties and ask for help, the teacher should not rush to give hints and advice. First, the following types of assistance are used:
3/look at a similar task in class work.
Only if these types of help did not help, the teacher points out the mistake and helps to remember how to complete the task by analyzing a similar example.
Self-test.
The goals of this stage are to gain an understanding of the need to check your work and develop the habit of checking your work.
You should not overestimate the capabilities of children and set the task of developing self-control skills in self-training (for example, independently use the technique of performing inverse arithmetic operations). But it is quite possible to form habits, for example, rereading what you have written, recounting easy examples.
The teacher checks the readiness of children for the lesson.
Upon completion of the written subject, the children take turns coming up to the teacher’s table with their notebooks. The teacher checks written work not for the purpose of finding errors, but to reinforce in children the habit of checking themselves. The teacher does not point out mistakes, much less correct them, since this is the teacher’s job. He evaluates the quality of the child's check. When organizing this stage, the teacher uses the following speech formulas: "I I’m checking to see if you checked yourself well”, “Well done, you checked yourself well”(if the teacher saw that the child was re-reading the work), “You relied on yourself, didn’t make sure you were ready for the lesson, didn’t check yourself,” “You need to check your work again,” etc.
It is highly recommended not to check written work frontally. This contradicts the task of developing independent work skills, reduces the responsibility of children (they believe that checking is the “teacher’s concern”), and makes it difficult to form self-testing habits (since children know that there will be a frontal check and expect it). In addition, all children work at their own pace and finish writing at different times. By conducting a frontal check, the teacher also loses the means of encouraging organized and more independent children.
It is also useful for the teacher to know that even in class, when checking homework, the teacher does not require the correct answers to be voiced. He invites children to either tell how they completed the task, or complete and explain a similar task.
Testing “oral” subjects, especially reading in the elementary grades, is carried out without difficulty if the teacher uses the “buzz reading” technique in the lessons. In this case, the self-training teacher can listen to individual children, walking through the rows. To check the awareness of mastering the material best reception for self-study - questions on the content. Questions are asked individually, with the same motivation as when checking written subjects. To check the quality of children’s reading preparation (reading fluency and accuracy, retelling), you can also use peer testing.
The result of self-preparation .
When summing up self-training, the teacher evaluates (naturally, the quality) first of all the children’s independence.
The emphasis is on success.
You can repeat out loud the meaning of one or another skill being developed (for example, why self-test is needed; how to start doing written subjects, etc.).
In addition, children are noted for their diligence, activity, perseverance, respect for time, and willingness to help their comrades.
Goal: developing skills for independently completing homework.
Tasks:
Educational: Improve the ability to read text and retell.
Strengthen the skill of error-free copying of letters, syllables, words, sentences.
Strengthen the ability to solve examples.
Correctional and developmental: Correct attention, memory, thinking operations. Develop listening skills. Understand what is said.
Educational: Form a motivational basis educational activities, positive attitude towards the lesson, understanding of the need for learning. Foster independence, discipline, responsibility. Correct attention, memory, thinking operations.
Visual materials and equipment: Masha doll, computer, projector, screen, multimedia presentation, textbooks on reading, Russian language and mathematics.
PROGRESS OF THE CLASS
I. Organizational moment
Look how many guests we have in our class today. Smile at them, smile at each other. Good mood– the key to successful work in the classroom. I wish you all success.
II. Setting tasks, repeating work rules during self-preparation
1. Have you all seen the cartoon “Masha and the Bear”?
Today we will help Masha become smarter, teach her to read and retell together with the bear, write correctly, divide words into syllables and solve examples.
So are you ready?
2. Check availability on tables school supplies:
Well done, as always, they prepared everything necessary for the lesson.
3.Masha asks: I wonder what you will do now?
Children: Do homework.
– Guys, let’s teach Masha the rules of working in class.
We came here to study, not to be lazy, but to work. We work diligently, We listen carefully.
4. We repeat the rules of self-preparation: The rule of “3 “I” (I do it myself. I check it myself. I evaluate myself.) Masha:
– What day of the week is it today? – How many lessons did you have? – What subjects did you have homework for? – How should you work to complete all the assignments?
III. Mathematics 1. Checking the order on the desks
2. Warm up
Educator: Guys, our guest Masha has prepared “Fun Problems” for you. I’ll read them to you now, and you count the answer.
The mouse has two ears.
How many ears do two mice have?
There's a puppy sitting on the porch
Warms his fluffy side.
Another one came running
And sat down next to him.
(How many puppies are there?)
A rooster flew up onto the fence,
Met two more there.
How many roosters are there?
Who has the answer?
Five puppies were playing football
One was called home.
He looks out the window, thinks,
How many of them are playing now?
Four ripe pears
It was swinging on a branch.
Pavlusha picked two pears,
How many pears are left?
Brought by the mother goose
Six children take a walk in the meadow.
All the goslings are like balls.
Three sons, how many daughters?
Educator: What is your math homework today? (Textbook p. 28, No. 13).
4. Analysis of the task.
Educator: What number is obtained by adding the first and second terms?
The children answer.
5. Independent work
Individual assistance as needed.6. Physical education minute
The wind blows in our faces
The tree swayed
The wind is getting quieter, quieter
The tree is getting higher and higher
IV Russian language
1. Warm up
Educator: Divide the words into syllables and write them in the table. Desk, lesson, ball, magpie, garden, crow.
1 syllable 2 syllables 3 syllables
2. Repetition of rules.
How are words transferred from one line to another?
Is it possible to leave one letter on the line or move it?
3. Analysis of the exercise.
4. Current instruction on the position of notebooks when writing and sitting.
5. Independent work
Individual assistance as needed.
In the margins of your notebook, give yourself the expected grade for the work completed.
4. Exercise for hands
It's time for some physical education,
We will prepare our hands for writing
This finger is grandma.
This finger is grandpa.
This finger is mom.
This finger is daddy.
This finger is me.
That's my whole family
V Reading
1.Warm up
We start with a speech warm-up.
We will talk
We will reprimand
So correct and clear
So that everything is clear.
Educator: What is your reading homework today? (Textbook p. 22).
2.Work with the story.
Reading with a teacher.
Buzzing reading.
Selective reading.
Answers to questions.
VI. Introspection
Educator: Masha would like to know how you evaluate your work in class.
VII. Summing up the work
Educator: How did you rate your homework? Why?
Did you manage to do everything?
Masha thanks you and says “Thank you”
Attached files
Municipal government special (correctional) educational institution for students, pupils with disabilities health « Special (correctional) general education boarding school VIII type No. 13"
Self-preparation
6th grade
Compiled by: Efimenko I.V.
Educator
Yurga 2015
Self-study in 6th grade.
Tasks:
Developmental:
hard work, accuracy, interest in learning
Correctional and developmental goal: to develop auditory and visual attention, memory when calculating; develop the ability to comment on your actions, give a verbal report on the completion of the task.
Progress of self-preparation
I. Organizational moment
The bell rang for self-preparation.
Everyone, good afternoon everyone
Get out of the way, evil laziness
Don't interfere with studying
Don't stop me from working!!!
Guys, greet your guests with a nod and give them a friendly smile.
I smile at you, you smile at me. Smiling can show your friendliness and improve everyone's mood. A good mood always helps to cope with any task and achieve good results.
Guys, tell me, are you warm? (Yes)
Is it light in the classroom? (Yes!)
Has the bell already rung? (Yes!)
Have you completed your self-study yet? (No!)
Just started self-training? (Yes!)
Do you want to study? (Yes!)
So everyone can sit down.
Look in your diaries, in what subjects do we need to prepare assignments for tomorrow? But you will find out what subject we will start our self-study with if you guess the riddle:
(slide 2)
The lesson is interesting, in it we believe
All together we solve examples, solve problems,
Compasses, everything is accurate - without any romance.
Well, what's the lesson? That's a lesson...
Yes, that's right, let's start with mathematics. (slide 3)
In order for us to get ready to do our homework mathematics Let's do a little warm-up. (slide4)
- Boil one egg for 4 minutes. How long does it take to boil 5 eggs?
(same amount)
2) Three days have passed since Sunday, what day was it? (Thursday)
3) If you eat one plum, what remains? (bone)
Guys, who can tell what topic you are studying in class? (slide 5)
Who can name the components when multiplying?
Now turn your attention to the board, let's do some math orally, numbers are given (slide6)
145, 1268,3746,122,5478,9922
Name the even numbers
Name the odd numbers
What number are even numbers divisible by?
Let's repeat the multiplication table as follows:
*** 4
Solve chains of examples:
*7 -13 \5 *7
55 \5 *8
We will perform the next task divided into two groups; we should connect the correct answers with examples with arrows:
4*5= 36 5*6 = 56
3*7= 34 7*8= 31
6*8= 21 6*9= 24
9*4= 20 4*6= 54
Table multiplication answers given (slide 7)
3,6,9,12,15,18,21,23,24,27,30
Guys, these are the answers to the multiplication table for what number? (On 3)
What mistake was made? (23 is not a tabular multiplication answer)
Checking homework.
Physical education minute. (electronic version)
Russian language
Strong, powerful, beautiful, great!
Beautiful, Russian is our language
The likes of him have never seen the light of day
There is no comparison to him!
Guys, what did we hear that was familiar in this poem? What is this poem talking about? (About Russian language)
We start doing homework in the Russian language (slide 8) and start with vocabulary work:
Group work
1) Each group was given cards with vocabulary words; on the cards you need to insert an unstressed vowel. After completing this task in groups, one participant from each group completes this task on the board.
Task card:
D...bycha, b...wealth, m...distance, woman...na, k...mandir, ...kean, d...rector, ...ntenna.
Guys, who can name the topic you are studying in Russian language class?
(slide 9)
Guys, from the proposed vocabulary words, you need to create a phrase - a noun and an adjective. Next I show cards with the task, and you must decline given word combination according to the instructions on the card.
And now the officers on duty will announce which exercise is assigned to be performed.
Doing homework.
Checking completed homework.
Reading.
- In order to find out which subject we are moving on to next, you should read this word. – echtney (slide 10). We start doing our reading homework.
The attendants will tell you what the reading assignment is, but before you start reading, let’s do a little warm-up for your eyes.
Exercise for the eyes.
Now we’ll do a speech warm-up, remember the tongue twister we’re working with, speak first slowly, clearly pronouncing the words, then with acceleration (slide 11)
We will talk
We will reprimand
So correct and clear
So that everything is clear.
Let’s start reading the story “Puss in Boots”, first by buzzing reading and while reading we determine how many characters are in this story. Then we continue to read by roles. Work on issues.
Summing up the results of self-preparation. (slide 14-15)
Self-analysis of self-preparation.
The purpose of self-training: to instill in students the skills of self-educational work on planning, assimilation, consolidation, control and evaluation of acquired knowledge.
Tasks:
Educational: creating conditions for practicing skills and abilities in oral and written calculations; development of skills and abilities to use theoretical knowledge in practice when multiplied by single digit number column.
Developmental: develop interest in learning through additional, corrective tasks, mental processes (attention, thinking, speech); physical activity (through various physical breaks) in order to increase the level of performance; cognitive activity; broaden children's horizons.
Educational: to cultivate independence, activity, discipline, responsibility,hard work, accuracy, interest in learning, friendly attitude towards each other, cultivate criticality and an adequate attitude towards the results of their activities.
Correctional and developmental goal: to develop auditory and visual attention, to develop logical thinking,computation memory; develop the ability to comment on your actions, give a verbal report on the completion of the task.
During self-training I used the following teaching methods:
according to the method of supplying the material:
Verbal (story, conversation, explanation);
Visual (show, demonstration);
Practical (performing work using acquired knowledge);
by the nature of the activities of students/pupils:
Group;
Individual;
A variety of techniques were used to involve children in active activities:
Collective forms of activity with the aim of developing the experience of communication and working in a group;
Visual aids and supporting materials for the development of all the child’s senses;
Games – tasks for developing imagination, creativity, attention, memory, thinking, speech, vocabulary replenishment.
At the motivational-target stage, she created a positive psychological mood through the words spoken in the organizational moment, activated the children’s attention, and the students were positively disposed to self-preparation.
All practical tasks were aimed at fulfilling the goals and objectives of self-training and were structured taking into account age characteristics middle school children school age. The children did not experience any difficulties during conversations and actively answered my questions. There were no difficulties when completing practical tasks. She only gave positive characterization results of their activities, which stimulated children and increased their activity in self-training. Used various types checks: self-check, mutual check. To relieve tension and fatigue, physical exercises for the eyes and for movement and a change of activities were suggested.
In my opinion, all the guys were active, they were interested in the lesson. I think that the guys liked most of all the tasks involving mental calculation, a warm-up for the eyes. Because of individual characteristics the child's personality - slowness, Nikolai Petrov, Lera Matyukhina, Vanya Vishchenko, the children did not quite meet the deadline when completing their homework.
Used ICT, personal oriented approach(children assessed themselves independently), individual and differentiated approach
(individual tasks), health – saving technologies.
Educator I.V. Efimenko
The teacher’s work in conducting self-training
Teacher A.A. Ivanova
In a boarding school, the time allotted for self-study should be used not only for students to acquire knowledge, but also to acquire skills in self-educational work.
When determining the main goals and objectives during this decisive moment, the teacher must constantly remember his main function - to teach the children to work independently.
The teacher must remember to comply with sanitary and hygienic requirements when conducting self-training. We must not forget about ventilating the room and wet cleaning before starting classes. Self-preparation should be preceded by a walk and active rest. 15 - 20 minutes before the start of self-preparation, the teacher should transfer the children to a calmer type of activity. The duration of self-training is established by the charter of the boarding school. Primary classes do homework for 45 minutes, seniors - 1.5 hours.
General requirements for self-training
1. Start self-preparation at exactly the appointed time.
2. Prepare to start work workplace and concentrate.
3. Homework perform as independently as possible.
4. What is asked? Everyone finds out in a diary or notebook.
5. Forgot the rules, find them in the textbook and repeat.
6. Begin self-study in the usual order, for example, with tasks in the Russian language, mathematics, and reading.
7. Doing homework with a neat one appearance, with clean hands.
8. Don't tell me, just help.
9. Raise your hand.
10. Do homework independently, without interfering with each other.
The effectiveness of self-training largely depends on the close relationship between the educator and teachers. Practice shows that constant conversations and mutual attendance at both lessons and self-preparation are necessary.
Educational goals when attending lessons:
1. The work of a teacher to instill independence skills.
2. Survey forms.
3. Requirements for student responses.
4. Checking homework.
5. Methodology for homework assignments.
6. Requirements for maintaining notebooks.
7. Individual work with students.
8. Working with a book.
At the same time, the teacher determines the level of knowledge and skills of individual children, their psychological characteristics, and interest in the subject. When attending lessons, it is imperative to determine the effectiveness of previous self-preparation, draw conclusions, and find out the reasons for the students’ unsuccessful answers.
Self-preparation - organic part educational process. It includes a whole system of independent exercises with the aim of mastering and deepening the material, developing independent work skills. Thus, independent activity may be preceded by a small frontal work (as the first stage of self-preparation) and repetition (of material the knowledge of which is necessary for independent completion of the task). For example, when preparing the Russian language, preliminary work is carried out.
1. Carefully read the task for the exercise and decide which rule you will use when completing it.
2. If necessary, find and read the rule again, give relevant examples to it.
3. When performing exercises, you must always check the rule.
4. Check your work (use a textbook, table, dictionary)
When doing math, review the multiplication tables.
Cheating rules.
1. Read the proposal
2. Read each word syllable by syllable
3. Remember how these words are written
4. Write the sentence from memory
5. Check your written book sentence
When preparing home lessons:
1. Remember what you learned in class.
2. Read the assignment from the textbook. It’s not clear - read it again.
3. Highlight the main parts and main ideas of the text.
4. Make a plan for what you read.
5. Tell me according to plan
6. Correct comments and errors.
When preparing to read:
1. Read the text, notice the words and expressions that made mistakes when reading them
2. Work on these words (read the text several times)
3. Find out the meaning of all unclear words from the dictionary for adults
4. Read the text again and retell it.
Children must be reminded about the correct completion of written and oral tasks, trained, and constantly monitored.
What topic did you study in class?
Who will remember the rule?
Open your textbooks, read the rule again, give examples.
This preparatory stage, where the teacher makes sure that the children can do their homework. The main part of self-preparation is independent work students. If during preliminary work with students the teacher performs the function of instructing, then on the second floor he monitors the work of the students. At this time, he provides individual assistance, but in such a way as not to disturb the majority or distract from work. Children with poor memory and disinhibition need help. The requirements for them should not be too strict. Such students must first of all be helped to develop a sense of responsibility in the process of individual work. They should see the teacher as a reasonable assistant in their work. For most mentally retarded children, learning is one of the most difficult activities. This circumstance often gives rise to their reluctance to engage in educational work or the desire to make it easier in every possible way, resorting to the help of adults or (their comrades). When organizing self-training, it is very important for the teacher to know what the capabilities of each child are.
One child must be forced to think and do all the tasks himself, another needs only a little help, and the third cannot do without all stages of homework or homework being carried out under the guidance of a teacher. In general, when preparing homework, the teacher does not work frontally with the whole class, but individually. It is known that children require different amounts of time to complete tasks. The teacher makes sure that students do not waste time uselessly, and after finishing one task, proceed to the next. He reviews the completed work and, if there are errors in it, returns it to the student for revision. But this can only be done when the teacher is confident that the child in question can handle correcting mistakes himself. In most cases, the student should be shown where to look for errors, and individual children should be pointed out directly to them. And help correct it, but not mechanically, but by repeating the correct action. The teacher needs to structure his work in such a way as to prevent possible errors during its implementation. As students study, the teacher studies a group of children whose work may not be checked every day. This should become one of the educational factors when it is announced to the class that for conscientious completion of tasks such and such children are exempt from testing for a certain period. Such trust, as a rule, stimulates the child to succeed. But on long time It is impossible to leave mentally retarded children without control and guidance. (Children in trust).
When testing mental subjects (geography, biology, reading). The teacher can ask separate questions about the content of what is being told by other students in the class. They can be asked to clarify certain aspects of the answer, draw a conclusion, or comment on their friend’s answer. This will enable the teacher to be aware of how other students prepared for the answer. In all classes of the auxiliary school, a certain amount of time should be allocated daily for self-study to read aloud, and children should also be taught to read silently. More often it is necessary to force those children who have not yet developed this skill to read aloud.
We often get general task class. For some it may be easy, for others it may be difficult. The former do not train themselves on material that is difficult for them, the latter train confidence in their abilities. And as a result, neither one nor the other develops a responsible attitude towards what is assigned at home, since the level of knowledge and cognitive abilities not all children have the same, then a differentiated approach is needed in the selection of tasks. Completing such tasks helps to thoroughly and consciously master the material. Differentiation assignments are prepared in advance: written down on the board, table, cards. They should be divided into two types:
· Mandatory tasks. They are feasible for every student to complete.
· Additional tasks. They are designed for those children who have mastered it and have time for increased difficulty in applying the learned rules, requiring comparison, analysis, and certain conclusions.
For children who have mastered the skills to perform certain tasks, repeating the same tasks is a low requirement. It is better to free these children from compulsory homework and give them a task of increased difficulty. Since differentiated homework is still quite rare in our schools, this problem remains relevant. Individual homework assignments should be given to high achievers because such assignments help deepen knowledge. Individual tasks They also allow those children who perform poorly to experience a sense of success. This task provides an opportunity to express yourself, your strengths. Homework will differentiate if each student works according to his or her abilities and capabilities.
Just as no two leaves on a tree are the same, no two schoolchildren have the same abilities.
Some children understand the same text after the first reading, others require repetition, and still others need clarification.
When doing homework, it is important to take into account the psychophysiological characteristics of students. Additional questions should be given to students with weak auditory memory, inattention, and absent-mindedness. The teacher warns in advance: “Listen carefully, I will check how you remember the rules.” “Sasha, tell us what you will do now and how, and Valera will listen carefully and tell us whether Sasha said it correctly and what can be added to his answer.” These children should be involved in summing up the results, warned in advance that they need to be especially attentive.
Inactive, shy children should be asked more often: “Do you understand?” What's the best way to complement Sasha's answer? What will you do? Where do you start? In questions asked to such children, their experience should be taken into account; it must be made sure that the child will be able to answer it: “Vova, you will answer after Yura, be careful and think about it. Sometimes it is appropriate to ask a question similar to the one that was asked to the previous student.
For students with good visual memory, visualization helps, and for students with motor memory, practical work on the board helps. Possible difficulties are explained to individual children in order to prevent mistakes. Weak children are often given a lighter task, while strong children are given a task to transfer knowledge and skills to a changed or new situation.
Thus, a differentiated approach is carried out mainly in the form of tasks of varying difficulty. Assignments of varying difficulty are useful; they help students who are behind in their studies catch up, and provide food for thought for the most capable.
One of the ways to increase activity and awaken interest in learning in children is didactic games, which contribute to the creation of an emotional mood in students, causes a positive attitude towards the activity being performed, improves overall performance, the appearance cognitive interest To academic subjects. The most common are competition games, puzzles: riddles, puzzles, crosswords, rhyming games, etc. They develop children's perception of attention, memory, and thinking. They should be used for self-study if there is free time from lessons.
And the last stage of self-preparation, the final one, is summing up. On last stage The teacher analyzes the work of the class as a whole and individual children, identifies those who are diligent and those who helped their comrades.
Promotion good work. The teacher arouses in children the desire to earn praise and recognition of the usefulness of their work another time.
By providing an individual approach to children, we develop the skills and abilities necessary to complete homework.
