Self-analysis in teaching practice. In English language. Individual plan of student's undergraduate practice
1. Your greatest success.
In my opinion, my greatest success was conducting a lesson on the topic "Information Systems", where I came up with an interesting task that can be solved in the DublGis information system. As a result of which, after this lesson, the students left the class joyful, happy, they still wanted to solve similar problems. Also, it seems to me that our event in informatics "Hundred to 1" was a success. After this event, the students had pleasant impressions and a joyful mood.
2. What are you
· learned: competently draw up lesson notes; conduct lessons well enough; learned to work with the class; draw some conclusions about the lessons learned, highlight the pluses and minuses in them; use various methods and forms of teaching students; find contact with students.
· what's new : a computer science teacher is a constantly learning person, because changes and reforms are constantly taking place in this field of science. It takes a lot of time to prepare for the lesson.
· what did you understand for yourself : When preparing a teacher for a lesson, it is important to focus not only on educational tasks, but also on the development of practical tasks that would be interesting for students.
3. Your main difficulties:
At the beginning of the practice, it was difficult to find contact with the students, but after a couple of lessons, contact with the students was established. Also, some difficulties arose when planning the topics of the lesson, since the topics of the lessons were related to the Internet, and there was no such thing as the Internet in the classroom ("weak Internet"), I had to find alternative practical tasks that are no worse than those tasks that would be implemented using the Internet.
4. What changes have occurred during the practice:
· in your feelings as a future computer science teacher: i became more confident in class; learned to plan a lesson; learned to apply pedagogical methods and forms of conducting a lesson, using various means; learned to count the time to prepare for the lesson, learned to find contact with the class; gained experience in dealing with unforeseen situations in the classroom.
· in the ability to communicate with children and with colleagues : learned to find contact with the class; I realized that each student needs an individual approach.
· in the ability to plan the course of the lesson : learned how to rationally and productively use the time allotted for the lesson.
5. What problem of the modern school have you faced?
There is not enough state funding for the gymnasium, which is why the classroom has a "slow" Internet and a shortage of computer places. Also, updating and equipping computer equipment is very rare.
6. To what extent did you manage to establish contact with the computer science teacher?
It was easy to connect with a computer science teacher. The teacher is very friendly, sociable, she will always help and tell you what is wrong. Throughout the practice, the teacher consulted me, gave me useful advice. And I am very grateful to her for that!
7. Has your idea of \u200b\u200bthe pedagogical activity of a computer science teacher changed after practice?
To be honest, not much. This is not my first practice, and I was well aware that being a teacher is not an easy job, but a job that requires a lot of time, effort and patience.
8. What would you like to wish a computer science teacher?
Let it be so that in your life
Light, kind
Children have always surrounded you like flowers,
Report
Pedagogical practice
2nd year student of Maslova Oksana Aleksandrovna
practice took place on the basis of GBOU Secondary School No. 0000
southern District Education Department of Moscow
in 1 "B" class
from 8.03.2000 to 10.04.2000
Director of MBOU Secondary School No. 0000
_______________()
"" _____________ 2000
Moscow, 2000
Self-analysis of teaching practice. 3
Practice base. 4
Summary of a lesson in mathematics. five
Summary of the lesson in Russian. 13
Summary of the lesson on literary reading .. 20
Summary of the lesson on the world around. 26
Summary of extracurricular activities. 32
Sociometry. 42
Conclusion. 46
Feedback
about the work of a 2nd year student of the faculty of professional retraining of pedagogical personnel of the Moscow Institute of Open Education Maslova Oksana Aleksandrovna, who had an internship in the 1st grade of MBOU SOSH 0000, school address: _ from 00/00/0000 to 00/00/0000.
Listener Maslova Oksana Aleksandrovna attended a large number of lessons in the specialty according to the teacher's calendar, and she herself gave lessons in the Russian language, literary reading, mathematics, the world around her, and an extra-curricular event. The lessons were conducted in accordance with modern methodological requirements, taking into account the psychophysiological characteristics of the students.
During the period of practice, the listener Maslova O.A. demonstrated a good knowledge of subjects and methods of teaching them, the ability to apply the knowledge gained at the University to solve the practical tasks assigned to her. Oksana Aleksandrovna proved herself to be a diligent, responsible, conscientious teacher. She was creative in developing didactic lesson projects. The lessons and the event she conducted were well thought out and interesting. Oksana Aleksandrovna prepared a variety of handouts for the lessons. The density of the lessons was quite high, although there was an irrational distribution of time. In the classroom, various types of educational activities were used. The only drawback that should be noted is that the lessons do not summarize the lesson, associated primarily with the incorrect distribution of time.
Oksana Alexandrovna was able to find a common language with all the students of the class in a short time. She was attentive, tactful and kind to the students. At the same time Oksana Aleksandrovna is demanding, she owns a class.
Oksana Alexandrovna always responded to the teacher's requests, provided great assistance in organizing the class.
Assessment for teaching practice ___________________________
Director of MBOU Secondary School No. 0000 __________________ ()
Supervisor Teacher ________________________ ()
Self-analysis of teaching practice
This is the first time I am going through the teaching practice in elementary school. Previously completed internship and worked in high school. I was worried that I would not cope with the peculiarities of a young age. The work of a primary school teacher is very interesting to me; in the course of my pedagogical activity, I got new opportunities for personal growth, self-realization in life. I have noted a lot of the experience of teaching other teachers for myself. Coming to the duties of a primary school teacher, in working with students in the classroom, I think the main things are: the formation of competence; skills, knowledge, skills of students, as well as the ability to organize their workplace, the type of board, accuracy in the course of work. In my work, I consider the most significant method of raising the teacher's role status, praise and encouragement will also highlight this type of activity as a game, therefore, in the course of practice, I most often used this particular method in communication with students. In the future, I see myself as a primary school teacher who has a high level of theoretical and practical training, has an extensive knowledge base, is able to transfer his skills, skills and knowledge to students who are able to interest their students. I believe that a lot will be gained with experience, I am ready to put a lot of effort into this.
From the knowledge and skills gained at this stage of pedagogical practice, I will take into my baggage a future primary school teacher a demeanor, teaching methods, the ability to organize a lesson, the ability to interest students.
Practice base
The practice was carried out at the State Budgetary Educational Institution of Secondary School No. 0000 in 1 "B" class, the class teacher of which is S.M.Samolenko The classroom has a pleasant, friendly atmosphere. There are 26 students in the class. Classroom performance
List 1 "B" class
schedule of lessons
| Pon-k | Tuesday | Wednesday | Thursday | Friday | ||
| 8.30-9.10 | ||||||
All students in the class remain in the extended day group. More than half of the class attend the clubs and sports sections organized at the school. On Wednesdays, everyone is actively involved in the Nature Lessons elective organized by the class teacher. On Thursday, at the Little Reader elective, students play, learn and read poetry, two girls in the class write poetry themselves.
Math lesson summary 1 class
Maslova Oksana Alexandrovna
Topic: Addition table
Lesson type:a lesson in the discovery of new knowledge
The purpose of the lesson:creating conditions for the formation of an understanding of the algorithm for constructing the addition table within 20 and carry out work aimed at memorizing it
Equipment: textbook "Mathematics", grade 1. Authors: T.E. Demidova, S.A. Kozlova, A.P. Tonkikh, A4 sheets lined in a cage, felt-tip pens
Methods: problem-dialogical, technology for assessing educational success.
Form of work: frontal, group, in pairs
By duration: 1 lesson
Tasks: systematize and consolidate knowledge about the composition of numbers from 2 to 10; help children create the Addition Table project; develop research skills; teach to plan your activities; develop logical and critical thinking, coherent speech; foster a culture of behavior in frontal, group and pair work.
Formable skills / personality traits:
(planned learning outcomes)
Cognitive UUD -
1) develop the ability to extract information from texts;
2) present information in the form of a table;
3) draw conclusions based on the analysis;
4) navigate in a new kind of records - a table;
Communicative UUD -
1) develop the ability to listen and understand others;
2) build a speech utterance in accordance with the assigned tasks;
3) formalize your thoughts orally;
4) develop the ability to work in pairs, in a group.
Personal results-
1) develop the ability to express your opinion, express your emotions;
2) evaluate actions in accordance with a specific situation;
3) to form motivation for learning and purposeful cognitive activity.
Regulatory UUD -
1) develop the ability to express your guess based on working with the lesson material;
2) evaluate learning activities in accordance with the assigned task;
3) predict the work ahead (draw up a plan);
4) carry out cognitive and personal reflection.
| Lesson steps | During the classes | Formation of UUD |
| I. Organizational moment | The long-awaited call is given, We begin the lesson We begin to work together, We do not lose a minute! - Let's check the readiness. | Regulatory UUD |
| II. Actualization of knowledge necessary for mastering new things | - What number did you meet in the last lesson? - What is interesting about recording the number 10? Working with numbers. 5,7,1,3,6,2,8,9,4,10 -Read the numbers. Write: Option I - in ascending order, Option II - in descending order. Underline with a simple pencil the number that you managed to write correctly and beautifully. - Circle the largest number in red pencil. Circle the smallest number with a blue pencil. What number is superfluous - underline with a simple pencil. - Check each other's work (the couple, who coped without mistakes, join hands and raise them, forming a "house") - Now let's do the work in groups. (Children who sit at desks I, III, V turn to those who sit at desks II, IV. It turns out 6 groups of 4 children.) - We met with the numbers from 0 to 10. What what actions can we do with them? (Add, subtract, compare) - groups 1,2,3 work with numbers 1,2,3,4,5 and make all kinds of equalities for addition with these numbers. 4,5,6 groups work with numbers 1,2,3,4,5,6,7,8,9,10 and make all kinds of equalities for subtraction with these numbers. - What can you say about the number of equalities that you received? (There are many of them. Who can count: there are 45.50 of them. Then the question is appropriate - why did one group make 45 examples for addition, and the other 50? Answer: there are equalities with the same terms.) | Personal results Personal results Communicative ELE |
| III. Formulation of the problem. | - What do you think, is it possible to write down all the equations you have drawn up compactly, not taking up much space, but in such a way that you can add and subtract? (Children's answers: yes, no, maybe) - Your answers are an assumption. You assume that so many examples can or cannot be written compactly. In the next lessons, the word assumption we will replace with the word hypothesis... Thus, we assume that equalities with numbers from 1 to 9 can be written in a different way, so that they take up little space, it is convenient to use them, and it would be possible to quickly find the result. | Cognitive UUD |
| IV. Work planning | - Before starting work, we will draw up a plan and we will learn to work according to the plan. What suggestions do you have? 1. Discuss the purpose of the work 2. Find out where we will write down 3. Search for a solution to the problem in the group 4. Consider all the proposed options and choose the most convenient 5. Submit the work 6. Use the resulting model in mathematics lessons | |
| V. Way out of a problem situation | Children discuss the problem in groups. Each group offers its own way of solving this problem: they group equalities, make up examples - chains, someone can suggest the desired way. - Let's write the numbers from 1 to 10. On the next line, write the number 1 one cell to the left of the top line. Increase each number by one, write the result under the number that you increased. - Who guessed why I gave this hint? - Try to finish what you started on your own. What happened? (A set of increasing numbers both horizontally and vertically) | Communicative UUD |
| Vi. Discovery of new knowledge | - We managed to put all your examples in one table. The teacher shows the finished table on the slide. - Who can explain how to work with this table? - How will you subtract? - Did we manage to create a model of the addition table? - When and where can this table be used? Fizminutka: One, two, three, four, five! We all know how to count. We know how to rest, too, Put our hands behind our back, Raise our head higher And breathe easily, easily. - Remember the 5th point of our plan. What do we do? (Make out the model of the table.) * Distribute the previously prepared model tables without numbers. - Write down the terms horizontally in red, vertically in blue, the sums of these numbers in green. Fill in the tables yourself. See if the neighbors are up to the job. Help someone who is in trouble. After the end of the work, a warm-up for the fingers is carried out: (Flex and unbend fingers alternately) First - Monday, Second - Tuesday, Middle - Wednesday, Fourth - Thursday, Fifth - Friday (Stroke one hand with the other) Saturday, Sunday - Resting! (Do the same on the other hand) - Find from the table the sum of the numbers 2 and 7, the difference between the numbers 8 and 5. Ask each other examples in a chain, find the result from the table. | |
| Vii. Anchoring | - What is the table for? Where will we use it? What does the 6th point of our plan sound like? - Using the table, we will complete the tasks of the textbook on p.27 # 5, 6. | Personal Outcomes Regulatory ELM Cognitive ELM |
| VIII. Reflection | Agree on the sentences: Today in the lesson we Created - …………… .. A hypothesis is ……………… .. Learned- …………………. Planning is …………………… Self-assessment in the weekly diary: - Rate your work with the icon in your diary. | |
| Lesson summary |
| Lesson stage | During the classes | Student activities |
| I. Self-determination to activity (organizational moment) 1 min. | - Guys, let's start the lesson. How do you want our tutorial to turn out? - It will depend on you: how you will help me and each other. You will be diligent, active, attentive and you will succeed. | Interesting, not boring, learned something new. |
| II.Knowledge update 1 min. III. Statement of the problem. Communication of the purpose and topic of the lesson. 3 min. IV. Calligraphic minute. 5 minutes. V. Resolution of the problem. Discovery of new knowledge. 15 minutes. VI. Independent work. Initial consolidation 15 min. VIII. Lesson summary. Reflection. 5 minutes. | Teacher. - Girl, please come out to the blackboard! - Sorry, I didn’t ask you , andto you (addressing another student). - No, I didn't call you. Why didn't the one I called come up? Children. You asked, you didn't name! Teacher. Children, what should I name? Children. First or last name. - The name is required, and if there are several girls with the same name in the class, then you need to give the surname. Teacher. Yes, your name is written on your main document - your birth certificate. This name has been assigned to you. This name is your own. What names can you name? Why are names needed? Children. - To address a person. - You need a name to write a note. - When talking on the phone, you need a name. I suggest taking a trip to find a priceless treasure. By completing the task, you will receive a chest. Let's start our journey on a small train. Look carefully at the carriages of the letter, find an extra one among them (m, z, p, U, n.f) explain your choice. Slide 2 And while we are driving, Dima will start reading a poem, listen and try to formulate the topic and purpose of the lesson. An ordinary letter Grew up suddenly, Grown above All the letters-friends ... The letter did not want to grow, the letter was entrusted with an important matter. Capital letters are written on the board: ROSE Teacher. What can you say about these letters? Children. Only capital letters are written here. - Here are the letters of consonants and two letters of the vowel - O. Teacher. Write these letters in alphabetical order. Teacher. Underline in your art the letters that you think are well written. Tell us: what letters did not work, what did not work in them? Teacher. Do you guys think capital letters will come in handy for you and me in class today? Now we are going to work in groups. Slide 3. Each group will sail on a boat, completing the task, formulate: when the capital letter is written in the words. Task for each group. 1st group. In our class study Burmatova…., Zemelkina…, Lyalina…, Berezovskaya…. 2nd group. We live in the city (M), (M) Oskwe. 3rd group In the circus there was a cat (M) (m) urka, a dog (T) (t) oshka, a parrot (K) (k) esha - Only in our class are these words written with a capital letter? - Where can you find out we have formulated the rule correctly? Well done! Receive a chest. Work in pairs. Uch., P. 26, exercise. 3. Teacher. What kind of work can you offer with these words? Teacher. And why are some words written with a capital letter, and others with a small letter? Children. Proper names are written with a capital letter, and improper names with a small letter. Children. Distribute words in two columns: for example, in the first column - two-syllable, and in the second column - three-syllable. - You can write words by dividing them into two groups: with a capital letter and with a small letter. Children. A task for grouping words with a capital and small letter. It fits more with our lesson. We are talking about proper names, Teacher. Guys, what task are you choosing? Children complete the task: divide the words into two columns. Groups of words appear on the board: 1) village, city, girl, boy, lake 2) Denis, Korablev, Masha, Krylova, Moscow, Makarovo, Baikal. Teacher. Now, you probably already understand why we repeated the spelling of capital letters today. Tanya, Vanya, Petya, Galya, Lena, Nina, Mila, Valya, Kolya, Ira, Alexey, And Seryozha, and Andrey! Never forget: Highlight the name with a letter! - What knowledge did we receive today? Let's repeat once again the rule of capitalization in words. | Again, what words answer the question who? what? We will work with the proposal. A wise owl poses a question to us, which we will have to answer, a book, a teacher, friends will help us. At the end of the lesson, we will evaluate our performance. Extra letter "U", all lowercase, but it is uppercase. Capital letter in words. Work in a printed notebook page 20 They conclude that names, surnames, nicknames, names of cities, rivers are written with a capital letter. This is the law, the rule. In the textbook, Internet, reference book, the teacher will help. Work in a notebook. Students do writing work in notebooks, consider the writing of letters and talk about what did not work out in them, adequately perceive the teacher's assessment, express their assumptions, build reasoning, admit the existence of different points of view, formulate their own opinions Children's answers. |
Subject
Learn to read and analyze works of art
Learn to see the logic of the development of actions, the idea of \u200b\u200b\\ u200b \\ u200bwork
Improve reading and literate writing skills
To consolidate the ability to write off sentences and hyphenate words
Personal
Learn to assimilate moral and ethical norms, empathize and understand the feelings of other people
Learn the skills of cooperation, self-esteem
Learn to correctly explain your choice, conduct an oral dialogue
| Lesson steps | During the classes | Formation of UUD |
| I. Organizational moment (1 min) | The bell rang for us. We entered the classroom calmly. All stood at the desks beautifully, Greetings politely. They sat down quietly, backs straight. I see our class is wherever. We'll start the lesson, friends. | Regulatory UUD |
| II. Reading motivation Knowledge update (5 min) | On the blackboard there is a note: "Valentina Oseeva" and her portrait. Let's read the author's first and last name. - Are you familiar with the work of V. Oseeva? -Do you want to get acquainted with another work of this author? What are the letters written on the board? Who can guess how to decipher the records? (Anagrams) Atkrel (plate) Kachash (cup) Chenepe (biscuits) - Find the “extra” word. (Cookies) - "Cookies" - this is how the wonderful children's writer Valentina Oseeva called her work. - What do you think the work with such a title can be about? Assumption. | Personal Outcomes Communicative ELE Regulatory ELE |
| III. Organization of cognitive activities (7 min) | Work with V. Oseeva's story "Cookies". Primary perception of the work. Reading to "Misha ... looked at mom." Assumption. - And what about mom? ... And grandmother? ... Finishing reading Checking the assumption. Initial check of perception. · Who are the heroes of the story? · How can you call them in one word? (Family) · Do you like this family? Conversation on primary perception. - Do you like this family? - What was the mood in the family at the beginning? - Why did the mood of mom and grandmother change? | Cognitive UUD |
| IV. Statement of the educational problem (2 min) | -What do you think the story of V. Oseeva invites us to think about? (you need to think about your actions, about your attitude to other people). This will be the task of our work with the text. | Cognitive UUD Communicative UUD |
| V. Re-reading and analysis of what has been read (20 min) | Preparing for reading... We will come across difficult words. Reading a story aloud by children in paragraphs. Open the tutorials on page 118. Ready to read. We follow the reading. 1st part (1st paragraph) Where does the action take place? · Why did the family meet? (Tea Party) Who did mom bake sweets for? · Who is this “all” sitting at the table? Show me how you feel after reading this part? Why? 2nd part (dialogue) · What words did Misha say to his grandmother? · Read the funniest lines? The saddest lines? · What questions would you ask the guys? Mom? Grandma? · How did Vova and Misha seem to you? · How did they do it: right or wrong? Let's give them a description. Conclusion: it means that both of these boys did the wrong thing, and their actions are negative. How many of you do the same? · What would you do? | Communicative ELE Personal Outcomes Regulatory EMP Cognitive EMP |
| Vi. Working with text according to the textbook (5 min) | Selective reading. Review the picture on page 116 - Find the passage that fits the situation. Read it. (The table was quiet. The cookie heaps were rapidly decreasing.) Well done! You did it! Reading by roles. - How many actors do you think it takes to voice this story? Let's read it by role. Expressively, trying to convey the mood, the situation in voice and intonation. Did you like how the guys voiced the story? | Cognitive EULs Communicative EMPs Regulatory EMPs Communicative EMPs Personal outcomes Cognitive EMPs Personal outcomes |
| Vii. Generalization | -Read the title of the story again. Is this story about cookies or something else? Reason. What would you do if you were boys? - Whose behavior did you particularly dislike? Why? - Can you call Vova and Misha polite, who only remember themselves? - Did you notice how Misha asked his grandmother to pour him tea with his brother? (without the word "Please", the request looks like an order) | Personal Outcomes Regulatory ELM Cognitive ELM |
| VIII. Reflection | What did V. Oseeva's story teach? What do you remember from today's lesson? | Communicative ECD Regulatory ECD Personal Outcomes |
A monument to Andersen was erected in the Royal Gardens in Copenhagen. A statue of the heroine of his fairy tale, the Little Mermaid, was erected on the Copenhagen embankment, which has become a symbol of the city. About a million people come to see the Little Mermaid every year. More than 100 years have passed since Andersen's death, and tales and stories of the Danish writer continue to be published in all countries of the world, including Russia, where Andersen, according to S.Ya. Marshak, found his second homeland.
Guys, why do you think I decided to tell you about H. H. Andersen?
Exercise 1.
–What books have you read recently? Who wrote them?
Task 2.
Fabulous quiz. Before you are sheets with portraits of heroes from different fairy tales. Now I will read the questions, and you circle the correct answer.
- A queen with a cold heart? (The Snow Queen)
- What was the name of the bride who ran away from the blind and greedy groom? (Thumbelina)
- The dad who took the shavings off his son? (Papa Carlo)
- What is the name of a fairy-tale hero who knew how to crack nuts perfectly? (Nutcracker)
- The hero of the fairy tale who had only one drawback - too big ears? (Cheburashka)
- Wolf pupil? (Mowgli)
- Who turned from a freak into a handsome man? (Ugly duck)
- A veterinarian visiting Africa? (Aibolit)
- Where do you lose your shoes? (Cinderella)
- Who is the author of the fairy tale "Puss in Boots"? (C. Perrault)
- In what fairy tale do an onion, tomato, lemon, etc. act as living beings? ("The Adventures of Cipollino" by J. Rodari)
Task 3.
–Guess what books will be discussed ... Listen carefully, write the answer on a piece of paper. After all questions, we will check.
He is a friend of animals and children,
He is a living being
But such in this world
There are no more.
Because he is not a bird
Not a tiger cub, not a tit,
Not a kitten, not a puppy,
Not a wolf cub, not a groundhog.
But filmed for a movie
And known to everyone for a long time
This cute little face
It is called (Cheburashka) - E. Uspensky
The horse is not easy, -
Miracle - golden mane
He carries a boy over the mountains
Yes, it will not drop it.
The horse has a son -
Amazing hobbyhorse
By nickname (Humpbacked) - P. Ershov
Enemy of people
And the enemy of beasts
Angry robber (Barmaley) - K. Chukovsky
He is kinder to everyone in the world,
He heals sick animals,
And one day a hippo
He pulled it out of the swamp.
He is famous, famous
This is the doctor (Aibolit) - K. Chukovsky
He is both cheerful and not spiteful,
This cute freak.
With him is the owner, the boy Robin,
And a friend - Piglet.
For him, a walk is a holiday
And honey has a special scent.
This plush prankster
Teddy bear (Winnie the Pooh) - A. Milne
· A girl appeared in a flower cup.
And there was that girl a little more than a marigold.
The girl slept in a nutshell;
What a girl, how sweet she is!
Who has read such a book.
Knows the baby girl. (Thumbelina) - G.-H. Andersen
- Here, we again returned to the great storyteller G.-H. Andersen - the king of children's books.
Andersen's biography also resembles a fairy tale.
Andersen was born in the family of a shoemaker and he himself worked in early childhood, since the family lived very poorly. Deciding to become an actor, Andersen at the age of 14 went to Copenhagen, became a dancer student at the Royal Ballet, and then began to compose for the stage and publish poetry in magazines, where he was helped by many major Danish writers of that time.
A royal scholarship, received in 1833, allowed Andersen to make his first great trip to Europe, followed by several more. All of them are described in books of essays on Italy, Sweden, Spain, Portugal, the Balkans. The Danish public often expressed dissatisfaction with his long stay away from home, but in Europe Andersen was appreciated earlier than at home, in Germany and England he was considered a great master of the word.
Snow is still falling and falling in Andersen's tales, and now there is so much snow that, it seems, we are facing not a small Danish kingdom, but real Siberia. It's amazing how the country described by Andersen resembles the Russian North or Siberia. What snowstorms, whirlwinds and snowstorms knock down, howl and circle in Andersen's tales! And what terrible frosts crack! This is all especially surprising if you remember that snow does not often fall in Denmark, since the air temperature in the kingdom only drops below zero a few times during the winter.
–Which Andersen's fairy tale has a lot of snow and cold?
Task 4.
- I will show you illustrations from Andersen's fairy tales, and you write down the correct answer.
1. "The Snow Queen".
2. "Thumbelina".
3. "The Steadfast Tin Soldier."
4. "Flame".
5. "The new dress of the King".
6. "Wild Swans".
7. The Ugly Duckling.
8. The Little Mermaid.
9. "The Princess and the Pea".
10. "Swineherd".
11. "Nightingale".
The role of the book is great. The book teaches the kind attitude of people of different nationalities to each other. There are a lot of proverbs in the Russian language. The proverb advises, warns. Teaches, instructs. People respect proverbs and often use them in their speech. From this, speech becomes vivid, figurative. There are many proverbs and that "Reading is the best teaching."
* “He who reads a lot, he knows a lot,” says a popular proverb. And so it is. Books tell us about our Motherland, about its best people, teach us to understand them.
* The book is our assistant in work. A worker reads literature on technology in order to better manage the machine, a doctor in medicine in order to better heal, a teacher in pedagogy in order to better teach and educate children.
* We read books that will allow us to become literate people, and this will help us consciously choose a profession. When we become adults.
Task 5.
What proverbs about books do you know? Each team has three proverbs, but the words are mixed up. You need to collect the proverb in the correct order. Each team takes turns calling proverbs.
· Read the books, but don't forget about the case.
· A good book is your best friend.
· A book is the best gift.
· Book a book, but move your mind.
· To live with a book is not to grieve for a century.
· A mind without a book is like a bird without wings.
· The book is a mirror of life.
· A book for the mind is like a warm rain for seedlings.
· The book will help in work, help out in trouble.
· I read a new book - I met a friend.
· To study literacy - it will come in handy.
· Those who are good at reading and writing will not be lost.
· The book is like water: the road will break through everywhere.
· With the book, you will lead - you will pick up your mind.
· Pearls are taken from the depths of the sea, and knowledge is drawn from the depths of books.
· Gold is mined from the earth, and knowledge from books.
· The book is a bridge to the world of knowledge.
· Knowledge is more valuable than money, sharper than a sword, more terrible than a gun.
–Do you think you need to take care of the book? Why?
What would they say then?
Staging of Ilyin's poem “Two Books”.(two students from grade 5 in suits)
Once two books met,
We talked among ourselves.
Well, how are you doing? -
One asked the other.
Oh honey, I'm ashamed in front of the class.
The owner tore my cover with meat!
What a cover ... tore off the sheets!
Of them he makes boats, rafts
And pigeons ...
I'm afraid the sheets will go to snakes.
Then fly me in the clouds!
Are your sides intact?
Your torment is not familiar to me
I don't remember a day like this
So that, without washing your hands cleanly,
But I teach him too
Not somehow, but excellent!
And, my triplets barely rides
And even got a deuce that week.
There is no riddle in the fable:
"They will tell directly
Both books and notebooks
What a student you are. " (together)
And if you are polite
You will wrap the books
In a neat, not smeared
And clean bound.
The pilot loves the plane
Machine gunner machine gun,
Like glass, light and clear
The master machine shines.
Keep you okay too
School desk, books and notebooks.
Books help us acquire knowledge, enrich our mind. “A mind without a book is like a bird without flight,” says a popular proverb. Books help to overcome difficulties, teach to be brave, polite, kind, inquisitive, erudite.
Dear Guys! Take care of the book! Remember that people from different professions worked on the production of each book.
Task 6.
Task 7.
Sociometry
Goal: to reveal the cohesion of the group, as well as "leaders" and "outcasts".
Methodology:The sociometric method is a survey method aimed at identifying interpersonal relationships by fixing mutual feelings of sympathy and dislike among group members (in the educational team). The basis is the criteria, formulated in the form of questions, the answers to them and serve as the basis for establishing the structure of relationships. Sociometry is carried out only in teams with experience of joint work (study).
Subjects: 26 schoolchildren (M-11, F-15) were interviewed - first-graders (7-8 years old) of school No. NN.
Procedure: each was given a pre-prepared sheet, instructions were given. After collection, the responses were processed and conclusions were drawn (see below).
Instructions: I need to do some research, I want to ask you to help me. The results of this research will only be known to your teacher and me. It is important that each of you personally write your opinion, only then you can confidently talk about the positive results of the study. Here are the question forms, in the upper right corner write your last name, first name and class.
Write sequentially three people, depending on the magnitude of your interest in him, that is, first you write the one with whom you would like to go first, then under the number two - in the second place, and only after that in the third place.
Processing of results:
Leading activity (educational) (on the first question)
State budgetary professional educational institution of the Krasnodar Territory Yeisk polyprofile college
"Report on the passage of industrial practice"
Performed: student of Sh-42 group
Kolesnik Valentina
Teacher: Velikanovskaya L.A.
Yeisk, 2017
In my teaching practice, I moved from the role of a student to the role of a teacher, which is unusual for me. After all, a person can understand how difficult or, on the contrary, it is very accessible and it will be easy for him in this area only when he tries himself in it. Pedagogical practice, in my opinion, helps the student to understand all those subjects that he studied for these four years and gives the opportunity to apply his knowledge.
One of the most important elements of pedagogical practice is familiarization with planning and mastering the basics of methods of organizing educational work in an educational institution. The acquisition of the skills of independent educational work with students, taking into account their age and individual characteristics, is a necessary condition for the professional development of a future teacher. Only through practical work can the ability to build pedagogically correct relationships with students, their parents and colleagues be formed.
For the successful completion of the practice, I set certain goals and tasks that I tried to accomplish.
Goal:
The purpose of the practical training is to consolidate and expand the knowledge gained by students during theoretical training, to form the necessary general cultural and professional competencies for organizing and conducting the educational process in schools of various types.
The tasks of the practice include:
Improving professional skills in defining goals and objectives, planning and conducting lessons in primary school subjects;
Improving the practice of applying teaching methods and techniques; various forms of organization of educational activities of students in the classroom, taking into account the age-related psychophysiological characteristics of students;
Improving the skills of observing the educational process and analyzing its results;
Consolidation of methods and techniques for guiding the educational and cognitive activities of schoolchildren in accordance with their age and individual characteristics;
Creative application in practice of the knowledge gained in the study of psychological and pedagogical disciplines and private methods.
Industrial practice is carried out in the form of professional work of students in schools of various types. The practice of each student is carried out in different classes, in subjects, taking into account the variability of the curriculum.
During the internship, the student is advised to:
work with additional literature and lecture material;
Conducting an examination of teaching materials on subjects based on the relevant practice base;
analysis of methodological requirements for the target setting of the lesson;
analysis of ways to determine the didactic goals of the lesson;
modeling of different stages of the lesson;
drawing up options for testing the knowledge and skills of students on the topics of the subject in the context of innovative learning technologies;
conducting analysis and introspection of lessons in accordance with the studied algorithm.
I passed my teaching practice in the educational institution No. 16 of the Yeisk district of the Krasnodar Territory. The director of the school is Irina Mikhailovna Loylenko. I gave lessons in 2 "B" grade, the teacher was Irina Andreevna Zadorozhnaya. My leader was Elena Sergeevna Smolyakova, the methodologists were: Elena Sergeevna Smolyakova, Angela Viktorvna Koneva, Anastasia Valeryevna Derevyanko, Aleftina Pavlovna Tarasova and Natalya Oleinikova. The practice took place from 16.02.17. until 03/08/17 Based on the teacher's work schedule, as well as the schedule in the class assigned to me, I made a schedule of individual work, for each of the subjects that required consultation with the teacher. During the week I attended lessons for this class, from the class magazine I learned about the progress of each of the students.
During the practice, I got acquainted with the activities of the primary school teacher, Irina Anreevna gave me advice on conducting lessons, in turn I listened to her. The knowledge and data obtained as a result of the internship are presented in the report. During the period of this practice, I gave 6 lessons.
In the early days of practice, it was scary to give lessons, but after the first lesson I went to lessons with joy. The teacher tried to provide me with all possible assistance in conducting lessons of the Russian language, literature, mathematics. I also analyzed the lessons of Irina Andreevna, I observed interesting working methods from her and took note of them. In mathematics lessons, I would borrow from her the ability to interest students in the topic of the lesson: she selects such tasks that are interesting for the children and contribute to their active work in the classroom. Working with this teacher taught me a lot. I also tried to be useful to her.
The class in which I taught the lessons is friendly and inquisitive. There are 24 people in the class, including 8 girls and 14 boys. Most have good abilities, children are kind and respectful. They work actively in the lessons, they answered all the questions asked with interest, many of them attend additional sections. In general, students in a class are heterogeneous in terms of their individual abilities.
At this school, the teaching staff is friendly, cooperation and mutual assistance are developed. Once again, I was convinced that a teacher must adhere to the correct manners of communication, be respectful not only with his colleagues, but also with children.
It should also be noted that the children, if I may say so, helped me to pass this practice perfectly, behaved well in the classroom, turned to "YOU", in a word, perceived us as teachers.
Every day I spent at school brought me self-confidence, which allowed me to believe in myself.
I have completed the plan of pedagogical practice in full: I have taught 6 lessons:
1 Russian lesson
2 math lessons
1 lesson from the outside world
1 lesson of literary reading
1 lesson of fine arts.
I carefully prepared for each lesson. I consider the quality of the lessons I have conducted to be quite high: this is evidenced by the cognitive interest that the students of the class showed towards them, and the feedback from the teachers who attended them.
The methodologists from the college have given me invaluable support. They were the ones who suggested to me what educational, methodological and reference literature to use, what methods and techniques to choose, what the children would like, and what, on the contrary, would ruin the lesson.
As part of the lessons, I often used creative assignments, which the students were always very happy about. A creative approach in working with students, in my opinion, increases their cognitive interest in the subject and study in general.
Throughout my practice, I tried to show myself exclusively as a thoughtful, responsible teacher, with a broad cultural outlook, high speech culture and a solid theoretical knowledge base, as an attentive, responsive, disciplined person. I tried, first of all, to find emotional contact with students so that our interaction within the educational process was as comfortable and effective as possible. In addition, learning more and more about each student, I tried to find an individual approach to each of them, always paying attention to their speech culture.
At each lesson of the Russian language and literary reading, I had a methodologist on the subject, she watched my lessons with a smile, which in turn encouraged me very much, I had confidence in myself that I was doing everything right. When the methodologist was not there, I was assessed by the teacher of the primary school Irina Andreevna, she always assessed me objectively and wrote an analysis of the lesson. Examples of analyzes of lessons are presented in the figures (Fig. 1, Fig. 2,)
On my own initiative, I began to attend the lessons of the parallel class. It was very interesting for me to observe how my classmates conduct lessons. After the lesson, we analyzed the lesson together, there were both many positive and negative aspects. I added positive points to my knowledge box, most of the negative points were the same as mine, looking at these situations from the outside, I tried in my practice to no longer make such mistakes.
Separately, it can be noted that the state of the school is very good. The school has many wide windows and is therefore very well lit, which is definitely a big plus. The location of the offices is correctly and rationally thought out. Every office is clean and tidy, and it certainly pleases the eye. In addition, I drew attention to the equipment that is in the offices. This is the latest modern equipment: projectors, computers, document cameras and other aids, which undoubtedly helps teaching activities. Thus, the student will not be bored during the lesson.
There were lessons in which the children were most distinguished by their activity, the material was more interesting than in other lessons. (Fig. 3)
I also want to note the moment that during the period of practice, the children and I became friends, found a common language and in such a short time managed to become attached to each other, this moment is shown in the figure. (Fig. 4).
I also attended a concert at an elementary school dedicated to March 8th. The kids in my class performed and I felt proud of them. (fig. 5)
During my internship, I got acquainted with the profile of the educational institution, its activities, as well as its leaders and teaching staff. She studied the main goals and objectives of the organization of educational activities. She studied the basic methods of organizing the educational process. I studied the level of development of the educational team, studied the characteristics of the student collective.
During my practice, I acquired a lot of knowledge and useful information, which will certainly be very useful to me in the future.
In this work, all the tasks have been achieved. The appraisal sheet is shown in Figure 6.
Feedback on teaching practice
About the work of the 1st year student of the Faculty of Primary and Preschool Education of the Institute of Psychology and Pedagogy Oksana Aleksandrovna Maslova, who was practicing in the 4th grade of the MAOU SOSH №50, the address of the school: Krasnodonskaya 61a _ from 00/00/0000 to 00/00/0000.
Listener Anna Yuryevna Aminova attended a large number of lessons in the specialty according to the teacher's calendar.
During the period of practice, the listener Aminova A.Yu. demonstrated good analytical data, was able to conduct excellent observation of children, as a result of which she made the correct description of the class and the individual student.
I would like to note that Anna Yurievna has good communication skills with children, she is excellent at finding a language with the class and helping the teacher in organizing games during recess. Anna has a good ability to interpret the collected information. I would like to note that Anna understood the complexity of her future profession and, by the method of reflection, understood what qualities she should work on.
Assessment for teaching practice ___________________________
Director of MAOU Secondary School No. 50 __________________ ()
Teacher-supervisor _Sagimbaeva__ Marina Sabitovna __________________
Self-analysis of teaching practice
I, Anna Aminova, during the period ... passed pedagogical practice on the basis of the MAOU secondary school number 50. This is the school in which I studied before, and therefore it was easy for me to find a common language with the school administration and the teaching staff.
In my opinion, I ended up in a very good class, where I saw a teacher who is literate in my area and students motivated in their studies. While observing the teacher, I noticed that he has his own special teaching methods in the class, which, as it seemed to me, are positive affect student performance. To understand the teaching methods, I asked the teacher, “Why exactly these methods?”, “What are the methods aimed at?” I received a detailed answer to my questions. I thought that in my work I will use several of them ...
The plan of teaching practice was completely fulfilled by me: I attended 20 teaching lessons, an extra-curricular event, a parent meeting, and also visited the pedagogical council. Throughout the observation practice, I tried to observe the teacher, the class, and also one of the students. When I began to consult with the school psychologist about the class and the student, then I was delighted, because all my observations were correct and agreed with the tests that the guys passed. In the process of observation, I had an assignment, I had to conduct one of the literature lessons. The teacher helped me prepare for the lesson and suggested literature that I could apply. I really enjoyed teaching the lesson. I realized that every teacher is looking for special teaching methods, and the main thing sets the goal of each lesson. I realized all the difficulty of my future work, it became important for me to prepare not only for my studies, but also to develop comprehensively in order to be able to interest the class with interesting facts. The practice helped me imagine what my future profession would be aimed at, and also practice did not push me away, but on the contrary pushed me to strive to become an excellent teacher.
I, Saifieva Elvira Nailevna, did an internship from 02/13/2017 to 03/18/2017 at the MOAU "Secondary School No. 71" in Orenburg.
First of all, I got acquainted with the structure, main directions and rules of psychological services of the institution. The head of the practice, the teacher-psychologist of the MOAU "Secondary School No. 71" Aleksey Iosifovich Chichikin, provided me with the necessary regulatory documents and told me about my job responsibilities.
During my internship, I attended 5 classes of a teacher-psychologist: diagnostic, consultative, two correctional and developmental and education. Classes met the previously accepted and modern requirements.
The greatest difficulties were caused by the theoretical preparation of the lesson, since I set high requirements for this stage.
Thanks to the support of my mentor, a teacher-psychologist, with whom I had an industrial practice, I easily overcame the difficulties that arose. The classes taught by Alexey Iosifovich were intense and interesting. The teaching methods that I documented in this lesson were taken by me on a note. During my internship, I conducted two correctional and developmental classes, monitoring the UUD of grades 5-6, one counseling session. Compilation of abstracts for these classes did not cause any difficulties for me. I believe that a very important factor contributing to my success was the benevolent attitude of the educational psychologist to me, who never refused to help.
It should be noted that the students showed special interest in the classes I conducted, as a result of which I also received a friendly attitude and support from their side. This was manifested in the fact that no violations of discipline during the classes were revealed.
During the preventive classes with the students, both group and individual methods of work were used.
I gained invaluable experience in conducting classes, increased the base of previously acquired theoretical knowledge, strengthened my understanding of the diagnostic work of a school psychologist, and also learned how to competently analyze the lessons learned and attended. I consider the completed internship successful.
EVALUATION PAPER
| date | The subject of assessment (drawing up a program, conducting diagnostic procedures, the content of a preventive program, conducting developmental, educational activities; conducting consultations, skills of introspection of events, skills of analyzing the lessons of a teacher-psychologist) | Assessment of a teacher-psychologist of an educational institution |
| 15.02 | Drawing up and agreeing on an individual work plan for a student-trainee. | |
| 16.02 | Drawing up and agreeing on the cyclogram of the student-trainee's work (indicating the types of activities and loads by days of the week). | |
| 20.02-25.02 | Monitoring of UUD in grades 5-6. | |
| 27.02-01.03 | Drawing up an analytical note based on the results of the monitoring of the UUD in grades 5-6 | |
| 02.03 | Conducting counseling work with students of 5, 6th grade. based on the results of the conducted monitoring of the UUD. | |
| 03.03 | Development of correctional and developmental classes, activities within the framework of psychological education for participants in the educational process. | |
| 06.03 | Conducting a correctional and developmental lesson on the topic: "Learning to be tolerant" | |
| 11.03 | Conducting a correctional and developmental lesson on the topic: "Being envious to harm yourself" | |
| 10.03 | Discussion and production of poster information on the topic: "Entertaining psychology". | |
| 10.03 | Discussion and production of poster information on the topic: "Inclusive education". | |
| 14.03 | Work on filling the bank of diagnostic techniques (in the main areas). | |
| 15.03 | Work with psychological and pedagogical maps of students of the "risk" group. | |
| 16.03 | Providing assistance to the school psychologist in the design of the office. | |
| 17.03 | Presentation of poster information "Entertaining Psychology" and "Inclusive Education". | |
| 18.03 | Final grade: | |
| 18.03 | Signature of the educational psychologist of the educational institution |
Appendix 1
ANALYTICAL REFERENCE
Based on the results of monitoring the formation of UUD
Among the students of grades 5-6, MOAU "Secondary School No. 71"
In the 2016-2017 academic year
In connection with the implementation of the Federal State Educational Standard of Basic General Education, in the period from February 16 to February 28, 2017, the level of formation of universal educational actions among students of grades 5-6 was monitored.
Monitoring of the educational results of students was aimed at determining the level of formation of subject and metasubject results among students in grades 5-6 based on the results of mastering the program for grades 5-6 of secondary school.
The purpose of monitoring the level of UUD formation: tracking the development process of metasubject UUD of students of grades 5-6 for the design of the educational process and making timely management decisions in the context of the implementation of new generation federal state standards in LLC.
Monitoring tasks:
7. Development of mechanisms for collecting information about the level of formation of UUD;
8. Identification and analysis of factors contributing to the formation of UUD;
10. Formation of a bank of methodological materials for the organization and monitoring of the level of formation of UUD among students of grades 5-6;
Ensuring continuity and uniformity in the procedures for assessing the quality of the results of primary school education and basic general education in the context of the introduction of the new generation FSES;
5. Determine the success of the teacher's work in the formation of metasubject UUD of students.
6. Development and approbation of a system of criteria and indicators of the level of formation of UUD among students of basic general education.
Monitoring objects:
4. Universal educational activities of schoolchildren in grades 5-6;
5. Psychological and pedagogical learning conditions;
6. Pedagogical technologies used in the main link.
Monitoring data application areas: the data obtained during the monitoring are used for the operational correction of the educational process.