Self-government of schoolchildren. Student self-government as a condition for the development of leadership qualities. The procedure for forming a council of high school students

in MBOU "2-Imangulovskaya average comprehensive school »
School student government is an integral part of the school's student body management system. School self-government bodies represent the interests of all students in the school. Student self-government gives students the opportunity to plan and organize their own activities, to participate in solving issues of school life, to carry out interesting creative affairs and events.
Work in school student government prepares adolescents for subsequent civic activities; social experience is acquired, the ability to independently plan and implement the planned, as well as be responsible for their activities. Children learn to cooperate, both with their peers and adults, get the opportunity not only to express, but also to protect their rights and interests.
At present, MBOU "2-Imangulov secondary school" is one of the typical small schools. The number of students in classes ranges from 2 to 9 people, in total there are 61 students in the school. Such a school has its own characteristics. A small number of children in the class, on the one hand, creates all the opportunities for organizing individual work with students, on the other hand, the workload per child in each lesson increases in terms of teacher-student interaction, there is constant student tension.
In the conduct of educational work and the organization of student self-government of such a school, certain difficulties arise, the main of which are disabilities development of students, due to the narrowness of their circle of communication and manifested in a decrease in the level of speech development, the emotional sphere of children, high fatigue of students associated with a low class size. Homeroom teachers find themselves in difficulty due to the inability to organize

interesting extracurricular activities in a team, to establish activities

on self-government in a team with low occupancy. Way out of this

positions we found through the creation and activities in our school

student self-government.
Self management-the principle of small communities management,

public organizations and associations.

Student self-government - a form of organizing the life of a team of students, ensuring the development of their independence in making and implementing decisions to achieve socially significant goals.
Self-government in the school is carried out through meetings of the "School Duma" according to the developed program.
"School Duma" - a multi-level system of school student

self-government.

1st level - student self-government in the classroom

2nd level - general school student government

Student self-government in the class is exercised by the class squad council.
Active class representatives are elected to the Class Council.

team that can lead one of the areas of work: the headman,

responsible for educational work, for sports, for duty, for leisure

activities, for artistic and design activities.

The School Duma is ...
-Managing class and school life
-Organization of affairs for your class, school, and therefore for yourself
-Solving problems and tasks assigned to the class
-School of responsibility, trust, leadership and growing up.
The President is at the head of the School Duma.

The school president was elected for 2 years by direct secret ballot

students in grades 4-11.

The President exercises executive, administrative and

control functions.
"School Duma" is the highest body of student government

the school and its meetings are held once a month. To the Duma

includes: the president of the school, ministers of the current ministries, counselor,

representatives of the parental community. Duma members approval

takes place at a school-wide student conference.
The "School Duma" forms the following ministries: the Ministry of Sports, the Ministry of Health, the Ministry of Culture, the Ministry of the Press, the Ministry of Science, and the Ministry of Internal Affairs.
The purpose of the activities of the bodies of school student government

is: the development of the creative initiative of students, the formation of their

active life position, experience of active participation in the life of one's

team;

Tasks solved by the "School Duma":
-Ensuring effective interaction between students, their parents and

teachers in the context of the development of the educational system of the school.

The optimal solution to everyday problems of education, taking into account

personality-oriented approach and school concept.

Acquisition of knowledge, skills and abilities of self-government by children,

democratic style of relationships.

Self-education and self-development of children in the existing

educational system of the school.

Student self-government decides the following issues:
organization of educational and research, cultural, sports and

other events;

Promoting the maintenance and preservation of the premises in good order,

property on the school grounds;

Facilitating student compliance with the regime and rules of conduct at school;

Cooperation with public organizations: Children's School of Music (Oktyabrskoye village), Children's and Youth Sports School (Oktyabrskoye village), 2-Imangulovsky rural house of culture and 2-Imangulovsky rural library.

The president and ministers of the current school ministries:
conduct student meetings;

Polls, questionnaires in order to identify opinions, taking into account which

the work of the council is planned and organized;

Make their suggestions on issues of intraschool life at

discussion of school administration, teacher council, class assets.

This and the last academic year organized and conducted: Day

local governments, presidential elections, school-wide events (day of the elderly, Mother's Day, March 8, February 23, etc.).

At the end of the academic year, at the last meeting, the results and

the results of the work of student government, where

questions about the effectiveness of the "School Duma" and tasks for the next academic year.

As an additional material, we offer you business game "School student council"
The following situations will help you understand how a local government body can respond to certain school problems. The group plays the role of a student council and shows its way of action in a business game format.
The task: “Imagine that the student council has received a request for help in resolving this or that situation. Discuss in micro-groups what the student council might do and choose the best one. After that, be ready to demonstrate your solution to the problem. "
After discussing the situation in groups, the leader distributes the roles of the characters acting in this situation among the children.
Situation 1. The teacher kicked the student out of the class for indiscipline and refused to let him go to lessons in the future.

Often when dealing with such situations, groups try to figure out who is right and who is wrong - they arrange an investigation. The “student council” calls the student “on the carpet”, asks him with passion, then does the same with the teacher, witnesses. And as a result, he makes his own verdict, sometimes not in favor of the student: "You are to blame for everything, next time you behave yourself well."

The facilitator can play the role of the director in this situation and give these attempts a tough rebuff: “I will not allow schoolchildren to discuss teachers! I have already decided everything, your participation is not required. We have nothing to talk about with you. " In this case, the guys will see that the investigation strategy is going nowhere.

In this situation, the student council should not understand what happened and who is to blame - this is the work of specialists.

The task of the student council is to help protect the rights and interests of the student.

First, the student council should get the administration to let the student go to school. The teacher does not have the right to suspend schoolchildren from lessons, and in case of misconduct, those types of punishments should be used that are allowed by the school charter.

Secondly, the student council can draw the attention of the school administration to the fact that it is necessary to find out the causes of the student's problems and involve specialists in solving these problems. This should be done by a psychologist, social educator, class teacher and other pedagogical workers - the student council cannot do this work for them.

Situation 2. Pupils do not agree with the decision of the school administration to introduce classes of strong and weak levels of preparation starting next year, they do not want to "mix up" and want to continue to study in their classes.

Often the groups, instead of listening to the “schoolchildren” and understanding what is the problem for them, begin to convince them that there is no problem at all: “So what? This is done for you! Profile classes will allow you to better prepare for admission! "

The student council must understand what the problem is for the students and put it before the school administration. Perhaps there are some other options for organizing the educational process, except for the organization of classes of strong and weak levels of training. Perhaps the students will agree with such an introduction of classes, but for this they should have a dialogue with the school administration, which will convince the children that their interests will be taken into account. The Student Council can mediate this dialogue.
Situation 3. The students asked to help them get a boy with deviant behavior out of their class.

The student council should not arrange proceedings with the student, try to find out who is right and who is wrong. It is necessary to set a task for the school administration and see how it will be solved. The question is not to get rid of the child - it is important to take into account both the interests of classmates and the interests of the student herself. This should normally be the responsibility of the appropriate school administration staff.

But there is another option: if the school has such a self-governing body as the reconciliation service, then it can become an intermediary in resolving this conflict. But only if both conflicting parties give their voluntary consent to the reconciliation program and make their own decisions.
Situation 4. The students do not know what the student council is doing.

Often, when discussing this situation, groups propose to “spread the word” through class teachers... Pay attention to the guys that informing about the work of self-government bodies is not a problem for the school administration. Most likely, the retelling of information about the student council by the homeroom teacher will cause the effect of a “broken phone”.

Of course, you can agree with the school administration that 10 minutes of the classroom hour will be allocated for

speeches of representatives of the student council. But help the children understand that you should not use forms of communication that have long ceased to be effective. Most likely, there will be little sense from the speeches of activists at class hours.

Brainstorm and try to think of less traditional and more modern forms of informing students about the council's work.

There is a need and an opportunity for SELF-GOVERNANCE.

Where she is not, any SELF-GOVERNMENT

Will degenerate into a fiction or a game. "

S.I. Hesse

Self-government in the modern school.

Self-government of students is independence in the manifestation of initiative, decision-making and self-realization in the interests of their organization

The goals of student self-government are to educate a citizen with a high democratic culture, capable of social creativity, able to act in the interests of improving his personality, society and the Fatherland.

A systematic approach to civic education involves the widespread use of extracurricular forms activities, educational work at school, which have great potential for the formation of civic qualities of the individual.

Student self-government is one of the directions teaching activities, which takes a leading place in the holistic teaching and educational process, since additional knowledge, practical skills and abilities, social attitudes and values \u200b\u200bformed in the course of the implementation of self-government, largely determine the viability and social prospects of school graduates.

Certain changes are taking place in society and in schools. In this regard, the functions, principles and methods of organizing student self-government are changing, as well as the position of teachers and students.

In our school, student government is at the stage of functioning, there has been no movement towards development in recent years, which reduces the influence of student government on the life of the school. The unity of the teaching and student collectives in the solution of school life issues is imperceptibly weakening. It worries and . Therefore, it became necessary to hold this teacher's council, which will help solve the following tasks:

1. To identify the degree of pedagogical support and the influence of student self-government on the life of the school.

2. Outline ways, forms and methods further development student government at school.

The school should provide students with the opportunity to try themselves in the organization and activities of clubs, circles, in the work of school media, "to elect and be elected to governing bodies", to get satisfaction from the process and the result of their activities aimed at the benefit of others.

Experience recent years shows that the idea of \u200b\u200bschool self-government sometimes does not work, somewhere it fails, does not perform the functions that are entrusted to it. Thus, the requirements of the Law "On Education" on the creation school boardswhere students are full members, practically do not work. The interest of students in the work of school government bodies is falling. Why?

Most likely the problem is this:

1. The idea of \u200b\u200bcreating school self-government for Russia is not new, therefore sometimes all values, types of activities with students, approaches to organizing school self-government are sometimes blindly transferred to the present time without taking into account the changed socio-economic conditions in society.

2. Sometimes teachers were not ready to cooperate, interact with students when solving issues related to management.

3. Declaring the rights of students to school self-government from above, andin the absence of a mechanism for the realization of these rights in fact does not allow children to fully use these rights in practice, hence, as a result, fictitious activity that does not arouse interest among schoolchildren.

4. Children were not ready to organize school self-government either. After all, participation in school self-government implies giving students certain rights, and therefore a certain responsibility, which students are in no hurry to take. Recent Research on school self-government issues, showed that children insist on the introduction of control by the school administration over their activities, and the class teacher is assigned the role of "liaison" with the administration.

5. Children, like all adults, support only what they themselves create.

6. Another factor influencing effective functioning is ignoring the creation of the "school spirit", taking into account the realities of the hidden content in education.

Questions arise:

· Perhaps it makes no sense in the current conditions to deal with the problem of school self-government?

If the organization of school self-government is relevant for teachers and students, then, problems listed above?

· How to create school self-government?

· How to make the work of school government effective?

Before thinking about creating school self-government, it is necessary to answer the question of the need to involve children in the process of school self-government.

Let us consider the answer to this question from two positions - a teenager and a teacher, taking into account the social and psychological characteristics of the child's development.

From the point of view of age-related psychological characteristics, adolescence is characterized by an increased susceptibility to social phenomena; recognition is necessary for him, there must be motivation for interaction in a group; the child is ready for changes, feels the need for his achievements and his self-determination.

From the point of view of educators, participation in school government or activities public organization contributes to the formation of a civic position and value attitude towards oneself and others; allows students to improve social competence; to develop social skills of behavior and attitudes towards independent decision-making in social problem situations.

We know from pedagogy that under conditions of joint activity, human behavior becomes more fruitful than under conditions of individual behavior.

Students have a desire to act in accordance with the expectations that they have in relation to each other, which subsequently manifests itself in their behavior.

The behavior of adolescents is also influenced by the requirements of the social environment in the form of duties, traditions, rules of behavior and moral norms.

Teens strive for group unification when they see a perspective in it. interesting life, the opportunity to solve their problems. At the same time, it is very important to ensure awareness of their needs, goals and obtaining a practical result of activities.

The main purpose of student self-government is to satisfy the individual needs of students, aimed primarily at protecting their civil rights and interests. Participation in solving urgent school problems, participation of students in student self-government contributes to the formation of a clearer and more conscious civic position and value attitude towards oneself and others, allows to increase social competence, develops social behavioral skills and attitudes towards independent decision-making in problem situations.

Also, the educational value of student self-government is that, practically acting as organizers in their team, students acquire a number of moral qualities, necessary for a person of our time, such as:

First of all, it is the personal responsibility of each for the common cause, for the success of his team, deep dedication to common tasks. Acting with the proper formulation of self-government in the role of the empowered collective, children learn to see their personal interests in the interests of the common cause.

Making students active participants in the educational process is an important and responsible task. Attracting students to public life schools, expands their experience in educational activities, changes their attitude to school, to the Motherland, to others, contributes to the understanding that others need help, support, empathy. Common affairs and interests unite children, help to find the language of communication, have a positive effect on the formation of civil - patriotic and spiritual - moral formation of the child's personality.

Our school has children's association "Town of childhood" and student government. The student government includes students in grades 5-9. There are permanent self-government bodies - these are 4 sectors: counselor, headmen, leisure and press center. There is a provision on school self-government. School students organize raids to check classrooms, school shifts, student attendance, participate in organizing various events and KTD. The children learn such essential qualities in human life as the ability to make decisions, interact with friends, help others, implement their proposals and involve them in the implementation of their own decisions. The students try to take a responsible attitude to the assigned work, but, unfortunately, not all children understand this. Student self-government determines the main directions of the student collective. At the beginning of the academic year, at a meeting of the student council of the active, students, a plan of work of the self-government for the academic year was drawn up, which was coordinated with the plan of teaching and educational work of the school.

A special place in planning is given to collective and creative affairs. In the course of preparing and carrying out collective-creative affairs, its participants carry out all stages of self-government:
- jointly determine the purpose of their activities;
- agree on the means and methods of its implementation;
- manage the process of its implementation;

– result (summing up "News from the class").
There are many creative children among the students. All of them are part of the student government, which help in the selection of materials for the scripts.

List of used literature:

1. Magazine "Classroom teacher", Moscow, 2008, No. 4

2. Magazine "Classroom teacher", Moscow, 2008. №2.

3. E.N.Stepanova "Educational process: the study of effectiveness", Moscow, "Sphere", 2001.

4. NI Derekleeva "Reference book of the class teacher", Moscow, "Vako", 2005.

5. Magazine "Classroom teacher", Moscow, 2007, No. 2.

6.I.A. Rudnev. "School and parents"., Volgograd, "Teacher", 2006.

7. Magazine "Classroom teacher", Moscow, 2007, No. 5.

Student self-government at school.

A modern school is a developing educational institution in which many educational programs and projects are tested and implemented. The educational system of the school, in which special attention is paid to children for the acquisition of life experience, has become a certain point of growth for the school, a resource where the opportunities necessary for creativity can be revealed.... FROM 2003 Years, the school is seriously concerned with the issues of self-government as a system-forming element of the school educational system, on the one hand, on the other, as the primary result of activity.

Currently, the role of state and public education management is being strengthened, including in a general education institution. This is largely facilitated by the implementation of the provisions of the Federal Target Program for the Development of Education until 2010.

In addition, the State Standard "The Minimum Volume of Social Services for Upbringing in Educational Institutions of General Education" sets before educational institutions the task of forming "organizational culture, active life position, leadership qualities, organmanagement skills and experience, little leadership experience social group and withcooperation with peers and adults, communication skills and skills, skills of self-organization, design of their own activities ”as one of the key competencies of a member of modern society.

« An approach is gaining more and more popularity, within which the main task of the educational process becomes the formation of creativity, the ability to work in a team, project thinking and analytical skills, communication competencies, tolerance and the ability to self-study, which ensures the success of the personal, professional and career growth of young people."(Project of the Ministry of Education and Science of the Russian Federation" On the priority directions of development of the educational system Russian Federation»).

Thus, the development of the student self-government system acquires a high degree of relevance in the modern social, cultural, political and economic situation.

We present to your attention THREE-LEVEL diagram-structure of the student self-government N.P. Kapustina.

I level - class self-government:

Thanks to their professional knowledge, class teachershelp to identify the leadership, organizational skills of children, organizea permanent support system for activistsself-government; advise teachers and parentson various problems arising in the process of organizingstudent self-government and class life.

In our school, every class is a model that has the structure of the classroom from 2 to 9th grade and it is different depending on the level of development of the team, the style of leadership of the class teacher and the relationship "teacher-student". The most widespread in the practice of the school was the structure of the types of activity (cognitive, artistic, aesthetic, sports and health, labor, patronage, information, etc.). For each type of activity, self-government bodies are formed so that all students in the class are part of one or another body. The working bodies are called commissions of discipline and order, protection of the rights of childhood, educational, leisure, labor, environmental, sports, creative affairs, the press sector and the commander.

The proposed structure in junior classrooms works in a playful way. In the middle and senior classes, there is a system of temporary bodies of self-government called "councils of affairs", created for specific affairs and problems of the class.

Each member of the classroom government has its own responsibilities. The chairman is responsible for the work of each of its members, his deputy is responsible for the implementation of the work plan at a specific period of time or in the event of the chairman's illness.

The chairmen of the self-government bodies constitute the council of the class. The class council has the following functions: organizing and conducting class meetings and class hours, collective creative affairs and other events; analysis of activities. The highest self-government body of the first level is the class meeting.

II level - school student government,

Each class has leaders who are actively involved in school life, they are united in a large student council of high school students.

In the large student council, a school-wide conference is held annually, at which the chairman of the student council and members of the school council are elected by open ballot. The distribution of members of the Student Council by committees takes place at the first meeting, where a work plan for the academic year is also developed. The chairman of the student council supervises the work of high school students, holds meetings that meet once a month. Extraordinary meetings are held as required.

As in any school, we have problems that arise when building student self-government in any educational system. But we are trying to solve them with the help of an asset of student self-government, both classroom and general school. First, we have abandoned the practice of conducting "voluntary-compulsory" events, which are usually planned, organized and implemented by teachers for children. Children are deprived of the chance to survive the experience of independent choice of business, which is important for them, develop a dependent position in relation to the organization of their life at school. Since last year, the guys are gradually coming to independent planning of key matters. child self-government... All business in our school begins with the sentence "Let's ..."

The basis of student government is responsible for 7 departments and the chairman of student government. General management is carried out by the organizer of educational work and the deputy director for educational work... The council has specific functions for the management of all life activities of both school and classrooms.

The activities of student self-government are based on :

Studying students' requests, bringing them to the attention of the administration and organizing specific work to satisfy them.

Preservation and enhancement of school traditions, implementation of the school development program.

The children themselves will tell you about the forms of work of student self-government.

The role of teachers and parents in self-government.

Educators and parents support participants in self-government teach introspection and self-criticism. The teachers and the organizer of BP create an atmosphere for each member of the children's self-government to reveal their abilities, provide methodological assistance asset, involve parents, the public in the work, act as a successor of traditions, take part in the development of asset documents: memos, plans, regulations, programs.

Educators teach children to analyze their work, make specific decisions and implement them. It brings results. Senior counselor Tsvigun I.N. became a laureate of the 1st city competition "Organization of educational systems in educational institutions" in the nomination "Student self-government".

III level - school government,

The governing board of the school is essentially co-management.

It is based on the school council (school students - 3 people, teachers - 3 people and parents - 3 people). Its functions: strategic goal-setting (prospects for the development of the school and the improvement of school life), decision-making.

The main functions of student government bodies:

General meeting (at least once a year):

considers and approves a long-term plan for the activities of self-government bodies;

resolves issues related to the participation of students in school management;

forms self-government bodies at school;

develops and forms the suggestions of the children to improve their work;

considers and approves the Regulations, memos, instructions regulating the internal activities of students in the team;

hears reports and information, evaluates the results of the activities of the management bodies.

Legal and regulatory framework for the organization of student government

discloses a list of the main documents regulating the functioning of student government, which indicates the powers of each body.

Legal basis development of student self-government in anyeducational institution are the Law of the Russian Federation "On Education" and "Model Regulations on a General Education Institution" andDECREE PRESIDENT RUSSIAN FEDERATIONS

« ABOUT state support capable and talented youth ", and of course

Student government program.

In 2006, we created the Student Self-Government program, which helps us to more fully realize ourselves in the social life of the school, to form a sense of responsibility for our actions and a willingness to fulfill future responsibilities to society.

The goal of student self-government is to fulfill the interests and needs of students, necessary for the formation of a full-fledged personality. The work of student self-government bodies begins with identifying the actual needs and interests of students, on the basis of which the content, main areas of activity and organizational structure are determined.

Tasks of student government:

identification of personally and socially significant needs, selection of those that are really feasible,

definition organizational structure student collective,

organization of activities of student government bodies,

providing pedagogical support and assistance,

summing up the work,

analysis of its results.

Activity content :

cognitive activity;

labor activity;

artistic and aesthetic,

cultural and leisure

sports and recreation activities;

informational,

art and design activities;

civil patriotic and search activities,

The development of the creative activity of students is beneficially influenced by a variety ofincentive methods:

announcement of gratitude;

awarding a diploma;

presentation of a free ticket to the theater; museum, disco; sightseeing trips.

The implementation of the above basic provisions of the concept will help build a system of student self-government in the school.

Methods activities student government are: public commission, public opinion, positive stimulation, advanced trust, traditions and rituals, personal example, persuasion method, play, responsible guarantee.

For student self-government to develop, it is necessary to manage this process. Student self-government functions according to the theory of social management. The mainfunction social management -analysis, planning, organization, control, regulation and adjustment and again analysis .

Stages of the program:

1. Preparatory stage.

2. Stage of formation.

3. Stage of stable functioning.

4. Stage of modernization.

As in every program, there must be a PLAN FOR IMPLEMENTATION of the concept of student self-government.

What do we want from the program - Expected results.

Student self-government is the driving force behind the democratization of schools. What does it give?

will create conditions for personal growth and self-development of students,

will fill the activities of self-government bodies of teachers and parents with new content,

will create the preconditions for building an adaptive educational system.

Thus, the full implementation of the program will be an important step towards the establishment of a legal democratic self-governing school.

The graduate model in the context of the program for building and developing student self-government

Moral.

Capable of personal self-government.

Able to independently make responsible decisions in a situation of choice, predict their possible consequences.

Able to exercise his rights, defend them and fulfill civic obligations.

Sets socially useful goals.

Combines his interests with socially useful activities.

Able to cooperate.

Differs in initiative, mobility, constructiveness.

Has organizational skills.

Capable of socializing in conditions civil society.

Has a developed sense of responsibility for the fate of his country.

POSITION

about pupil council high school students MOU OOSh № 12 .

goal – preparationharmoniouslydevelopedpersonality, capabletoactivelife activityinsociety, productionskillsby yourselfmakechoice, formationorganizationalandmanagerialqualities.

Tasks :

1. Creaturesituationssuccessforimplementationpersonality.

2. Formationinchildren'sschoolenvironmenthumanisticvalues, formationactivevitalpositions.

3. Planningandrealizationactiveformsactivities, educationinpupilsleadershipqualities.

4. Formationhighly moralpersonalityandcivilself-awareness.

The main points of the Regulation:

1. The order of forming the council of senior pupils.

2. Organization of work of the council of high school students.

Educational and disciplinary

Patriotic

Cultural mass

Decorating

Press service

Physical culture

Repair and maintenance

Assisting in the preparation and conduct of class hours.

3. The main criteria for the effective activity of student self-government at school:

4. POWERS OF SELF-GOVERNMENT.

5.1. Be a member of the Governing Board of the school.

FUNCTIONAL RESPONSIBILITIES of each department and direction.

ELECTION REGULATIONS bodies of the student council of high school students

2. The procedure for forming a council of high school students.

3. Organization of the work of the council of high school students.
4. The main criteria for effective performance

student government at school:
5. THE AUTHORITY OF SELF-GOVERNMENT.

5.1. Be a member of the School Council.

5.2. Participate in the Prevention Council (hear undergraduates and discipline breakers).

5.3. To come up with proposals to the school-wide parent committee and the School Council.

5.4. Listen to those responsible for referrals and make appropriate decisions.

Thus, in an effective system of self-governmentgeneral educational institution, one of the tasks of which isactivation of student self-government, almost the entire teaching staff participates to one degree or another. In our school, self-government functions at all four levels: individual, primary collective, school collective and general school level.

6. Council members have the right:
1. 1. 1. elect and be elected to the governing bodies of the Council;
      participate in defining the main definitions of the Council's work, participate in the preparation and implementation of action plans.
      each member of the Council has the right to withdraw from its membership after agreement with the delegating team.
      participate in events, promotions held by the Council.
7. A member of the Council is obliged:

1. Contribute to the successful work of the Council;

2. Not to violate the norms of the Regulation of the Council, to observe the rules of procedure of the Council, to carry out decisions made by the Council;
8. The powers of the members of the Council are terminated:
9. Organizational structure:

1. The council consists of one chamber (presidium);

2. The work of the Council is headed by the chairman

3. The Council creates structural units that contribute to its effective work.

10. Termination of the Council.

The activities of the Council are terminated by a decision adopted by a majority vote.

The rights of citizens (students) of School No. 12

The student has the right to:

 freedom of thought, conscience, religion;

 Development of self, talent, mental and physical abilities;

 Participation in the management of the Republic of School No. 12 (the right to elect and be elected to the Student Council of the School)

The student must:
All documents are developed with the active participation of students and must be approved at the general school meeting of students and the School Council.

1) Theoretical foundations of the organization of student self-government in a comprehensive school

The goal of school education is to adapt a young person to the existing reality of society in which his future life will take place. The most effective education system is focused on the requirements of society for a person. Modern life requires the following qualities from a person: the ability to learn, the ability to choose, the ability to communicate. It is these qualities that contribute to a person's self-realization in real reality.

One of the tasks of the school system of education is to prepare children to fulfill the functions of citizens of a democratic state: fostering the ability to defend their rights and fulfill their duties; education of political culture. Today society needs initiative people who are able to independently make decisions, achieve them, and be consciously responsible for their implementation. The organization of school student self-government and its activities contribute to the upbringing of such personality traits.

Student self-government is a form of organizing the life of a team of students, ensuring the development of their independence in making and implementing decisions to achieve socially significant goals.

Self-government of students is expressed in the ability to independently show initiative, make decisions and implement them in the interests of the student body. As a rule, self-management manifests itself in planning the activities of the team, organizing these activities, analyzing their work, summing up the results of what has been done and making appropriate decisions.

Student self-government should be considered, first of all, not as one of the elements of the educational work of the school, but as an independent public institution that allows students to exercise their right to participate in the management of an educational institution. Full-fledged student self-government gives children serious leverage over school policy - not only on their own life at school, but also on the life of adults, on making certain decisions, on choosing ways to solve various problems of school life, and ultimately on the direction of development. schools. Such self-management is a way of turning students from "clients" educational process to his customers.

For the formation of student self-government as an independent public institution, it is necessary to create at least the following basic conditions:

Granting student self-government the rights to participate in school management - real powers that make it possible to seriously influence school policy;

Development of technology for student self-government, enabling students and their teachers-mentors to design and create self-government systems in the context of each specific school;

Transfer of effective work technologies to student self-government, allowing to solve urgent school problems. Mostly, these are technologies used in the work of public organizations;

Creation of a support system for the development of student self-government, including at the level of educational policy, in the field of building interaction between student self-government and civil society structures, in terms of information, methodological support, and work on the development of organizational skills of school activists.

When organizing self-government, it is important to develop the activity of all members of the student body, the assignment of powers and the change of leaders. The school should create an environment in which each student feels a sense of involvement in the solution of the main tasks facing teachers and students. Developing self-government helps them feel the complexity social relations, form social position, determine their capabilities in the implementation of leadership functions.

The modern approach to understanding the essence of the development of self-government involves the creation of conditions for the social formation of students, which is ensured by their inclusion in the solution of complex problems of relationships that are developing in the team. Through their participation in solving problems, schoolchildren develop in themselves the qualities necessary to overcome difficulties social life... Their position in solving managerial problems depends on the attitude of children to the goals of joint activities.

Self-government can develop in almost all types of student activities. It develops faster where the sphere of their interests is more pronounced. Manifestations of self-government can be very diverse, but all of them should be united by one thing: an activity-based approach to the structure of governing bodies. First, it is necessary to engage students in some socially significant cause, and then create an appropriate self-government body to organize it. Thus, a new area of \u200b\u200bwork appears - a new self-government body is formed.

There are several areas of activity of student government bodies:

Representative direction - participation of the student council in the discussion of school problems and decision-making, development of students' opinions on school life, participation in the work of general school self-government bodies

Conflict resolution - mediation in the resolution of conflicts within the school on a voluntary basis

Information direction - informing schoolchildren about school problems and ways to solve them, the activities of the student council

Patronage - the organization of the patronage of the elders over the younger

External relations - organizing interaction with out-of-school structures, self-government bodies of neighboring schools, attracting external resources to solving problems of students and the school as a whole

Organizational direction - support of leisure, socially significant and other initiatives of schoolchildren

Human rights direction - protecting the rights of students at school

This list is not exhaustive. It is possible that student self-government in this particular school will lead only one direction of activity. A student council can lead two or three areas of work, while doing all the work as a single team - as a rule, a small group of activists are more productive to work as a whole, rather than splitting into smaller groups.

2) The pedagogical system of organizing student self-government in a comprehensive school.

Functions of teachers of a general education institution for the development of student self-government.

The development of student self-government in a general education institution depends to a large extent on the director and his deputies. Their interest, respect for self-government bodies, their representatives, understanding the importance of their diversity, the ability to find a compromise solution, material and moral support for teachers, students and parents actively involved in self-government - all this is an important condition for creating an effective system of self-government at school. where all participants in the educational process play a real role.

The director of a general education institution is responsible for developing a strategy for the educational process, including the activities of student self-government. In addition, the director regulates the processes of creating a legal framework and material and technical support for the functioning of student self-government.

The deputy director for educational work takes an active part in the development of the concept and program for the development of student self-government, deals with the issues of methodological support and training of the schoolchildren's asset. It is very important that the deputy principal cooperates with the class teachers, choosing with them the appropriate option for self-government in each class, its correspondence to the whole school model. In addition, his competence includes advising student government bodies on the entire range of issues.

The teacher-organizer deals with practical issues, supporting the bodies of student self-government, both at the level of a general educational institution, and at the level of primary collectives. This is one of the most important specialists who directly implement educational programs of various orientations in a general educational institution. Its functionality, as a rule, includes the coordination of the activities of children and youth public associationsoperating in a general education institution, their interaction with student government.

The class teacher, who has the opportunity to study the interests of students well, find a way of individual support for each, overcome the problems that arise in the classroom, is also called upon to contribute to creating conditions for the development of student self-government. Such a teacher with serious social and psychological knowledge is able to support his colleagues in the implementation of the principles of self-government in different areas school life (organization of leisure, sports, media, etc.)

The teacher-psychologist is called upon to play a special role in the development of student self-government. Thanks to his professional knowledge, he can help to identify the leadership, organizational skills of children, to organize a permanent system of psychological support for self-government activists; advise class teachers, teachers and administration on various problems arising in the process of organizing student self-government.

A subject teacher can also contribute to the development of student self-government by advising schoolchildren on the profile of their subject, for example, during the preparation of the next event held by the active students (quiz, olympiad, competition, etc.), in the preparation of regulations. If desired, he can bring educational elements, meaningfully related to student self-government, in the conduct of specific lessons. Social studies, history and law teachers have the opportunity to work on the inclusion of self-government issues in their curriculum. In addition, the teacher has the opportunity to be directly involved in the self-government of a general education institution as an ordinary participant.

Thus, in an effective system of self-government of a general educational institution, one of the tasks of which is to activate student self-government, almost the entire teaching staff participates to one degree or another.

Teaching self-government means creating a collective perspective and planning ways to implement it, teaching everyone to evaluate the results of this activity and develop an overall assessment. This means teaching children to see in each person a personality that reacts in its own way to reality, has its own individual tastes and needs and counts on an attentive and careful attitude.

In working with children on organizing student self-government, the following are important: the essence of the matter, the position of the teacher, the real powers of the students. Student self-government exists where schoolchildren feel themselves to be the masters of the school, responsible for the events taking place in it, where they show initiative and creativity in improving their own life, strive for its better organization, where everyone cares about everyone. Introducing self-government in schools means putting all children in the position of organizers of school life, so that they feel like masters and act like masters. At the same time, to establish the correct ratio of pedagogical leadership, self-government, self-regulation and co-management in the process of pedagogical management, to achieve their optimal ratio, to establish a connection between them is the main task of school management.

An important feature of the activities of the teacher-organizer, class teachers and teachers is to provide children and youth with the opportunity to participate in a variety of activities that correspond to their interests and inclinations, as well as provide them with social and moral guarantees for the development of inclinations, abilities, talents, gifts.

An equally important specific area is the protection of the personal value and dignity of pupils, protecting them from authoritarianism, humiliation and insults. It is necessary to create a favorable and comfortable atmosphere for the child in the institution, to monitor that the rights of children correspond to their responsibilities, and the practical role of the student corresponds to his status.

It should be noted that a typical mistake of teachers - organizers of student self-government is such interaction with students when the teacher, having set a goal for the student collective, as a rule, strives to ensure that it is accepted by them. Having achieved this, he often himself becomes the organizer of its implementation, putting forward his own version of its achievement as the only possible one. Self-management, on the other hand, develops only when students find themselves in a situation of choice and themselves determine the ways of solving the problem posed. It is the decision-making that is key for the formation of the motive for group action. Summing up, group reflection allow students to lead to a new goal of joint activity, while at subsequent stages with each cycle they more and more independently determine the goal, which is subsequently realized by the children's team.

In modern methodological literature, student self-government is understood as a form of organizing the life of a team of students, ensuring the development of their independence in making and implementing decisions to achieve socially significant goals.

Student self-government is an opportunity for students themselves to plan, organize their activities and take stock, participate in solving issues of school life, and carry out activities that are of interest to them. This is an opportunity to demonstrate the uniqueness of your personality, gain experience in communication, overcoming difficulties, experience responsibility for your actions, and master social experience. These experiences will be especially meaningful to society if they are consistent with Principle 10 of the Declaration of the Rights of the Child: “Raise future citizens in the full consciousness that their energy and abilities should be devoted to serving others.”

I have been working on the topic of student self-government for several years. This topic is closely related to methodological theme schools “Individually-oriented education and upbringing as a condition for the formation of a competitive personality of a student”.

The staff of our school believes that the topic of self-government is very relevant for us, since the school should teach not only sciences. But it should also teach a person to be independent, do good deeds, be responsible for their actions, make decisions, defend their rights. Students must come to a school that can prepare them for life in a changing environment. And if the school does not have self-government, then it is unlikely that it can keep up with the times.

In our school, there are several forms of including teachers, students, parents in the organization of training and education, in the formation of priority values \u200b\u200bof the school collective, in the joint understanding of development prospects.

Temporary creative groups. They are created for the period of preparation and conduct of various educational, educational and organizational matters. They include teachers, children, and sometimes parents.

Monthly Director and Administration Meetings with the Presidential Council. It is one of the most important structures for school governance and democratization.

Weekly HFAA meetings with class representatives. This is a deliberative and informational body of children's self-government.

There are the following levels of student self-government:

Individual - student. The activity of an individual on the conscientious fulfillment of orders forms conscientiousness to the assigned case. Fulfillment of public assignments, in which the student himself finds and uses some methods of its implementation, forms the skill of self-control and self-exactingness. The student can choose his own business and determine the ways of its implementation. This characterizes the creative attitude of the individual to a particular case.

Self-management, the purpose of which is the adaptation of the child to life in changing conditions, gives each child the opportunity to express himself, to reveal his abilities and learn new things, to learn how to communicate with peers, with younger and older children.

In the process of development of student self-government, tendencies have emerged: the more actively a student participates in self-government, the higher is the level of his independence and responsibility as the highest indicators of his personal growth.

The level of the primary team is class. Self-government bodies in the classroom are elected for each type of activity so that all students belong to one body or another. Each sector elects a chairman from among its members. The class council is made up of the chairpersons. All council members take turns in the role of headman. Each member of the classroom government has its own responsibilities. The class council prepares information and proposals to the higher self-government bodies - the presidential council and the student meeting.

Class self-government helps to find areas of personal and socially useful activities of children, to determine the range of their responsibilities, strengthens the sphere of friendly relations, transfers the experience of democratic relations: personal responsibility, striving for consent, freedom of opinion, change of positions (executive leader), helps to take into account opinions each and minority group, helps students develop independent work skills.

The level of the staff of the educational institution - the presidential council. The most active students in grades 9-11 are elected to the presidential council, who enjoy authority with their comrades, who are able to lead. Every high school student has the opportunity to nominate himself for the presidential council. The discipleship meeting considers candidates and elects.

We consider the development of student self-government as part of the civic education system, which has become very important. The tasks of civic education are to educate a leader, teach democratic communication, the ability to work in a team, and develop creative abilities. We want our children to understand the needs and requirements of society and through student self-government to be able to realize and compare themselves with the requirements put forward by society.

The concept and development program of our school says that the school is focused on teaching, upbringing and development of each child, taking into account his individual characteristics. In the annual plan, one of the main ones is the section of educational work.

One of the programs of our “Multidimensional system of personality development” is the “Leader” program. Educational tasks of this program: to provide conditions for self-realization of the child's creative abilities and needs; create a developing environment conducive to self-affirmation of the individual in various activities; the formation of communication skills, the ability to understand oneself and others. Main content: disclosure and implementation of organizational and creative skills; the formation of a sense of significance and involvement in solving school problems; formation of experience in running pre-election and election campaigns. All this is carried out through the presidential council, the organization of the KTD, the holding of festive events, the holiday of the school organization "Commonwealth", business and role-playing games, school asset. We also try to involve pupil-teacher-parent and parents in co-management. For this, various forms are used: parenting meetings, organization of circles and sections, creative groups, “Men's Council”.

We set ourselves the task of teaching the child social skills:

Make a choice within the framework of the accepted rules and be successful in the chosen activity;
Develop your strengths and abilities;
Understand and accept others;
Adequately assess your strengths and abilities;
Control yourself;
Adapt to social conditions.

We believe that the bodies of student self-government at school represent one of the forms of children's self-development, and like any development, it requires certain conditions. The conditions are known:

The presence of personally and socially significant activities. After all, A.S. Makarenko said that activity gives rise to self-government, and not vice versa.
Adult presence and support. If the elders leave the children on their own, leave them without support, any child's independence will fade away: children's independence is one of the forms of dependence of the younger generation on the older.
Socially valuable feelings and experiences that are infinitely significant for children, which, in essence, educate.
What paths did we take towards the creation of viable self-government bodies:
Found areas useful for the school and meaningful school activities for students
Made these areas emotionally rich and interesting
Provided pedagogical support and assistance
What areas can be given to the guys:
Leisure, school evenings, discos, holidays, KTD
School press activities
Sports and sports activities
Timurov's work
Cleaning of school grounds, self-service in the canteen
Real participation of children in teachers' councils, conferences, parental committees (it is necessary that the children believe that their opinion can influence the management decisions of the administration, teachers).

With this approach, self-government in the school is possible, moreover, it is necessary. We will be able to educate the subjects of our own life only if at the very beginning of life the children feel, understand and believe that they can do something, are capable of something. Only in a community of his own kind does a child better understand the rules of community, himself, learns to build relationships, and arm himself with more diverse ways of self-manifestation.

The effectiveness of educational work is achieved through a combination of traditional and innovative methods. One of the innovative methods of including students in public life is social design, which is focused on the formation of such qualities as a sense of social responsibility, an indifferent attitude to the fate of the Fatherland, the ability to adapt to modern economic conditions. This academic year, a group of high school students began work on the socially significant project “I am a citizen of Russia”. Now we are at the stage of collecting information and developing our own solution to the problem.

Another project we are working on is the Sodruzhestvo school newspaper. Purpose of the project: implementation of the intellectual and creative potential of schoolchildren in creating a newspaper. Tasks: development of skills for independent, research and creative activities, assistance in career guidance, self-development and self-realization of schoolchildren.

The implementation of these projects contributes to the socialization of students, as conditions are created for them to apply "civic knowledge and skills" in everyday life... Schoolchildren learn to measure this knowledge and skills with their character, style of behavior and relationships with others, to assess all aspects of life, society, history, politics, culture in accordance with their age capabilities, to use various ways of participating in government.

Activity of structural components of student self-government of secondary school No. 51

Presidential Council

Implements the decisions of the student conference
Interacts with self-government bodies of teachers and parents
Participates in the work of the pedagogical council, meetings with the director
Participates in the planning and organization of extracurricular and extracurricular work of students
Approves the plan of school activities
Establishes the patronage of high school students over junior schoolchildren
Adjusts student self-care, their duty, maintaining discipline and order at school
Submits proposals to the school administration about changes in the Charter of the school
Works with students at risk, difficult students
Participates in the consideration of issues of encouragement and punishment of school students

Sports Complex

Organizes competitions in different types sports between classes and schools
Participates in the organization and conduct of the school-wide sports day, health days
Identifies the best athletes and rewards them

Cultural center

Organizes the participation of classes in school-wide KTD and events
Organizes and controls excursions, visits to exhibitions, theaters
Organizes and conducts school-wide discos, lights
Participates in weekly presidential council meetings

Press center

Selects materials for the all-school newspaper "Sodruzhestvo"
Publishes the Sodruzhestvo newspaper
Organizes the decoration of school events
Works with class correspondents
Evaluates contests for the best newspaper
Participates in weekly presidential council meetings

Labor center

Organizes and conducts waste paper collection
Organizes and conducts shifts around the school and in the cafeteria
Organizes cleaning of the territory, subbotniks
Helps ZDVR in organizing summer work practice
Helps ZDVR in organizing repair teams
Participates in weekly presidential council meetings

The educational center

Organizes advisory groups to help laggards
Checks diaries and textbooks
Checks attendance and progress
Participates in the preparation of school Olympiads, subject weeks
Participates in conducting thematic evenings, competitions in subjects
Participates in organizing meetings with interesting people
Participates in weekly presidential council meetings
Distributes class occupancy according to interests

Music Center

Selects video and audio materials for thematic class hours, discos, school-wide events
Musically decorate and sound holidays
Participates in weekly presidential council meetings

Local history center

Conducts work on the study of history native land
Participates in district, city and republican events
Instills interest in the native land

Center for Patriotic Education

Conducts events of a patriotic nature
Works on the creation of a school museum
Conducts the action "Children about grandfathers", operation "Postcard"
Interacts with the Council of Veterans
Analyzes and plans work in the civil-patriotic direction

Self-government of schoolchildren. Student self-government as a condition for the development of leadership qualities. The procedure for forming a council of high school students

Each class has leaders who are actively involved in school life, they are united in a large student council of high school students.

Legal and regulatory framework for the organization of student government

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