The purpose of this work is:
Formation of an effective system of interaction between parents and teachers to create a favorable environment for rallying children into a single friendly team, creating favorable conditions at school for the free development of a person who is spiritually rich, able to build a life worthy of a Man who can be happy and bring happiness to people
Main tasks:
The active involvement of parents in all areas of the school based on regulatory documents.
The organization of parental education on an equal footing: teachers - parents, parents - parents.
Formation of a healthy lifestyle in families.
Creation of conditions for the prevention of asocial behavior of children and adolescents.
Improving forms of school-family interaction.
Pedagogical support of the family (study, counseling, assistance in matters of upbringing, education, etc.);
The relevance of psychological and pedagogical work with parents
The educational function of the family is very important. The child who comes to the team, one way or another, translates the values \u200b\u200blaid down by the parents.
The educational function of the family has three aspects:
1) Formation of the motivational and value sphere (attitude towards people, towards business, towards oneself).
2) FormationIq spheres (abilities, knowledge acquisition, etc.).
3) Formation of emotional-volitional sphere.
The educational potential of the family is the material and living conditions, the number and structure of the family, the nature of the relationship, the psycho-emotional background, the peculiarities of communication, the personality of the parents, the level of pedagogical culture, and more.
Today there is a crisis of family, parent-child relations. This is due to changes in the political and economic life of the country. Parents are forced to focus on material well-being, which means less time is spent on communication in the family. As a result, the emotional component associated with understanding a loved one is excluded from the interaction. The role-playing game has faded noticeably, as in families, as a rule, there is one child. The number of divorces has increased. Hence the conclusion:
The school is obliged to promote family development. The work aimed at developing the personality of the student becomes effective and efficient only if the parents of the students are involved in the training and education process.
Work with parents can be divided into two parts:
with all parents of the class in the framework of parental meetings to improve the pedagogical and psychological culture;
with a part of parents in the form of correctional and developmental classes on the formation of skills and abilities, associated primarily with constructive interaction in the “parent-child” system.
1) increase the psychological and pedagogical knowledge of parents (lectures, seminars, individual counseling, workshops);
2) involvement of parents in the educational process (parent meetings, joint creative affairs, assistance in strengthening the material and technical base);
3) participation of parents in school management (school council, parental committees).
Forms and methods Work with parents should be aimed at raising the pedagogical culture of parents, at strengthening the interaction between the school and the family, and at strengthening its educational potential.
Work methods: observation; conversation; testing; questioning.
Forms of work with parents
| Traditional | Unconventional |
| ● Parent meetings ● General and all-school conferences ● Individual teacher consultations ● Home visits | ● Parent trainings ● Discussions ● Psychological workouts ● Round tables ● Oral journals ● Workshops ● Parent evening ● Parent reading ● Parenting rings |
A significant place in the system of work of the class teacher with the parents of students is given to psychological and pedagogical education.
Forms of psychological and pedagogical education
University of Education (this form helps to arm parents with the basics of pedagogical culture, to acquaint them with topical issues of parenting children).
Lecture (a form that reveals in detail the essence of a particular problem of education. The main thing in the lecture is the analysis of phenomena and situations).
The conference (provides for the expansion, deepening and consolidation of knowledge about parenting).
Parent conferences(school-wide, cool) are of great importance in the system of educational work of the school. Parent conferences should discuss the pressing problems of society, whose active members will be children. Problems of conflicts of fathers and children and ways out of them, drugs, sex education in the family - these are the topics of parental conferences.
Parental conferences should be prepared very carefully, with the obligatory participation of a psychologist, a social teacher who work at the school. Their task is to conduct sociological and psychological research on the problem of the conference, as well as familiarize the conference participants with their results. The active participants in the conferences are the parents themselves. They prepare the analysis of the problem from the point of view of their own experience.
A distinctive feature of the conferenceis that it makes certain decisions or plans activities on the stated problem.
Practical work (a form of developing pedagogical skills in parenting for children, effective expansion of emerging pedagogical situations, training of pedagogical thinking in parents).
Open lessons(The goal is to familiarize parents with new programs on the subject, teaching methods, and the requirements of the teacher. Such lessons allow you to avoid many conflicts caused by parents not knowing and not understanding the specifics of educational activities).
Individual thematic advice (exchange of information that gives a real idea of \u200b\u200bthe school affairs and the behavior of the child, his problems).
Individual counseling is one of the most important forms of interaction between the class teacher and the family. It is especially necessary when the teacher is gaining class. In order to overcome the anxiety of parents, the fear of talking about their child, it is necessary to conduct individual consultations-interviews with parents. In preparing for the consultation, it is advisable to determine a number of questions, the answers to which will help the planning of educational work with the class. Individual counseling should be exploratory in nature and help create good contact between parents and teacher. The teacher should give parents the opportunity to tell him everything that they would like to introduce the teacher in an informal setting, and find out importantintelligence for your professional work with a child:
- peculiarities of the child's health;
- his hobbies, interests;
- communication preferences in the family;
- behavioral reactions;
- features of character;
- learning motivation;
- moral values \u200b\u200bof the family.
Family visit (individual work of a teacher with parents, acquaintance with living conditions).
Parent-teacher meeting(form of analysis, understanding on the basis of data from pedagogical science of educational experience).
1) School-wide parental meetings - held twice a year.purpose : familiarity with the legal documents about the school, the main directions, objectives, results of the work.
School-wide parent meetings are usually held no more than twice a year. Subject of such meetings is the nature of the report of the school for a certain period of time. They are the director, his deputies, reports on the work of the parent committee of the school. For example, an educational institution has passed certification and wants to acquaint the parents' team with the results achieved.
School-wide parent meeting can be used to demonstrate a positive parenting experience in the family. So, at the end of the school year, it is possible to reward families with positive experiences in raising children.
2) Cool parent meetings - held four to five times a year.Purpose: discussing the tasks of class teaching and educational work, planning educational work, identifying ways for close cooperation between the family and the school, and reviewing current pedagogical problems.
Class parent meetings are held once a quarter, if necessary they can be held more often. A parent meeting should be a school of parent education, should broaden their pedagogical horizons, stimulate the desire to become good parents. At parental meetings, students' learning achievements are analyzed, their capabilities and the degree of class advancement in learning activities are characterized. Parent meeting is an opportunity to demonstrate the success achieved by the child.r speaking at a meeting should not be about marks, but about the quality of knowledge and the extent of intellectual effort, corresponding to cognitive and moral motivation. For the parent meeting it is necessary to prepare exhibitions of students' creative works, their achievements, and not only in educational activities.
There are many options for parental meetings. Their nature and focus are prompted by life itself, the system of organizing work in a children's team. The theme and methodology of the meeting should take into account the age characteristics of students, the level of education and interest of parents, the goals and objectives of education facing the school.
1. A parent meeting should educate parents, and not state the mistakes and failures of children.
2. The theme of the meeting should take into account the age characteristics of children.
3. The meeting should be both theoretical and practical: an analysis of situations, training, discussions, etc.
4. The assembly should not engage in the discussion and condemnation of students' personalities.
Approximate topics counseling for parents:
1. The child does not want to learn. How to help him?
2. Bad memory of the child. How to develop it?
3. The only child in the family. Ways to overcome difficulties in education.
4. Punish children. What should they be?
5. Anxiety of children. What can it lead to?
6. Shy child. Shyness problems and ways to overcome it.
7. Rudeness and misunderstanding in the family.
8. A talented child in the family.
9. Friends of children - friends or enemies?
10. Three generations under one roof. Communication problems.
Parent reading- a very interesting form of work with parents, which enables parents not only to listen to lectures by teachers, but also to study the literature on the problem and participate in its discussion. Parental readings can be organized as follows: at the first meeting at the beginning of the school year, parents determine the issues of pedagogy and psychology that most concern them. The teacher collects information and analyzes it. With the help of the school librarian and other specialists, books are selected in which you can get an answer to the question posed. Parents read the recommended books, and then use the information obtained in them in the parental readings. A feature of parental readings is that, in analyzing the book, parents must state their own understanding of the issue and the change in approaches to solving it after reading the book.
Parent evening - a form of work that perfectly unites the parent team. Parent evening is held in the classroom 2-3 times a year without the presence of children. A parental evening is a celebration of communication with the parents of a friend of your child, this is a celebration of the memories of infancy and childhood of your own child, it is a search for answers to questions that life and your own child puts to parents. Theme parental evenings can be very diverse. The main thing is that they should learn to listen and hear each other, themselves, their inner voice.
Sample topics parent evenings:
1. Birth of a child and the first year of his life and development.
2. The first book of the child.
3. The future of my child. How do I see him?
4. Friends of my child.
5. Holidays of our family.
6. “Can” and “not” in our family.
7. Birthday of our family. How do we celebrate it?
8. Songs that our children sang and sang.
The forms of the evenings allow not only to express their opinions on the proposed topics, but also to hear something useful for themselves in the arguments of other parents, to adopt something new and interesting in their educational arsenal.
Parent training - this is an active form of work with parents who want to change their attitude towards behavior and interaction with their own child, to make it more open and trusting. Both parents should participate in parent training. From this, the effectiveness of training increases, and the results are not long in coming. The training is conducted with a group of 12-15 people. Parent training will be successful if all parents actively participate in them and regularly attend them. In order for the training to be effective, it must include 5-8 lessons. Parental training is conducted, as a rule, by a school psychologist, which allows parents to temporarily feel like a child, to experience emotionally the children's impressions once again.
With great interest, parents perform such training tasks as “children's grimaces”, “favorite toy”, “my fairy-tale image”, “children's games”, “childhood memories”, “a film about my family”.
Parenting rings - one of the debatable forms of communication of parents and the formation of the parent group. The parental ring is prepared in the form of answers to questions on pedagogical problems. Questions are chosen by the parents themselves. Two families answer one question. They may have different positions, different opinions. The rest of the audience does not enter into polemics, but only supports the opinion of families with applause. The experts in the parental rings are the students of the class, determining which family in the answers to the question was closest to their correct interpretation.
Both traditional and non-traditional methods, forms of interaction between the class teacher and the parents of students set one common goal - to make the growing personality happy, entering the modern cultural life.
Teachers and parents to note
If a:
- the child is constantly criticized, he learns to hate;
- the child is mocked, it becomes withdrawn;
- the child is praised, he learns to be noble;
- child support, he learns to appreciate himself;
- the child grows in reproaches, he learns to live with a sense of guilt;
- the child grows up in tolerance, he learns to understand others;
- the child grows up in honesty, he learns to be fair;
- the child grows up safe, he learns to believe in people;
- the child lives in enmity, he learns to be aggressive;
- the child lives in understanding and friendliness, he learns to find love in this world.
These councils have arisen on the basis of practical life observations, understanding pedagogical practice. These statements can be used in practical work with parents, as well as topics for meetings and conversations with them.
Work plan with parents.
| Timing | Event |
|
| August (last week) | Parent-teacher meeting “Children's readiness for school, provision of textbooks. Tasks on the organization of the educational process in the new academic year. Election of the parent committee. Instructions on safety measures (general instruction) "; Parent committee meeting dedicated to the beginning of the school year. |
|
| September (within a month) | Family visits students with the aim of verifying that the children follow the daily regimen, identifying “disadvantaged” families (drawing up family examination acts). Conversations about the participation of children in extracurricular activities and visiting groups and sections. |
|
| October (the end of the month) | Open parent meeting with students, teachers and school administration “Preliminary results of the first quarter: performance, attendance, behavior. The first joys and first failures. Characteristics of the class as a team. Catering and transportation, additional education for children. Parental education - acquaintance with the legal framework of the school (charter, local acts, educational programs, etc.). " Conversations with the administration and subject teachers. |
|
| November | Conversation (telephone conversation) "We teach the child life priorities." |
|
| December (the last week) | Parent meeting with students " It's great that we all gathered here today. ” (About New Year's events and safety during the events. Providing children with New Year's gifts. About the employment of children after school hours.) |
|
| January | Review - competition "Little secrets diary schoolboy." Analysis by the parent committee of the attitude of the families of students to school diary. “Favorable conditions for the development of children. Moral Education. |
|
| February | Parent-teacher meeting "The development of a child's creative abilities is the key to successful adaptation to life in society." (On the preparation for the festival of children's creativity, the role and participation of the family. Current results of academic performance, attendance and behavior of children). |
|
| March | Chatting (remote communication) “How to punish a child. Whip or gingerbread? Parent Committee Meeting "On the role of parents in improving the quality of the educational process." |
|
| April (within a month) | Family visits students with the aim of verifying that the children follow the daily regimen, identifying “disadvantaged” families (drawing up family examination acts). |
|
| May (the last week) | Parent-teacher meeting “Summing up over the past year. Pedagogical recommendations for the holidays. Safety briefings. Parent Committee Meeting "Summing up the work for the academic year." |
|
| During the summer | Maintaining regular communication with parents (about summer holidays and the employment of children during the vacation period, children's summer practice at the school grounds). |
|
| During a year | Regular communication with parents in order to continuously monitor the life of the child at school and at home (joint individual accompaniment of children). Open Day for parents. Surveying and polling parents. Parents participate in school and classroom activities (Knowledge Day, Teacher's Day, Mother's Day, evening of meeting with graduates, February 23, March 8, May 9, Last Call). Organization of collective visits to museums, exhibitions, theaters; tours. Joint participation in creative competitions, projects. |
Main directions
joint educational work with parents.
Table of contents
1. Introduction………………………………………………………………………. 3
2. The main functions of the class teacher …………… 5
3. Forms of work with parents ……………………………………………… 8
3.1.Individual forms ………………………………………………………. eight
3.2 Group forms ……… .. …………… .. ………………………………… 10
3.3.Collective forms …………………………………………………… 12
Conclusion ………………………………………………………………………… 21
References ……………………………………………………………… 22
Introduction
"We are doing too serious a matter to make it serious."
In the conditions of fundamental changes in the social life of our country, changes in the field of education, the problems of interaction between the family and the school are particularly relevant. Parents and teachers are two of the most powerful forces in the process of the formation of the personality of each person, whose role cannot be exaggerated.
The relevance of the study lies in the fact that the problem of interaction between the school and the family has always been and remains the focus of attention. A modern teacher who teaches and educates schoolchildren, along with parents, becomes a very significant adult for a child, therefore the effectiveness of a student’s personality formation depends on his ability to interact with the student’s family.
Theme:
« Forms of school interaction with parents»
Purpose:
to study the activities of the class teacher.
Object research is the process of classroom activity.
Thing research - The work of the class teacher with their parents.
Objectives of the study:
1. Based on the analysis of pedagogical literature, determine the functions and main forms of work of the class teacher with parents.
2. To analyze the work of the class teacher, to identify priority forms of interaction with parents.
3. Formulate ways to improve the work of the class teacher with their parents.
An important link in the construction of educational work is the interaction of the teacher with the parents of the student. The family is the natural environment for the life and development of the child in which the foundations of the personality are laid. Whichever direction we take of the child’s development, it will always appear that the family plays a decisive role at a particular age stage.
Modern families are developing in a qualitatively new and controversial social situation. On the one hand, there is a turn of society towards the problems and needs of the family; complex target programs are being developed and implemented to strengthen and increase its importance in the upbringing of children. On the other hand, there are processes leading to the exacerbation of family problems. This is primarily a fall in the material level of most families, an increase in the number of divorces that adversely affect the psyche of children, an increase in the number of incomplete and families with one child. A significant proportion of adolescents are separated from their parents.
Consequently, in difficult modern conditions the family needs qualified assistance from the school. Only in the process of interaction between teachers and parents can successfully solve the problem of development of the individual student.
The main functions of the class teacher and how to communicate with parents
The educational work of the school cannot be built without taking into account the fact that the child’s individuality is formed in the family.
The basis of the interaction between the class teacher and the family is that both parties are interested in studying the child, disclosing and developing the best qualities and properties in it.
Working with parents is an integral part of the work of the class teacher. According to their status, the class teacher in the school is the main subject of educational work with the parents of the students. He develops the basic strategy and tactics of interaction between the school and the family in raising the identity of the student; Being a specialist in the field of pedagogy and psychology, he helps parents in resolving the contradictions of family education, in adjusting the educational effects of the surrounding social environment. The class teacher should act as an adviser, a specialist consultant, a direct representative of the educational process carried out by the school.
The following functions of the class teacher are distinguished:
1) familiarizing parents with the content and methodology of the educational process organized by the school;
2) psychological and pedagogical education of parents;
3) involvement of parents in joint activities with children;
4) adjustment of education in the families of individual students;
5) interaction with public organizations
Another function of the work of the school and the class teacher with their parents is the adjustment of upbringing in the families of individual students.
The first aspect is the provision of psychological and pedagogical assistance to students (gifted, having an interest in some forms of extracurricular activities, etc.).
Another area of \u200b\u200bconcern for the class teacher is to provide parents with psychological and educational assistance in solving difficult problems of family education.
The last function of school work with parents is interaction with public organizations of parents: parent committees of the school and class, school councils, councils in the community, etc. Their competence includes:
helping the school and classes to conduct educational work with students;
collegial decision of individual issues of school life;
communication with administrative and law enforcement agencies;
participation in work with parents of students (holding parental meetings, conferences; providing material assistance and legal impact on parents)
Thus, we can say that these functions contribute to the creation of a normal educational environment for the organization of the school educational process.
As for the main ways of communication between parents and class teachers, the following methods of interaction stand out:
organization of parental conferences, meetings, individual meetings of parents and teachers;
the organization of the work of the telephone line through which parents can contact the teacher or get advice on homework and how to perform it;
the use of telecommunications and regular mail;
developing homework assignments, in the course of which children should discuss with their parents what is happening in school or prepare a research project together with them;
creating parental clubs or centers at the school;
holding informal meetings of parents, children, and teachers (holidays, etc.)
respectful communication taking into account cultural, religious and ethnic affiliation
Thus, it can be said that the basis of the work of the class teacher with the family should be actions and activities aimed at strengthening and enhancing the authority of the parents. There should be confidence in the educational opportunities of parents, raising the level of their pedagogical culture and activity in education.Psychologically, parents are ready to support all the requirements, affairs and undertakings of the school. Even those parents who do not have pedagogical training and high education, with a deep understanding and responsibility relate to the upbringing of children. The effectiveness of the child's upbringing process depends on the coherence of school and family activities. The school is obliged to help parents by becoming a center for psycho-pedagogical education and counseling for them - organizing parent schools, lectures, conferences, seminars, parents' associations at the school.
Forms of work with parents
Customized
Group
Collective
home visit;
invitation to school;
individual teacher consultations;
correspondence;
parent lecture;
thematic consultations;
cool children's activities;
parent evenings.
cool parent meetings;
school-wide parental meetings;
open days;
concerts;
educational work exhibitions;
creative reports.
3.1.Individual forms.
1. Family home visits.
Visiting students at home, find out the conditions for family education. Information about the microclimate in the family, about the peculiarities of the attitude towards the child, about the orientation of parents in matters of upbringing made it possible to work individually with the family, as well as to more accurately determine the directions and means of corrective impact on the child at school. We are interested in the living conditions of the child, the attitude of relatives to it, the attitude of the child towards family members. Without this information, the student cannot be given the necessary support.
It is very important that parents are sure that the teacher comes to the family not to reprimand the student, not with complaints about him, but as an assistant in the upbringing of the child. Teacher complaints about a student or accusations of parents only depress parents and often cause cruel and unfair treatment of the child, and on the part of the student - an embittered conflict attitude towards the teacher and loss of interest in learning.
Parents are warned in advance about the arrival.
The following rules are followed when visiting a student at home:
show high tact in talking with parents, always start with praise and compliments;
exclude complaints to the student, talk about problems, suggest ways to solve them;
to talk in the presence of a student, only in exceptional cases to demand a confidential meeting;
not to make claims to parents;
strongly emphasize their interest in the fate of the pupil;
agree on specific joint matters;
not to make unjustified promises, to be extremely restrained in difficult cases, to express cautious optimism.
2. Invitation to school.
We must try not to invite parents to school in order to complain about the child’s bad behavior or low academic performance. Such invitations cause parents to have a negative attitude towards school.
3. Individual teacher consultations.
This is one of the most important forms of classroom interaction with the family. Consultations are held in order to overcome the anxiety of parents, fear of talking about their child. They help create a good contact between parents and teacher.
Consultations are held as needed, often at the initiative of parents. In the course of conversations with parents in an informal setting, the information necessary for professional work (peculiarities of the child’s health, his hobbies, interests, behavioral reactions, peculiarities of character, learning motivation, etc.) is found out.
4. Correspondence.
In working with parents, correspondence is used quite widely. Especially often this form of work is applied to those parents who are not able to attend school often, work long hours or live very far away.
3.2. Group forms.
1. Parent lectures.
The tasks of the lecture hall are diverse: to acquaint parents with the system of correctional and educational work at school, to give practical advice and recommendations on the upbringing of a child in a family, etc.
Subjects of parental lectures for the school year.
January -
“Causes of complications in mutual understanding ”.
February -
“The peculiarity of the development of children.
March -
“Some ways of children's development. ”
April -
“Peculiarities of behavior of pupils of elementary grades ”.
May -
“Organization of children's free time during the summer holidays. ”
September -
“Labor activity is the basis of child rearing. Raising children’s needs to work. ”
October -
“Formation of students' sanitary and hygiene skills ”.
November -
“Attention schoolchildren. Ways to increase the level of attention. ”
December -
“The joint work of the family and the school in overcoming the child’s difficulties in studying the material. ”
Such a systematic and purposeful gives parents the opportunity to further explore the individual psychophysical characteristics of children, identify sources of deviations from the norms of behavior, more correctly approach the solution of pedagogical problems, use the recommended forms and methods to solve them.
2. Thematic consultation.
Thematic consultations are recommended to be held once a quarter for all comers. They are conducted by experts who can help find the best solution to a specific problem. This is a social educator, a psychologist, a representative of law enforcement, etc.
Subject counseling for parents.
I quarter -
“Day regimen and its importance for students ”(school doctor)
II quarter -
“Smoking and statistics ”(social educator)
III quarter -
“Bad memory. How to develop it? ”(School psychologist)
IV quarter -
“Difficult child. What is he? ”(Representative from the children's room of the police)
3. Parent evening.
Parent evening is a celebration of parents' communication.
Free conversation of parents with each other, exchange of experience in resolving various situations in their families helps to perceive difficulties differently, to better understand the individual characteristics of the child, to expand the possibilities of education.
4. Cool children's activities.
During the school year, various events are usually held inside the class (birthday days; tea drinking, dedicated to any holidays, etc.).
Such events contribute to the rapprochement of parents between themselves, the establishment of contact between the teacher and parents.
5. School for preschoolers.
Long before the child enters the school, we begin to prepare parents and future schoolchildren for their new position, if for parents the “School for parents” works, then for children the center “Doshkolenok”. In "Doshkolenka" organized groups for children. For parents, classes are organized on Saturdays. Parents come to classes with children. While parents work with psychologists, teachers (they get acquainted with the features of primary school age, learn to develop memory, thinking, attention from children), children have free-form activities in several directions. Thus, parents are attached to the school, get acquainted with its traditions, are preparing to become assistants in working with the classroom team.
3.3 Collective forms.
1. Scientific - practical parent conference -a form of combining the propaganda of pedagogical knowledge with practical advanced experience in family education.Their organizers are the parent committee and the class asset. These may be meetings dedicated to specific educational issues.
Conferences are held 1 - 2 times a year, as they require thorough preparation. The conference is discussed on the parent committee: a plan is thought out, families are identified, whose upbringing experience is worth spreading.
The success of the conferences depends on the independent work of parents in analyzing the literature, understanding and summarizing their experience, their ability to evaluate the educational process on the basis of critical knowledge, to see the possibility of improving the forms and methods of cooperation with children.
The conditions for successful parental conferences are as follows:
relevance, importance and availability of the proposed topic;
thorough preliminary preparation (the topic and the plan are presented to parents 2–3 weeks before the event, the recommended literature is indicated);
organization of consultations during the preparation for the selection of material, its systematization, analysis, preparation of speeches;
creating a favorable emotional climate during the conference, characterized by a common interest, frankness of the conversation.
The order of the conference can be defined as follows:
Introductory word of the teacher (class teacher, director, deputy director) about the significance and nature of the problem and the positive experience of families.
Parents speeches (exchange of experience, analysis of the educational process in the family).
Conclusion of the conference leader, containing an assessment of speeches, family education experience. Problems to be solved.
The effectiveness of the parent conference increases if the library, the workers who prepare book exhibitions on the problem under discussion, are included in its holding.
Topics for joint discussion at the conference:
"Basics of building communication with the child"
“Rights and obligations of the child in the family”
"Styles and methods of raising a child in the family"
"Psychology of the child"
"Features of the child's adaptation at school"
"Prevention of juvenile delinquency" and others.
The most common form of working with parents is a cool parent meeting.Its main purpose is to coordinate, coordinate and integrate the efforts of the school and family in creating conditions for the development of the child’s personality.
Parent-teacher meeting - one of the main universal forms of school interaction with the families of students and the promotion of psychological and pedagogical knowledge. This school enhances the competence of parents in matters of children's education, which forms parental public opinion, a parent collective.
The meeting discusses the problems of class life and the parent team. For those specific tasks that are solved at meetings, they can be divided into several types:
Organizational meetings (choice of class parent committee; choice of activities according to directions; selection of representatives to the school board; disassembly and approval of the work plan of the parent committee, etc.).
Analytical meetings (focused on resolving emerging problems of pedagogical education of parents).
Final meeting (aimed at summing up the work of the class for a certain period of time: quarter, half, year).
Combined meetings (including the tasks of all previous types of meetings). Practice shows that this type of meeting is most often found in the work of class teachers.
At organizational meetings, work plans are approved, a parent committee is elected, an action plan is developed, public assignments are distributed and parent initiative groups are created in various areas of work, plans for school-wide events with parents are developed.
The first parent meeting is, as a rule, organizational and is held in early September. Subsequent meetings are held once a quarter. At the first parent meeting, the class teacher reveals to parents the need and tasks of interaction. By a general decision, determining the main areas of work, at the same meeting a parent committee is selected. Materials are collected on the possibility of organizing the work of parents of the class in the form of proposals set forth in the questionnaire.
These suggestions may be:
orders involving the manifestation of parents active educational position, direct work with children, the manifestation of creativity, initiative. Organizational skills: leadership of a circle in their field, leadership of the sports section, club management, management of tournaments, olympiads, tour guidance. Writing scenarios for cool family holidays, organizing and preparing joint performances with children. Creative reports;
assignments involving assistance in the conduct of educational work, the provision of organizational assistance: assistance in conducting excursions 4 assistance in holding class-family holidays and school-wide events; assistance in organizing meetings with interesting people; assistance in creating the material and technical base of the class;
orders involving direct participation in the development and strengthening of the material and technical base of the Shelter: labor participation in equipping cabinets; manufacture of equipment, instruments, visual aids; assistance in repair work, improvement of the school; sponsorship school.
Parent collection includes six mandatory components:
Analysis of educational achievements of students in the class. In this part of the meeting, the class teacher introduces parents to the results of the class’s learning activities. With the recommendations of subject teachers.
Familiarizing parents with the state of the emotional climate in the classroom. The topic of conversation here may be student relationships, appearance, and other issues.
Psycho-pedagogical education. This component can be singled out as a separate item of the assembly, but you can naturally include other components into the structure.
Discussion of organizational issues (excursions, classrooms, the purchase of textbooks, etc.).
Reflection. At the end of the parents' meeting, parents appreciate its importance, relevance, and usefulness.
Personal conversations with parents.
By organizing parent meetings, you can adhere to the following principles:
parent meeting should educate parents, and not ascertain the mistakes and failures of children in school;
the theme of the meeting should take into account the age characteristics of children;
the meeting should be both theoretical and practical in nature (situation analysis, training, discussion);
the class teacher should not edify, and communicate with parents. Giving them the opportunity to express their opinions during the meeting, and not after it;
parental meeting should not be long, the main thing in its content is clarity, conciseness, systematic;
each parent meeting should give parents food for thought and useful information that can be used for the benefit of the child.
Seven rules for a successful parent meeting
Respect!
Help
Explain!
Trust
Learn!
Ask!
Give thanks!
Important!
Talk about the problem, not about the people.
Mark successes and reserves. No discussion of a particular child. If you praise, then all - for anything.
The class teacher does not dictate the right decision, but stimulates a group of parents to look for him.
Rules of conduct for the class teacher at the parent meeting.
Remove your own tension before meeting with parents.
Let your parents feel your respect and attention.
Convince parents that the school and the family have only one problem, some tasks, some children.
Try to understand the parents, correctly identify the most exciting problems.
In word and deed, help parents find the best ways and means to solve problem situations, build their confidence that they can always count on your support and help from other teachers in raising children.
Talk with your parents calmly, kindly, interestedly. It is important that the parents of all students (both prosperous and “difficult”) leave the congregation with faith in their child.
School-wide parent meetings.
School-wide parent meetings are held 2-4 times. Subject of such meetings is the nature of the report of the school for a certain period of time. They are the director, deputies, reports on the work of the parent committee of the school. At the end of the school year, families are actively involved in the life of the school.
Parenting days.
“Open Day ”I propose to hold once a year. Parents can attend any lessons. Organized by the school exhibition, which reflects the results of the circles, the work of schoolchildren in the workshops. In conclusion, amateur participants organize a creative report for parents.
This form of work with parents gives them the opportunity to see the real success of their children in their studies and work. They have increased faith in the capabilities of children.
Concerts.
The whole school year is divided into months, which have a specific theme. Once a month, school holidays and school-wide concerts are held.
January -
Sports festival "Mom, Dad, I - amicable family"
February -
Holiday “Defender of the Fatherland Day”
March -
Holiday “For lovely moms”
April -
Concert “Spring Trills”
May -
Holiday "They defended their homeland"
September -
The line "Hello School"
October -
Harvest Festival “Golden Autumn”
November -
Events dedicated to Disabled Week
December -
New Year's holiday “Visiting Santa Claus”
Parents are involved in the conduct of school children's holidays, educational activities. They help teachers and educators to prepare amateur performances.
Practice shows that after attending holidays, most parents do not remain indifferent, they even again have a desire to assist the school in organizing educational work.
Creative reports.
Creative reports serve to summarize the work of various circles of amateur performances. Most often they are not used as an independent form, but are included in school-wide holidays, concerts, and other forms of educational work.
Exhibitions of works.
This form of work is also used mainly as a concomitant of other forms, and not as an independent one.
For example, exhibitions are organized during the open day, concerts, parent meetings, etc.
Exhibitions are a kind of incentive for children who want parents to praise and appreciate their work.
It is necessary to emphasize this form of communication school with the family, as the work of the parent committee.He develops a plan of joint action to assist families in raising children, organizes the exchange of experiences of individual parents, resolves a number of issues relating to cases when the upbringing of a child is not at the proper level in a particular family, resolves other issues. The committee helps to conduct various extracurricular and recreational activities.
At school you can arrange “Corner for parents”from which they can learn how educational work is conducted in school.
Known difficulties arise in working with parents who themselves need re-education, as well as with parents whose children are offenders. The school keeps a strict record of such dysfunctional families, maintains a constant, business relationship with the employees of the children's police room.
Thus, all individual, group and collective forms of work with parents are designed to establish interaction between the school and the family, and to increase the efficiency of the process of educating children with intellectual disabilities in the family and the school.
Conclusion
In order for the school to live and develop in the current socio-economic conditions, it needs support and allies, primarily from the parents.
Working with parents is one of the most difficult areas in the professional activity of a teacher.
The school can help parents with their many questions.
parenting but she cannot compete with the family.
It is the family that is the most powerful tool in shaping the child’s personality. Life has proved that all the troubles of children, and then adults, are explained by the mistakes of family upbringing, the main of which is the lack of love and the inability to praise and support their children.
Socio-cultural characteristics of family life, the economic situation
family is of great importance in educating the students' personality. Informing parents about the activities of the school is one of the conditions for organizing cooperation between the school and the family.
The first and decisive condition for positive interaction is the trust relationship between the school and the parents. It is necessary that parents have an interest in the process of education, self-reliance.
What is important is the dialogue between parents and teachers, the exchange of views, the search for joint solutions, the common efforts necessary for the development of the child. Parents need your support, help and just good advice.
Bibliography.
Education and training of children. Teacher’s Book / Edited by V.V. Voronkova. - M .: Shk. Press, 1994. - 416 p.
Gordienko, E. A., Yusupova, G. S. School collaboration, family, Enlightenment, 1995. - 55 p.
Dulnev G.M. Educational - educational work at school: A manual for teachers / Edited by T.A. Vlasova and V.G. Petrova. - M .: Education, 2004. - 176 p.
Irina Makhrinova
Parent meeting - one of the forms of work with parents
Speech at the board meeting on topic:
"Parent meeting - one of the forms of work with parents. "
The teacher of group number 11 I. Makhrinova
Most common form of work with parents is a meeting. In the 2nd youngest group spent parent-teacher meeting with the use of a multimedia presentation, which presented one of the days of the group in kindergarten. but, often parentswhen you invite them to collection, ignore or refer to things that cannot be present. Attraction to parent meetings is one of the problems. Therefore, I decided to interest everyone parentstry another one out forms carrying out with the participation of children is a performance of a fairy tale. Each child got the role. Children showed what they can do. Attended by meeting almost all parents.
On collection A psychologist was invited. She told about the age features of children, interested parent themesthat told about how to communicate with children at home, read the results of the game "The Secret". Then a test was conducted where parents they made a conclusion for themselves whether they were communicating with their child at home correctly. In the end assembly children with great pleasure showed their theatrical abilities. Each played a role to the end, without being distracted by parents. In the end assembly all expressed their opinions, after which they wrote questionnaires-reviews.
According to the result of the questionnaires revealed:
1. What parents prompted to come to the meeting? Answered: Interest in the topic raised - 15 people; discipline - 3 people.
2. What is your opinion about the meeting? Answered: Very useful - 10 people; useful - 8 people. ; useless -0 people.
3. The most effective forms of work with parents? Answered: parent meetings - 9 people, joint entertainment holidays - 5 people, individual consultations - 2 people, attendance of classes - 2 people.
Such collection I was pleased that parents responded and all together gathered, and from parents respect and willingness to cooperate.
In its further work I want to use such methods and forms of workthat caused u parents the desire to be not only spectators, but also participants in the dramatization of literary works, since the inculcation in children of a love for fiction must begin at a younger age.
Publications on the topic:
Work with parents is now in the first place, a lot of problems and issues arise in working with children and parents, it does not always work.
Parent's club as one of the interactive forms of work of a teacher-psychologist with parents of young children The problem of adaptation of young children to the conditions of pre-school educational institutions today is quite widely represented.
Booklet as a form of interaction with parents Currently, the entire “pedagogical community” is in search of new forms of interaction with the families of pupils. This is the direction.
Child-parent club as one of the forms of work with parents. (senior group) Child-parent club - as one of the forms of work with parents. Child socialization is a complex, multifaceted process, demanding from others.
From the work experience “Joint leisure as one form of work with parents” A family for a child is a small world in which he finds examples to follow, learns to live in society. But, unfortunately, the parents.
In our group in February held a contest "The right toys from unnecessary things." As a rule, children and parents make so little together, precisely.
Parent meeting Activating methods of working with parents MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION - KINDERGARTEN №10 "STAR" Parent meeting. Theme: “Activation of methods.
I. Visiting the student's family.
In working with parents it is necessary to combine collective and individual forms. The most common form is visiting a student’s family.
Here the teacher meets the life conditions of his student. From conversations with parents and other family members, he gets an idea about the character of the student, his interests and inclinations, about his relationship with his parents, older and younger family members. The teacher gives advice to parents on the organization of their homework, the daily routine and the rules of personal hygiene; informs them about the progress and discipline of the student at school, his success in socially useful work.
If the class teacher first begins work in the classroom, the first visit to the student’s family is usually conducted before the beginning of the school year or at the beginning of the first quarter.
When you first visit the student should pay attention to the following questions:
1) the student has a training place;
3) whether the daily regimen;
4) what the student reads, if he has a list of references for extracurricular reading;
5) what responsibilities in the family the child performs, how it helps the parents around the house and on the farm;
6) what the student likes to do after school, which circles and sections he attends;
7) what and how the parents encourage the student, what kind of punishment is in the family;
8) is there a unity of the requirements of the mother and father to the child;
9) how parents check the diary, notebooks and homework by the student;
10) what forms of joint recreation practice in the family: walking, fishing, excursions, tourist trips.
Home visits can be caused by certain reasons. For example, a student fell ill and missed several classes for unknown reasons, or he committed an unworthy act or started his studies. During visits to children at home, the teacher accumulates valuable material about the relationship between children and parents, and then uses it when conducting other forms of work (parent meetings, conferences, debates, etc.).
Ii. Inviting parents to school.
The teacher does not always have the opportunity to visit the student’s family, but it may be necessary to discuss the child’s academic performance and discipline or agree with the parents about organizing an extracurricular event, repairing a class, etc.
When meeting you should not only complain about the student, you need to think over and give parents advice on how to correct these or other shortcomings in their behavior and study. You can regularly (once a week, on certain days) hold an open door, when parents themselves can come to school without calling a teacher for his help or advice. On this day, parents can also meet with subject teachers.
Iii. Correspondence with parents.
Schoolboy diary is a means of communication between the class teacher and the student’s parents. Here, in addition to grades and academic performance, the class teacher can take notes on his discipline, celebrate good deeds, make thanks, inform parents about upcoming class matters, invite them to school. You can send notes with a more detailed message and also, in writing, receive the answer of the parents.
Iv. Cool parent meetings.
Usually, there are five parental meetings per year. The first - at the beginning of the school year, and then at the end of each school quarter.
At the first meeting, the teacher reports on the tasks for the new school year, talks about the daily routine, lesson schedule, subject teachers, unity of family and school requirements, catering, school and physical education, assignment of assignments among students, etc.
The following meetings, except for reporting the results of academic performance, should be thematic. Their goal is to arm parents with specific pedagogical knowledge, to acquaint them with the experience of raising children in other families. Approximate topics of such meetings are given in this manual. Thematic meetings are usually held on such a plan:
1) a teacher’s report or lecture,
2) speeches of parents (prepared in advance) on the subject of the meeting,
3) exchange of experience, performances of other parents,
The congregation should not be turned into a judgment seat over the parents of under-performing or undisciplined students. Parents try not to come to such meetings or, having visited them, resort to corporal punishment of their children. Joint meetings of parents and pupils of the class are fruitfully held, where, after discussing a specific topic, students demonstrate their achievements in school and work, talk about classes in circles and sections, and participation in amateur performances.
V. Q & A.
Parents prepare in advance their questions in writing and pass them on to the class teacher through the children. A teacher can invite specialists (teachers, doctors, athletes, children’s police room workers, lawyers). During the conversation, there may be a dialogue, as a result of which the questions that have arisen will be considered.
Vi. Conferences on the exchange of experience in the upbringing of children.
The teacher identifies in advance the most interesting and valuable experience of family education, agrees with the parents about their participation in the exchange of experience, helps them to present it correctly, recommends the necessary literature. The theme of the conference should be specific, interesting. For example:
- How to teach children to work.
- How we help children learn well.
- On the culture of student behavior.
- On the organization of extracurricular reading.
- On rewards and punishments in the family.
Conferences are held on such a plan:
1) the opening statement of the class teacher on the tasks and the order of the conference;
2) brief reports (messages) of parents on the topic of the conference;
3) parents' speeches on the reports heard;
4) summing up the class teacher.
In every family there are many difficulties in the process of education. It is important to show here the ways to overcome them, based on the experience of family education.
In the final word, you can offer parents recommendations and instructions on the topic under consideration. An exhibition of pedagogical literature should be prepared for the conference; fragments of films can be used, where various life situations are shown. This will help revitalize the activity of the participants. You can use reading excerpts from fiction, which shows the episodes of communication between children and parents, the positive and negative actions of children and the reaction to them of parents.
To interest parents reading pedagogical literature, it is necessary to make a brief review. The class teacher in the final word tells about the content of the books on display, shows their design, reads out interesting places.
VII. Work with parents' assets.
At the first parent meeting, the parent committee of the class is elected, and the responsibilities are distributed between them: responsible for universal education, cultural leisure, and sanitary work; a plan of their work is drawn up, which is consistent with the plan of the class teacher. The members of the parent committee help the teacher in carrying out class repairs, preparing and conducting class evenings and matinees, participate in camping trips and tours, visit families at home to comply with the law on universal education, can take care of individual students, help them to establish discipline and academic performance. These are the main teachers' assistants in working with the class and families of students.
An important link in the construction of educational work is the interaction of the teacher with the parents of the student. The family is the natural environment for the life and development of the child in which the foundations of the personality are laid. Whichever direction we take of the development of a child, it will always appear that the family plays a decisive role at a particular age stage.
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1. Introduction………………………………………………………………………. 3
2. The main functions of the class teacher …………… 5
3. Forms of work with parents ……………………………………………… 8
3.1.Individual forms ………………………………………………………. eight
3.2 Group forms ……… .. …………… .. ………………………………… 10
3.3.Collective forms …………………………………………………… 12
Conclusion ………………………………………………………………………… 21
References ……………………………………………………………… 22
Introduction
"We are doing too serious a matter to make it serious."
In the conditions of fundamental changes in the social life of our country, changes in the field of education, the problems of interaction between the family and the school are particularly relevant. Parents and teachers are two of the most powerful forces in the process of the formation of the personality of each person, whose role cannot be exaggerated.
The relevance of the study lies in the fact that the problem of interaction between the school and the family has always been and remains the focus of attention. A modern teacher who teaches and educates schoolchildren, along with parents, becomes a very significant adult for a child, therefore the effectiveness of a student’s personality formation depends on his ability to interact with the student’s family.
Theme:
« Forms of school interaction with parents»
Purpose:
To study the activities of the class teacher.
Object of study is the process of classroom activity.
Subject of study - The work of the class teacher with their parents.
Objectives of the study:
1. Based on the analysis of pedagogical literature, determine the functions and main forms of work of the class teacher with parents.
2. To analyze the work of the class teacher, to identify priority forms of interaction with parents.
3. Formulate ways to improve the work of the class teacher with their parents.
An important link in the construction of educational work is the interaction of the teacher with the parents of the student. The family is the natural environment for the life and development of the child in which the foundations of the personality are laid. Whichever direction we take of the child’s development, it will always appear that the family plays a decisive role at a particular age stage.
Modern families are developing in a qualitatively new and controversial social situation. On the one hand, there is a turn of society towards the problems and needs of the family; complex target programs are being developed and implemented to strengthen and increase its importance in the upbringing of children. On the other hand, there are processes leading to the exacerbation of family problems. This is primarily a fall in the material level of most families, an increase in the number of divorces that adversely affect the psyche of children, an increase in the number of incomplete and families with one child. A significant proportion of adolescents are separated from their parents.
Consequently, in difficult modern conditions the family needs qualified assistance from the school. Only in the process of interaction between teachers and parents can successfully solve the problem of development of the individual student.
The main functions of the class teacher and how to communicate with parents
The educational work of the school cannot be built without taking into account the fact that the child’s individuality is formed in the family.
The basis of the interaction between the class teacher and the family is that both parties are interested in studying the child, disclosing and developing the best qualities and properties in it.
Working with parents is an integral part of the work of the class teacher. According to their status, the class teacher in the school is the main subject of educational work with the parents of the students. He develops the basic strategy and tactics of interaction between the school and the family in raising the identity of the student; Being a specialist in the field of pedagogy and psychology, he helps parents in resolving the contradictions of family education, in adjusting the educational effects of the surrounding social environment. The class teacher should act as an adviser, a specialist consultant, a direct representative of the educational process carried out by the school.
The following functions of the class teacher are distinguished:
1) familiarizing parents with the content and methodology of the educational process organized by the school;
2) psychological and pedagogical education of parents;
3) involvement of parents in joint activities with children;
4) adjustment of education in the families of individual students;
5) interaction with public organizations
Another function of the work of the school and the class teacher with their parents is the adjustment of upbringing in the families of individual students.
The first aspect is the provision of psychological and pedagogical assistance to students (gifted, having an interest in some forms of extracurricular activities, etc.).
Another area of \u200b\u200bconcern for the class teacher is to provide parents with psychological and educational assistance in solving difficult problems of family education.
The last function of school work with parents is interaction with public organizations of parents: parent committees of the school and class, school councils, councils in the community, etc. Their competence includes:
- helping the school and classes to conduct educational work with students;
- collegial decision of individual issues of school life;
- communication with administrative and law enforcement agencies;
- participation in work with parents of students (holding parental meetings, conferences; providing material assistance and legal impact on parents)
Thus, we can say that these functions contribute to the creation of a normal educational environment for the organization of the school educational process.
As for the main ways of communication between parents and class teachers, the following methods of interaction stand out:
- organization of parental conferences, meetings, individual meetings of parents and teachers;
- the organization of the work of the telephone line through which parents can contact the teacher or get advice on homework and how to perform it;
- the use of telecommunications and regular mail;
- developing homework assignments, in the course of which children should discuss with their parents what is happening in school or prepare a research project together with them;
- creating parental clubs or centers at the school;
- holding informal meetings of parents, children, and teachers (holidays, etc.)
- respectful communication taking into account cultural, religious and ethnic affiliation
Thus, it can be said thatthe basis of the work of the class teacher with the family should be actions and activities aimed at strengthening and enhancing the authority of the parents. There should be confidence in the educational opportunities of parents, raising the level of their pedagogical culture and activity in education.Psychologically, parents are ready to support all the requirements, affairs and undertakings of the school. Even those parents who do not have pedagogical training and high education, with a deep understanding and responsibility relate to the upbringing of children. The effectiveness of the child's upbringing process depends on the coherence of school and family activities. The school is obliged to help parents by becoming a center for psycho-pedagogical education and counseling for them - organizing parent schools, lectures, conferences, seminars, parents' associations at the school.
Forms of work with parents
Forms of work with parents in the modern school
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