Improving the content of the forms and methods of the educational process in our clubs depends on you, teacher-organizer. In order to improve methodological support for the activities of teacher-organizers and improve the quality of work, the need arose to create these recommendations. After all, YOU are the one who regulates educational process through creating conditions for maximum self-expression of students, satisfying their social needs, self-realization of internal resources, maintaining initiative, encouraging self-education, organizing leisure time, extracurricular activities, as well as for the prevention and prevention of delinquency among minors.

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"To help the teacher-organizer."

Improving the content of the forms and methods of the educational process in our clubs depends on you,teacher-organizer. In order to improve methodological support for the activities of teacher-organizers and improve the quality of work, the need arose to create these recommendations. After all, YOU are the one who regulateseducational processthrough creating conditions for maximum self-expression of pupils, satisfying their social needs, self-realization of internal resources, maintaining initiative, encouraging self-education, organizing leisure time, extracurricular activities, as well as for the prevention and prevention of delinquency among minors.

Our daily pedagogical activity consists of three components: value-based, technological and personal-creative.Value componentrepresents a set of values ​​accepted by the teacher, perceived by him from various sources throughout his life. General culture the teacher is determined by a set of these values. What values ​​will be instilled in our teenagers depends on whether we ourselves consider such values ​​to be a priority.Technological componentallows us to build pedagogical activity as a holistic process of solving pedagogical problems. It allows us to consider each activity in the club as a system of work.Personal componentis present in the ability to creatively realize the goals and objectives facing the teacher, make a personal contribution to the common cause and be in constant search.

Sooner or later, each of us has a question: how professional am I? The answer to this lies on the surface. Teachers distinguish 4 levels of professionalism. Professionalism is a set of personal characteristics of a person necessary for successful performance pedagogical activity.

1. Pedagogical skill. This is the basis of any teacher, with a set of theoretical knowledge and practical skills. It allows us to carry out diagnostics, helps us overcome stress, master teaching methods and be ready for creative improvisation.

2. Pedagogical excellence . At this stage, pedagogical skill is brought to high level- automation.

3. Pedagogical creativity. The teacher brings new ideas and develops his own methodology. In order to move to this stage professional activity G. Weinzweig believes that it is necessary to know the “10 commandments of a creative person”: Be the master of your destiny; achieve success only in what you can; make your constructive contribution to the common cause; build your relationships with people on trust; develop your creative abilities; cultivate courage in yourself; take care of your health; don't lose faith in yourself; try to think positively; combine material well-being with spiritual satisfaction.

4. Pedagogical innovation. The highest level of professional pedagogical activity, only a few achieve it.

Dear teachers! From the first days of your work in the club, remember that your professional experience accumulated over the years can help someone. Strive to ensure that your unique research and developments become a good help in the work of novice teacher-organizers.

A sample memo for the teacher-organizer on summarizing his own teaching experience.

1. Carefully follow the scientific and methodological literature, keep a bibliography on the issue that interests you.
2. Save and accumulate materials that reflect your work experience:

1. Plans, notes;
2. Creative works of students;
3. Your observation of the development of the club and its students;
4. Own observations based on the results of your activities;

1. Consider the successes and shortcomings in your work and in the work of your colleagues.
2. To generalize your experience, take the topic that you consider the most important and necessary, the one that is more developed in methodological terms.
3. Take into account the usefulness of the generalization form in your immediate professional activities.
4. Make a plan to summarize your own experiences.
5. When working on a text describing your experience, try to present the material briefly, simply, logically, harmoniously, avoiding general phrases, repetition, and scientificism.
6. Evaluate your experience critically. When talking about successes, do not forget to talk about shortcomings, difficulties, and mistakes. The main criterion for a good experience is its result.
7. Select and properly prepare applications (holiday scenarios, creative works of students, reference lists, diagnostic cards, etc.).

Remember that by summarizing your teaching experience, you contribute to improving the upbringing of children and move up the steps of professionalism.

A number of functions are key to the work of a teacher-organizer.

Adaptive function.It allows the teacher himself to get used to the systemactivities in teenage and youth clubs, with children with whom contact is gradually established.

Diagnostic function.The function is to constantly monitor, analyze and take into account moral and physical condition pupils. The organizing teacher must monitor the level of education and correct shortcomings in education, and know about the state of health in a given period of time. Unlike a teacher working in the school system, a teacher-organizer has the opportunity to deeply understand psychological characteristics the personality of each child.

Educational function. The level of students’ mastery of knowledge and skills, as well as the ability to rationally apply them in practical and everyday activities, depends on it.

Educational functiondesigned to stimulate motivation and create internal incentives. The formation of worldviews, moral characteristics of the individual, and the level of formation of patriotism depend on its implementation. Ultimately, the social position of the future citizen depends on it.

Developmental function.The pedagogical influence on students must correspond to the development of their personal qualities. To do this, it is necessary to study the personality of each student and create conditions for his full development, provide assistance and support from the teacher.

Organizational and managerial (design) functionis to involve students in the work of the club. In this regard, it is necessary to organize the work in such a way that the children strive to take part in it and are active. Each child should feel involved in a common cause, clearly understand his role and responsibilities, then he will have a feeling of necessity. The implementation of this function largely depends on the personal qualities of the teacher-organizer.

Research functionconsists in studying by the teacher-organizer the personality of each student and the club team as a whole for the purpose of diagnosing, designing their development, as well as to form their own pedagogical thinking.

Communication functionallows you to pedagogically organize communication with children: initiate, support, provide educational influence through communication, teaches students how to build conflict-free business and personal relationships.

Approximate outline of the event summary.

1. Theme of the event.

The topic should correspond to the age characteristics and level of education of the club students.

1. Purpose of the event.

To achieve a goal successfully, the following set of tasks is usually set.

Educational:

1. form an idea and knowledge about...
2. introduce…
3. help you acquire skills and abilities...
4. expand the horizons of students in the field...
5. teach how to work...
6. learn how to apply acquired knowledge...

Educational:

1. develop interest in...
2. develop abilities to...
3. develop needs for...

Educational:

1. develop personality traits as...
2. develop value orientations...
3. form personal qualities such as…
4. introduce children to...

1. Holiday decoration.
2. Form of the event.

There may be the following forms: lecture, conversation, discussion, debate, KVN, excursion, game, quiz, creative work, practical work, conference, concert, project defense, etc..

1. Event script.

Its structure should look like this:

1. Start . It must include an organizational aspect.
2. Main part . Here the sequence of constituent elements of content and the purpose of each of them is logically prescribed.

Conclusion . It is very important to reflect at this stage. Objectively evaluate the event and understand how children perceive it.

1. List of used literature and sources.

How to conduct self-analysis of an event?

Self-analysis should preferably be carried out on the same day as the event, or at the very least, the next day. If you postpone it indefinitely, then introspection will turn into a formality. An event self-reflection sheet will help you not lose sight of the main characteristics of the event. Any event is individual. Therefore, your self-analysis is individual. But the main thing is that you always strive to outline alternative options for the event. Therefore, constantly answer yourself the question: how appropriate is the chosen option?

An approximate diagram of self-analysis of the event.

1. What tasks did I set for myself?

1. Educational:(what new knowledge and skills I wanted to develop).
2. Educational: (what I wanted to develop in children at this event: speech,imagination, emotions, interest, etc.; what techniques I was going to use to develop these properties).
3. Educational: (what ideological ideas I wanted to convey to children, what qualities and personality traits I helped children develop).

1. How did I prepare for the event?(Selected literature, manufactured equipment. What difficulties arose at this stage and ways to eliminate them).
2. What was the purpose of my event?(The consistent course of the event. Were there any deviations from the plan).
3. How did the idea of ​​the event come about?

1. Were there any circumstances that prompted you to change the idea of ​​the event? What are the circumstances? How did I deal with this?
2. What was the children's creative activity?
3. What individual characteristics did the students show?
4. What are the successes and disadvantages of the event? Their reasons. What suggestions would I make to improve the event?
5. My characteristics of pedagogical influence: respect for children, distribution of attention, content, the ability to activate students, my nature of the relationship as a teacher-organizer and students.
6. Have I analyzed the event with the pupils: timing, form of implementation, assessment of the pupils; forecast for further communication.

Event analysis flowchart.

The main aspects in the analysis educational event must, first of all, act:

1. analysis of the activities of the teacher-organizer and the activities of students;
2. optimality of the forms and methods used;
3. implementation of set goals;
4. relations between the teacher-organizer and students;
5. professionalism of the teacher-organizer.

I. General information

1. Event title.
2. Date and place of its holding. Who conducts it?
3. Composition of the group of event participants: boys and girls, according to interests, etc.
4. Type of activity: whether it is part of the system or is an occasional event.
5. Purpose of the event: what tasks of the class team and the formation of what personality traits of students is this event designed to solve?
6. Psychological justification for the choice of this type and content of activity:

a) compliance of the event with general educational objectives,
b) age characteristics of students.

II. Analysis of event preparation

1. Who was the initiator of this event, and how was it prepared? In what ways and how was the activity, independence and initiative of the pupils manifested?

2. Methodology for preparing the event:

1. planning,
2. development,
3. participation of children in them.

3. During the preparatory period, was it possible to create an understanding of the need and significance of the upcoming activity?

III. Progress of the event

1. How convincingly, clearly, emotionally were the goals and objectives of the upcoming activity revealed to the event participants?

2. How meaningful, interesting and organized was the training?

3. What knowledge did the pupils acquire during the event, what social attitudes were formed in the pupils, and what socially useful activities did the event encourage them to engage in?

4. What conclusions did the students make during the work and in conclusion? What results have you achieved?

5. How did the event affect the formation of public opinion of the team and individual students, and their relationships? What could be the consequence of this event for the development of the team, for the formation of its social orientation?

6. What is its impact on individual students:

1. Emotional and aesthetic responsiveness to beauty in art;
2. Work ethics, artistic activity;
3. Aesthetics of behavior.

7. The role and place of elders (teacher-organizer, psychologist, methodologist, invitees) in this lesson.

8. Methods of work, the nature of relationships, their compliance with educational tasks, age and individual characteristics, and the level of development of the team.

IV. General assessment of the educational event

1. To what extent have you been able to achieve educational goals and objectives? Reasons for successes, failures, mistakes?

2. General assessment of the educational value of the work performed.

3. Psychological and pedagogical conclusions and proposals.

V. Analysis of the activities of the teacher-organizer.

1. What character traits of the teacher contributed to the educational work with students, and which, on the contrary, interfered?

2. What pedagogical abilities were demonstrated during educational work with students?

3. Was the pedagogical tact of the teacher-organizer manifested and in what way? Cases of tactlessness of the teacher-organizer.

4. Did the mental state of the teacher-organizer facilitate or hinder the conduct of educational work and why?

Functions of pedagogical diagnostics.

An essential aspect of the activity of the teacher-organizer is diagnostic work.

In the pedagogical process of work of children's and adolescent clubs, diagnostics performs the following functions:

Informational:

Obtaining information about participants in the pedagogical process;

Identification of the relative level of development of the child;

Predictive:

Helps identify potential development opportunities for students;

Predicts the effectiveness of the educational process;

Estimated:

Determines the effectiveness of using various means and methods in work;

Research:

Through various diagnostic methods, the child learns his capabilities, creating conditions for self-development;

Educational:

Creating conditions for personality development, nurturing various personality traits and qualities.

The essence of diagnosis is to detect changes in significant personality characteristics, see norms and deviations in the development of the student, establish patterns, reasons causing these changes, and develop a plan for further pedagogical interaction.

The use of diagnostic methods requires compliance with the following rules:

Diagnostics should not be an end in itself;

It must be carried out systematically and systematically;

Diagnosis must be carried out in the natural conditions of life and activity of the pupil;

The gender and age characteristics of children should be taken into account;

Rely on pedagogical optimism;

Constantly enrich the arsenal of diagnostic methods and techniques;

Comply with professional and ethical principles;

Ensure individual sovereign rights and confidentiality.

The diagnostic card is a characteristic of the club team.

FULL NAME. m/d

Intelligence about parents

State Health

Advantages AND Flaws

Self-esteem

Interests

Enhanced Abilities

Culture of behavior

Position in the team

Approximate psychological and pedagogical characteristics of the club.

1. General information.
2. Physical health of pupils.
3. Characteristics of the children's team, interpersonal relationships.
4. Participation of students in the social life of the club.
5. Characteristic cognitive activity pupils.
6. Roles of parents in the life of the club.
7. The main problems of the club.
8. Pedagogical tasks of the head of the club, teacher-organizer in working with students.
9. what sources of information and methods of studying students were used in compiling the characteristics.

Indicative program for studying the student's personality.

1. General information about the student.

1.1. Where does he live. What do his parents do? Family composition, its financial situation.

1.2. Cultural level of parents. Relationships in the family.

1.3. The nature of upbringing in the family. The influence of parents and older family members on the student’s activities. Use of rewards and punishments.

1.4. Friends. Their influence.

1.5. The student's health status (according to the school doctor).

2. The general level of development of the student.

2.1. General development pupil, his horizons. Speech culture, erudition, breadth and stability of interests, visiting theaters, museums, watching television.

2.2. Attitude to physical labor. How does one feel about self-care? How to carry out public assignments of a labor nature. Does he participate in labor outside the club?

2.3. The student's level of discipline. Does he have the skills and habits of cultural behavior? Politeness in communication with adults and comrades. Neatness and neatness in everyday life.

2.4. Interests and inclinations of the student. Interests in the field of literature, art, technology, sports.

3. PUBLIC PERSON AND PUBLIC WORK OF THE STUDENT.

3.1. Participation in the social life of the club. Interest in the life of the club and activity in social work.

3.2. Doing community work. Integrity. The ability to finish something started. Ability to involve other students in the work. Ability to lead and obey teammates.

3.3. The student's place in the club team. Is he connected to the team or disconnected from it? The attitude of the club's students towards him. Is he respected and respected in the club?

4. BASIC PERSONALITY TRAITS OF THE STUDENT.

4.1. Social consciousness. Motives for his social work.

4.2. Moral qualities of the student. Interest in current events. Willingness to help the club. Truthfulness and honesty, integrity and modesty. Does he show sensitivity and attention to his comrades, does he help them?

4.3. Strong-willed character traits. Purposefulness and activity, independence and initiative. Organization, endurance, self-confidence. Perseverance, determination, perseverance, self-criticism. Lack of will.

4.4. Features of the student’s temperament and his mental processes. Strength, balance and mobility of nervous processes. Processes of excitation or inhibition predominate. Is it easy for a student to switch from one task to another? Features of emotional and intellectual processes: speech, attention, memory.

5. Pedagogical conclusions. Possible lines of correction in educational work with this pupil.

No less important than studying the abilities of children is studying the creative thinking of their mentors. After all, with teachers with high creative potential, children reach brilliant heights. We offer you a test that will help you evaluate yourself.

"Healthy lifestyle"

(to help teachers and young professionals")

Komsomolsk-on-Amur, 2017

Introduction______________________________________________________________
Chants_______________________________________________________________
Aphorisms about a healthy lifestyle________________________________
Puzzles_________________________________________________________
Dating games_______________________________________________
Unity games_______________________________________________
Warm-up exercises__________________________________________________________
Rituals for completing group work._______________________________________

Introduction

Critical deterioration in the health of the younger generation is one of the main problems modern society. The current situation is a consequence of the influence of many unfavorable socio-economic factors, the result of unresolved pedagogical problems in the field of preserving and strengthening the health of children and adolescents.

Negative television programs, videos, free access to Internet sites, the purchase of tobacco products, drugs, and alcoholic beverages have a detrimental effect on the life and health of children, on interpersonal relationships in the family, on the street, in educational institution.

Installation on healthy image life, as we know, does not appear in a person by itself, but is formed as a result of a certain pedagogical influence. It is rational to begin developing a set of sustainable and healthy habits at an early age. How healthy lifestyle skills are formed in childhood, then in adolescence, taking into account age and individual characteristics, largely determines how much an individual’s potential will be revealed in the future. Significant factors shaping children's health are the education system, which is aimed at the physical, mental, mental and moral development of the younger generation.

Healthy lifestyle (HLS) - this is an activity aimed at strengthening not only physical and mental, but also moral health, which should be implemented in the totality of all basic forms of life activity: labor, social, family, leisure, (Yu.V. Valentik, A.V. Martynenko, V.A. Polessky).

A key link in developing healthy lifestyle skills among the younger generation is neighborhood teen clubs, which include diversity organizational forms in accordance with the diverse interests and needs of children and adolescents. The activities of neighborhood clubs are aimed at organizing children’s free time. Development of their abilities, active cognitive, labor, cultural and creative activities.

For more effective and fruitful work in teenage clubs, university students work as counselors along with teacher-organizers.

Teacher organizer – creative, active, enterprising personality, leader of the children’s team, assistant and mentor of the children entrusted to him (Dictionary S.I. Ozhegova).

Residential teen clubs are in great need of well-trained, sociable, creative, tolerant, and most importantly, child-loving counselors. High demands are placed on them: they must be able to build their work on the foundations of personally significant and universal human values; be able to organize collectively creative and socially significant activities; develop the creativity of children and adolescents; know, understand and use the age and individual characteristics of children in their work; be able to manage a group of children; develop the independence and initiative of their students.

Guidelines may be useful for teacher-organizers, educators, young professionals and counselors who want to organize effective work with children and adolescents aimed at developing motivation for a healthy lifestyle in the younger generation.

Chants

I don't like smelly hair And the smell is heavy from the mouth, It also frightens smokers The pictures of the lungs are black. Weak, dark man, You're ruining yourself by smoking... Near the mountain - “woodcutter” You will cut off the branch under you! Three four! Three four! Who walks together in a row? A group of healthy and strong guys! We value health We are strictly monitoring him. We will always say to bad habits: “No!” Here is our solid childish answer. Who is always a friend to the guys? Sun, air and water! Is this where you turned black? We're tanned in the sun! Ate vegetables and fruits We rested and sang songs! They ran and jumped We didn't sniffle! Hello everyone around! We don't care about obstacles! To be completely healthy Everyone needs physical education. To begin with, in order - Let's do some exercises in the morning! And without any doubt There is a good solution - Running is useful and playing Get busy kids! To develop successfully, You need to play sports. From physical education You will have a slim figure. Useful for us without a doubt Everything related to movement. That's why, guys, We'll do exercises.

Here we meet again! We will not leave anyone in trouble! One hundred! Two hundred! We want to be friends all together! And if life is important And you need her Take your friends by the hand and fight. Labor, physical education, sports - And this is our motto! A healthy lifestyle is life! A healthy lifestyle is our life! Go out and exercise! Wake everyone up to exercise! All my friends say, That exercise is a friend of the guys! Hey little baby! Get strong! After all, exercise in the morning It will benefit us and you! Get up, don't be lazy, Get ready to exercise! Line up in order! Charge everything! Left! Right! Running, swimming! We grow up brave Tanned in the sun! Our legs are fast! Muscular arms! The mood is just great! Everyone looks up to us! Line up in order! Charge everything! If you want to be healthy, Forget about doctors! Feel free to exercise, Run, jump, do push-ups! We are young, We are strong in spirit We choose the health of the country! Strengthen your body Both you and I know it There must be a routine for the day. You guys should know Everyone needs to sleep more. Well, don’t be lazy in the morning - Get ready to exercise! Brush your teeth, wash your face, And smile more often Temper yourself, and then You're not afraid of the blues.

Aphorisms about a healthy lifestyle

- Health is the only good that everyone takes from himself ( Mikhail Mamchich).

- Moderation is an ally of nature and a guardian of health (Abu-l-Faraj).

- Food that is not digested eats the one who ate it (Abu-l-Faraj).

- Life requires movement (Aristotle).

- The only beauty I know is health (G. Heine).

- People must realize that a healthy lifestyle is everyone’s personal success ( V.V. Putin).

- If a person takes care of his own health, then it is difficult to find a doctor who would know better what is beneficial for his health than he does. (Socrates).

- Diseases exist for the purpose of fighting for a healthy lifestyle. (Tamara Kleiman).

- You must definitely shake yourself up physically in order to be mentally healthy. (Lev Nikolaevich Tolstoy).

- We need to eat and drink so much that our strength is restored and not suppressed (Marcus Tulius Cicero).

- Health is the highest wealth of a person (Hippocrates).

- Illness is a protective reaction against unhealthy thoughts and unhealthy lifestyles. (Alexander Minchenkov).

- Anyone who expects to ensure his health by being lazy is acting just as stupidly as a person who thinks to improve his voice by silence. (Plutarch).

- Nine tenths of our happiness depends on health (Arthur Schopenhauer).

- Health is no joke: he has no sense of humor (Sergey Balashov).

- Gymnastics, physical exercise, and walking should become firmly established in the daily life of everyone who wants to maintain efficiency, health, and a full and joyful life. (Hippocrates).

- If you don't run while you're healthy, you'll have to run when you're sick. (Horace).

- A good laugh is a sure sign of spiritual health ( M. Gorky).

- Health depends much more on our habits and nutrition than on the art of medicine (D. Lebbock).

Puzzles

Found in vegetables and fruits. Their children need to eat a lot. There are also pills Tastes like candy. Taken for health Their cold times. For Sashulya and Polina What is useful?... (Vitamins). Get up earlier in the morning Jump, run, do push-ups. For health, for order People all need... ( Charger). Clear morning along the road Dew glistens on the grass Feet are moving along the road And two wheels run... (Bike). The rain is warm and thick, This is not an easy rain: He is without clouds, without clouds Ready to go all day... (Shower). Guys, I have Two silver horses. I drive both at once... What kind of horses do I have? (Skates). Do you want to break the record? This will help you... (Sport). To become a great athlete There is a lot to know. And skill will help here And of course… (Training).

You'll chew through steel pipes, If you clean it often... (Teeth). I take dumbbells boldly - I train my muscles... (Bodies). Made friends with physical education - And now I'm proud... (Figure). Do you want to become strong? Let's raise everything... (Dumbbells). So that the temperature goes down, Here's a sweet one for you... (Potion). Juice, tablets are healthier than anything else, He will save everyone... (Diseases). Since childhood, people have been told to everyone: Nicotine is deadly... (I). Even though it stings and burns the wound. Heals well - red... (Iodine). They declared a fight against the bacilli. Wash your hands clean with... (Soap). She gave it to me yesterday Two injections... (Nurse). Drills can be heard whistling - He treats teeth for everyone... (Dentist). I love to eat hearty food Plenty, tasty, appetizing. I eat everything indiscriminately. Because I... (Glutton).

Dating games

Game “And I’m going, and I’m going too, and I’m a hare...”

The participants of the game sit on chairs in a circle, one seat is not occupied by anyone. In the center is the driver. During the game, all participants change seats in a circle counterclockwise. A player sitting near an empty chair changes to it with the words “and I’m going.”

The next player says “me too.”

The third participant says “I’m a hare” and, hitting an empty chair with his left hand, calls the name of the person sitting in the circle.

The one whose name was spoken must run to an empty chair as quickly as possible. The driver’s task is to have time to take the chair faster than the one named. Those who did not have time become the driver. The game starts over.

Game "Border".

A boundary is drawn (defined) on the floor, the presenter invites those who are united in some way to move to one side common feature, setting simple criteria for unification, for example, you can move to the other side of the border by:

Who loves ice cream;

Who has a dog (cat) at home?

Who likes to watch cartoons;

At the same time, during the game, the leader can find out:

Who loves to sing;

Who loves to dance;

Who is how old?

and many others useful information, asking these questions mixed with the simple ones written above.

Game "Hello Elbow".

The participants of the game stand in a circle. They should greet each other and at the same time say their name, touching their elbows. The presenter invites everyone to pay by “one, two, three, four” and do the following:

Each “number one” puts his hands behind his head so that his elbows are pointing in different directions;

Each “number two” rests his hands on his hips so that his elbows are also directed to the right and left.

Each “number three” places his left hand on his left thigh, his right hand on his right knee, with his arms bent and elbows out to the sides;

Each “number four” holds his arms folded crosswise on his chest (elbows pointing to the sides).

The presenter explains to the game participants that they are given only 5 minutes to complete the task. During this time, participants should get to know as many participants as possible by simply saying their name and touching elbows.

After 5 minutes, the presenter gathers the players into four subgroups so that all the first, second, third and fourth numbers are together, respectively. Have participants greet each other within their subgroup.

This funny and cheerful game breaks the usual stereotypes of greeting and helps to establish contact between its participants.

A game « Announcement".

The host invites the game participants to write an advertisement about themselves in the newspaper. What is written is collected by the presenter and then read out. At this time, everyone present is trying to guess who they are talking about.

A game « Blanket".

Participants are divided into two teams, located opposite each other. A blanket is pulled between them. From each team, one person sits closer to the blanket. As soon as the blanket is lowered, you must have time to say the name of the person sitting opposite you. Whoever names it faster takes the player to his team. The winner is the team that “draws” more players to itself, that is, the team that knows more names.

Game "Tell about your neighbor."

The guys are sitting in a circle. The presenter invites them to look carefully at their neighbor on the right and try to guess what he is like in life (or what he was like at 5 years old, what he will be like when he is 30 years old). Then everyone tells.

Game "Clock".

The presenter gives each participant a watch. A few minutes are given for everyone to make appointments for each other at a certain time and write down the name of their friend next to the certain time. You can't date the same person twice. All show hours with filled divisions. The presenter announces: “It’s one o’clock in the afternoon and at one o’clock in the afternoon we talk about what sport we love. You have 3 minutes." The guys find a person with whom they have an appointment for an hour and chat with him about music. “And now it’s 2 o’clock. And we talk about how yesterday we did morning exercises and what our relatives told us goodbye,” etc.

Game "Name-color, name-association."

All participants are in a common circle. Each person in turn must name his name and color (image: object, animal, plant), which, in his opinion, he is similar to, and justify his similarity (list similar qualities).

A game « We're going on a hike."

The leader says his name and an object starting with the first letter of his name, which he can take with him on a hike. For example: “My name is Katya, I’m going on a hike and taking a compass with me.” The next player says: “My name is Seryozha, I’m going on a hike and I’m taking a sleeping bag with me, and also Katya with a compass,” and so on until everyone is called by name.

Game "History".

The facilitator divides the participants into two teams. The time for completing the first task is determined (5 minutes). During this time, each team creates a story about itself using real data. For example: “We live in Tula, Kazan and Moscow. At home we have 9 dogs, 14 cats, 2 parrots and 1 turtle. Our three mothers are called Olga, and we also have two fathers named Sasha,” etc. After the appointed time, each team chooses a storyteller, and both teams seem to change places, that is, team “A” talks about team “B” and vice versa.

Game "Nuts".

Everyone in the group is given a walnut. You need to carefully examine it and remember it. Then the nuts are put into a common pile and mixed (you can add more nuts to make it more complicated). Everyone must find their nut. A more difficult option is the same with your eyes closed. Then everyone in a circle is asked how he identified his nut. In discussions it is usually said that at first all people seem the same, but in fact they are very different. And very often, behind the hard, ugly shell, something gentle and kind is hidden, and so on.

Unity games

Game "Circle of Dating".

Participants stand in a circle. One of the players takes a step into the center of the circle, says his name, shows some movement or gesture, characteristic of him or invented, then returns to the circle again. All players repeat his movements, intonation, and facial expressions as accurately as possible. This way, all participants will be able to take turns going to the center of the circle and expressing themselves.

A game " Airport ».

Participants are divided into 2 teams “meeting” and “arriving” and disperse in different directions. Then the children are told something like this: “10 years ago, at this very airport, you saw off your closest relatives, friends and loved ones.
But, having taken off, the plane never landed at the designated point, because... got into Bermuda Triangle. Various rescue and search efforts were carried out, but all in vain... You are already desperate to see your loved ones again. But 10 years later you become aware that the plane nevertheless took off from the dead zone and landed at this airport. But how can you recognize your relative or friend 10 years later? He's probably changed. And if I don’t meet him properly, if I don’t hug him tightly, he’ll probably be offended! How can I recognize the person who saw me off 10 years ago? But there is a way out! In order not to offend your friend and probably hug him tightly, you need to hug everyone who arrived on this plane.” At the command of the leader, both sides of the players should quickly, with joyful cries, rush to meet each other and hug each and every one. The game is best played with a fairly warm group.

Game "Chipmunks".

The presenter calls each participant an animal in his ear. Everyone stands in a circle and holds their arms bent at the elbows. The leader names the animal and the corresponding person must jump into the middle, but the group must not let him go.

The culmination of the game is reached when the leader names the animal that most members of the group are named after.

A game " civil defense ».

All participants walk around the room, the leader shouts a phrase indicating danger. For example: “Attention! You were attacked by cave lions (bullies, Roman legions, flu viruses, little green men, remorse, yawns, etc.).”

After the danger signal, the participants in the game must gather in a close group, holding each other, and then say the phrase: “Let's fight back... (cave lions, etc.).

The leader, playing the role of this danger, tries to get any person out of the group. The guys' task is to hold on very tightly. Then the group scatters around the room again and the game continues.

Game "Mothers and Daughters".

All participants are divided into two groups – children and parents. Children sit on the floor, grouped together and closing their eyes. Parents take turns approaching one of the children, sit on the floor behind him, hug him from the back, slightly lifting him, and begin to rock him in a motherly manner. About a minute later - change of parents. Repeat this three times.

During the discussion, both parents and children speak out. Children talk about the first mother, the second mother, etc. Tenderness, indifference or other feelings and sensations are assessed.

It only seems that it is possible to fully communicate, excluding tactile sensations: people need to touch each other, moreover, they need to be taught how to touch each other. This exercise gives you the opportunity to practice conveying your feelings, sensations, etc. through touch. This is easier to do by “playing” the roles of parents and children.

Game "Aliens".

The game is designed for children younger age... At least 7 children participate in the game.

The leader starts the game with fairy tale story: “Aliens have come to us and they want to take us all to their planet. The aliens have a huge magnet that attracts children to them. To escape, we need to choose a group of rescuers - 2 or 3 people. Now imagine that this wall is a huge alien magnet.

A magnet pulls you to the wall. Only the rescuers remained free.”

All children stand in a row against one wall, and the rescuers stand opposite them.

According to the conditions of the game, rescuers cannot move or speak, but they have a fantastic power - the “power of thought”, thanks to which they can free their friends from the effects of the magnet. Rescuers try their best to save their comrades, depicting this with facial expressions and gestures. The rest of the children, as soon as they feel that they are being “torn off” from the magnetic wall, join their rescuer and help him save other children. Any role in this game “works” to build self-confidence. However, it is necessary that shy children can also play the role of a rescuer.

Small practical advice: Try not to allow a confident and an insecure child to act as rescuers at the same time. In this case, most of the rescued children may end up with the “confident” rescuer, which will upset the “unsure” one.

A game " Painting ».

Everyone sits facing in a circle. Presenter: “Now we will all draw a picture together, and we will do this not with pencils or paints, but with words. I take a large sheet of paper (shows with hands) and draw a horizon line on it. Now I pass this picture to you, (name of the participant sitting next to you). The participant “takes a picture and says: “I see in this picture the horizon line that I drew... (name of the presenter) and I draw on it (names what he wants to bring into the picture), now I convey this picture... (name the next participant in the circle)".

Thus, each participant names everything that others “drew” before him, in the order in which these objects appeared in the picture, while adding to the name of each object: “... which was drawn by (author’s name).” When the picture has gone around the circle and each participant has added something of his own to it, it again ends up with the presenter, and he again lists all the objects and authors in order. Then the presenter sums up: “This is the picture we got.”

If the children, having heard the instructions, express concern that they will not be able to remember who “drew what”, the presenter reassures them with a promise to prompt them.

Game "Shipwreck".

The participants of the game are divided into two teams. Two rows of chairs are placed at opposite walls - for one and the other team. Moreover, the number of chairs is obviously smaller than the number of participants. For example, if there are eight people on one team, you can put four chairs so that the whole team can fit on them standing. After the teams are seated on chairs, the presenter tells scary story that the ship on which they went out into the “open ocean” was caught in a storm and smashed on the reefs... To save, the whole team needs to move to the opposite wall, move the chairs forward, without stepping on the floor and without dropping anyone from team members into the abyss of the waves.

The exercise helps to increase group cohesion and demonstrates the qualities of mutual assistance. The goal is not to be the first to reach the opposite wall, but to remember to help each other in a stormy ocean. This needs to be emphasized during the discussion, but should not be mentioned at the beginning of the exercise. It is necessary for group members to draw their own conclusions.

Game "Dream".

The presenter invites the game participants to think for a few minutes about how each of them sees their future. Then exchange thoughts about your dreams or even draw them on paper. Next, each participant in the game must determine which three specific things, actions, people can help, and which three can prevent him from realizing his dream, and what a person needs to do in general to make his dream come true.

This exercise works well if you approach the exchange of dreams creatively (skit scenes, creative expressions of dreams, facial performances).

Warm-up exercises

Exercise “Empty chair”.

Participants are divided into first and second. Players number one sit in a circle on chairs, players number two stand behind the chairs. One chair must remain free. The task of the participant standing behind an empty chair is to invite someone from those sitting in a circle to his chair with his gaze. The player who notices that he is being invited must run to an empty chair. The task of the partner behind him is to detain the “defector”.

Exercise "Deer".

Participants form two circles (outer and inner), stand facing each other. The presenter asks: “Have you ever seen how deer say hello? Want to know how they do it? This is a whole ritual: you rub your right ear against your partner’s right ear, then your left ear against your partner’s left ear, and finally you need to stomp your feet! After this, the outer circle moves to one person and the ceremony is repeated.” The movement continues until all participants “greet” each other and take their original place.

Exercise “Together! Together!”

Participants sit on the end of a chair so that they can easily stand up - in one motion. The presenter calls the number. The players’ task: after the number is named, the number of people from the group that corresponds to the number I named should stand up. You need to get up at the same time, immediately after the number is called. If someone is late, the task is considered uncompleted.

While performing a task, you cannot negotiate or contact each other in any way (whispering, exchanging glances). Everyone works independently, relying on situation analysis and intuition. The team wins if it completes the task three times in a row without errors.

Exercise “Verbal portrait”.

The presenter offers participants a warm-up that will help them get to know each other better. He then gives the player instructions and a signal to start.

Instructions: “Think about how you would describe yourself? What are you like? In 5 minutes, describe your qualities without giving a name or gender. For example, “Modesty, responsibility, inertia, speed of thinking.” Ready? Time has passed."

The presenter collects descriptions and distributes them to participants in random order. Now everyone present reads the description that he received, and the group guesses who they are talking about. This helps players get to know each other and get to know each other better.

Exercise "Centipede".

The presenter invites the participants to stand in one line and gives instructions: “Stand one after another. Place your arms around the waist of the person in front. Now you are a centipede. At my command, the centipede begins to move forward, following my instructions. Your task is to maintain the integrity of the chain. Ready? Let's start"

While the “centipede” is moving, the leader changes the task (for example: the centipede moves on one leg, in single file, jumping on two legs, etc.) Warm-up can also be carried out in large groups, in this case the participants are divided into 3-4 teams.

Exercise “Donkey tails”.

The group is divided into two teams of three people. The presenter introduces the participants to the rules of the game: “Let's divide into groups of three people. The group forms a donkey. You stand behind each other's heads. The last one of you puts his hands on the shoulders of the neighbor in front, and the neighbor puts his hands on the shoulders of the first participant. The last participant attaches the donkey's tail with tape. The task of each donkey: to save his own tail, but to rip the tails off the donkeys from other teams. You can move as you please. At the same time, it is important not to break the chain, that is, not to remove your hands from your partners’ shoulders. Only the first player has free hands - it is the first players who can pull off the ponytails. The one who collects as many tails as possible wins.”

Rituals for completing group work

Game "Warmth of hands and hearts."

Participants stand in a circle and pass a paper heart with their best wishes in their palm to their neighbor. The host asks the players to give something else as a farewell gift: “You don’t have anything with you, but there is the warmth of hearts that you can feel - this is the warmth of your palms.” All participants shake hands.

Game "Compliments".

The participants of the game stand in a circle, everyone joins hands. Looking into the eyes of a neighbor, they say a few kind words. The player who received the compliments nods his head and thanks: “Thank you, I’m very pleased!” - then he says kind words to his neighbor. The game continues until everyone standing in the circle receives good wishes.

Game "Farewell".

Participants stand in a circle and place their hands on each other's shoulders. They look at each other friendly and say: “Thank you, goodbye, I will miss you very much.”

“To help the teacher-organizer”

The teacher-organizer is one of the main subjects of educational activities. The role of the teacher-organizer in educational work is unique, since it is he who is closest to the children’s team of all educational officials, and, ideally, heads it. It largely depends on the teacher-organizer whether students will acquire a “basic set of social competencies” - whether they will become full-fledged citizens or whether they will remain unadapted to life in society.

The main goal of the teacher-organizer is to organize educational and leisure activities in the Center, create conditions for the personal development of each child, form an active life position, develop creative potential, and foster a culture of communication.

Teachers distinguish 4 levels of professionalism. Professionalism is a set of personal characteristics of a person necessary for the successful performance of teaching activities.

1. Pedagogical skill. This is the basis of any teacher, with a set of theoretical knowledge and practical skills. It allows us to carry out diagnostics, helps us overcome stress, master teaching methods and be ready for creative improvisation.

2. Pedagogical skills. At this stage, pedagogical skill is brought to a high level - automation.

3. Pedagogical creativity. The teacher brings new ideas and develops his own methodology. In order to move to this stage of professional activity, G. Weinzweig believes that it is necessary to know the “10 commandments of a creative person”: Be the master of your destiny; achieve success only in what you can; make your constructive contribution to the common cause; build your relationships with people on trust; develop your creative abilities; cultivate courage in yourself; take care of your health; don't lose faith in yourself; try to think positively; combine material well-being with spiritual satisfaction.

4. Pedagogical innovation. The highest level of professional pedagogical activity, only a few achieve it.

A sample memo for the teacher-organizer on summarizing his own teaching experience.

1. Carefully follow the scientific and methodological literature, keep a bibliography on the issue that interests you.

2. Save and accumulate materials that reflect your work experience:

· Plans, notes;

· Creative works of students;

· Observation of the development of the club and its students;

· Own observations based on the results of your activities;

3. Consider the successes and shortcomings in your work and in the work of your colleagues.

4. To generalize the experience, take the topic that you consider the most important and necessary, more developed in methodological terms.

5. take into account the usefulness of the generalization form in your immediate professional activity.

6. Make a plan to summarize your own experience.

7. When working on the text describing your experience, try to present the material briefly, simply, logically, harmoniously, avoiding general phrases, repetition, and scientificism.

8. Evaluate your experience critically. When talking about successes, do not forget to talk about shortcomings, difficulties, and mistakes. The main criterion for a good experience is its result.

9. Select and properly prepare applications (holiday scenarios, creative works of students, reference lists, diagnostic cards, etc.).

Remember that by summarizing your teaching experience, you contribute to improving the upbringing of children and move up the steps of professionalism.

A number of functions are key to the work of a teacher-organizer.

Adaptive function. It allows the teacher himself to get used to the system of activities in teenage and youth clubs, to the children with whom contact is gradually established.

Diagnostic function. The function is to constantly monitor, analyze and take into account the moral and physical condition of pupils. The organizing teacher must monitor the level of education and correct shortcomings in education, and know about the state of health in a given period of time. Unlike a teacher working in the school system, a teacher-organizer has the opportunity to deeply understand the psychological characteristics of each child’s personality.

Educational function. The level of students’ mastery of knowledge and skills, as well as the ability to rationally apply them in practical and everyday activities, depends on it.

Educational function designed to stimulate motivation and create internal incentives. The formation of worldviews, moral characteristics of the individual, and the level of formation of patriotism depend on its implementation. Ultimately, the social position of the future citizen depends on it.

Developmental function. The pedagogical influence on students must correspond to the development of their personal qualities. To do this, it is necessary to study the personality of each student and create conditions for his full development, provide assistance and support from the teacher.

Organizational and managerial (design) function is to involve students in the work of the club. In this regard, it is necessary to organize the work in such a way that the children strive to take part in it and are active. Each child should feel involved in a common cause, clearly understand his role and responsibilities, then he will have a feeling of necessity. The implementation of this function largely depends on the personal qualities of the teacher-organizer.

Research function consists in studying by the teacher-organizer the personality of each student and the club team as a whole for the purpose of diagnosing, designing their development, as well as to form their own pedagogical thinking.

Communication function allows you to pedagogically organize communication with children: initiate, support, provide an educational impact through communication, teaches you to build conflict-free business and personal relationships among the students themselves.

Approximate outline of the event summary.

1. Theme of the event.

The topic should correspond to the age characteristics and level of education of the club students.

2. Purpose of the event.

To achieve a goal successfully, the following set of tasks is usually set.

Educational:

Develop an idea and knowledge about...

Introduce…

Help you master the skills and abilities...

Expand the horizons of students in the field...

Learn how to work...

Learn to apply acquired knowledge...

Educational:

Develop an interest in...

Develop abilities to...

Develop needs for...

Educational:

Develop personality traits as...

Develop value orientations...

Develop personal qualities such as...

Introduce children to...

3. Holiday decoration.

4. Form of the event.

There may be the following forms: lecture, conversation, discussion, debate, KVN, excursion, game, quiz, creative work, practical work, conference, concert, project defense, etc.

5. Event script.

Its structure should look like this:

Start. It must include an organizational aspect.

Main part. Here the sequence of constituent elements of content and the purpose of each of them is logically prescribed.

Conclusion. It is very important to reflect at this stage. Objectively evaluate the event and understand how children perceive it.

6. List of used literature and sources.

How to conduct self-analysis of an event?

Self-analysis should preferably be carried out on the same day as the event, or at the very least, the next day. If you postpone it indefinitely, then introspection will turn into a formality. An event self-reflection sheet will help you not lose sight of the main characteristics of the event. Any event is individual. Therefore, your self-analysis is individual. But the main thing is that you always strive to outline alternative options for the event. Therefore, constantly answer yourself the question: how appropriate is the chosen option?

An approximate diagram of self-analysis of the event.

I.What tasks did I set for myself?

1. Educational: (what new knowledge and skills I wanted to develop).

2. Developmental: (what I wanted to develop in children at this event: speech, imagination, emotions, interest, etc.; what techniques I was going to use to develop these properties).

3. Educational: (what ideological ideas I wanted to convey to the children, what qualities and personality traits I helped the children develop).

II. How did I prepare for the event?(Selected literature, manufactured equipment. What difficulties arose at this stage and ways to eliminate them).

III. What was the purpose of my event?(The consistent course of the event. Were there any deviations from the plan).

IV. How did the idea of ​​the event come about?

1. Were there any circumstances that prompted you to change the idea of ​​the event? What are the circumstances? How did I deal with this?

2. What was the creative activity of the children?

3. What individual characteristics did the students show?

4. What are the successes and disadvantages of the event. Their reasons. What suggestions would I make to improve the event?

5. My features of pedagogical influence: respect for children, distribution of attention, content, ability to activate students, my nature of relationships as a teacher-organizer and students.

6. Have I analyzed the event with the students: timing, form of implementation, assessment of the students; forecast for further communication.

Event analysis flowchart.

The main aspects in the analysis of educational activities should, first of all, be:

analysis of the activities of the teacher-organizer and the activities of students; optimality of the forms and methods used; implementation of set goals; relations between the teacher-organizer and students; professionalism of the teacher-organizer.

I. General information

Event title. Date and place of its holding. Who conducts it? Composition of the group of event participants: boys and girls, according to interests, etc. Type of activity: whether it is part of the system or is an occasional event. Purpose of the event: to solve what problems of the class team and to develop what personal qualities of students this event is designed. Psychological justification for the choice of this type and content of activity:

a) compliance of the event with general educational objectives,
b) age characteristics of students.

II. Analysis of event preparation

1. Who was the initiator of this event, and how was it prepared? In what ways and how was the activity, independence and initiative of the pupils manifested?

2. Methodology for preparing the event:

planning, development, participation of children in them.

3. During the preparatory period, was it possible to create an understanding of the need and significance of the upcoming activity?

III. Progress of the event

1. How convincingly, clearly, emotionally were the goals and objectives of the upcoming activity revealed to the event participants?

2. How meaningful, interesting and organized was the training?

3. What knowledge did the pupils acquire during the event, what social attitudes were formed in the pupils, and what socially useful activities did the event encourage them to engage in?

4. What conclusions did the students make during the work and in conclusion? What results have you achieved?

5. How did the event affect the formation of public opinion of the team and individual students, and their relationships? What could be the consequence of this event for the development of the team, for the formation of its social orientation?

6. What is its impact on individual students:

Emotional and aesthetic responsiveness to beauty in art; Work ethics, artistic activity; Aesthetics of behavior.

7. The role and place of elders (teacher-organizer, psychologist, methodologist, invitees) in this lesson.

8. Methods of work, the nature of relationships, their compliance with educational tasks, age and individual characteristics, and the level of development of the team.

IV. General assessment of the educational event

1. To what extent have you been able to achieve educational goals and objectives? Reasons for successes, failures, mistakes?

2. General assessment of the educational value of the work performed.

3. Psychological and pedagogical conclusions and proposals.

V. Analysis of the activities of the teacher-organizer.

1. What character traits of the teacher contributed to the educational work with students, and which, on the contrary, interfered?

2. What pedagogical abilities were demonstrated during educational work with students?

3. Was the pedagogical tact of the teacher-organizer manifested and in what way? Cases of tactlessness of the teacher-organizer.

4. Did the mental state of the teacher-organizer facilitate or hinder the conduct of educational work and why?

Improving the content of the forms and methods of the educational process in our clubs depends on you, the teacher-organizer. In order to improve methodological support for the activities of teacher-organizers and improve the quality of work, the need arose to create these recommendations. After all, it is YOU who regulates the educational process by creating conditions for maximum self-expression of pupils, satisfying their social needs, self-realization of internal resources, maintaining initiative, encouraging self-education, organizing leisure time, extracurricular activities, as well as for the prevention and prevention of delinquency among minors.

Our daily pedagogical activity consists of three components: value-based, technological and personal-creative. The value component is a set of values ​​accepted by the teacher and perceived by him from various sources throughout his life. The general culture of a teacher is determined by a set of these values. What values ​​will be instilled in our teenagers depends on whether we ourselves consider such values ​​to be a priority. The technological component allows us to build pedagogical activity as an integral process of solving pedagogical problems. It allows us to consider each activity in the club as a system of work. The personal component is present in the ability to creatively realize the goals and objectives facing the teacher, make a personal contribution to the common cause and be in constant search.

Sooner or later, each of us has a question: how professional am I? The answer to this lies on the surface. Teachers distinguish 4 levels of professionalism. Professionalism is a set of personal characteristics of a person necessary for the successful performance of teaching activities.

1. Pedagogical skill. This is the basis of any teacher, with a set of theoretical knowledge and practical skills. It allows us to carry out diagnostics, helps us overcome stress, master teaching methods and be ready for creative improvisation.
2. Pedagogical skills. At this stage, pedagogical skill is brought to a high level - automation.
3. Pedagogical creativity. The teacher brings new ideas and develops his own methodology. In order to move to this stage of professional activity, G. Weinzweig believes that it is necessary to know "10 commandments of a creative person" : Be the master of your destiny; achieve success only in what you can; make your constructive contribution to the common cause; build your relationships with people on trust; develop your creative abilities; cultivate courage in yourself; take care of your health; don't lose faith in yourself; try to think positively; combine material well-being with spiritual satisfaction.
4. Pedagogical innovation. The highest level of professional pedagogical activity, only a few achieve it.

Dear teachers! From the first days of your work in the club, remember that your professional experience accumulated over the years can help someone. Strive to ensure that your unique research and developments become a good help in the work of novice teacher-organizers.

A sample memo for a teacher-organizer on summarizing his own teaching experience.

Carefully follow the scientific and methodological literature, keep a bibliography on the issue that interests you.

Save and accumulate materials that reflect your work experience:

Plans, notes;

Creative works of students;

Your observation of the development of the club and its students;

Own observations based on the results of your activities;

Consider the successes and shortcomings in your work and in the work of your colleagues.

To generalize your experience, take the topic that you consider the most important and necessary, the one that is more developed in methodological terms.

Take into account the usefulness of the generalization form in your immediate professional activities.

Make a plan to summarize your own experiences.

When working on a text describing your experience, try to present the material briefly, simply, logically, harmoniously, avoiding general phrases, repetition, and scientificism.

Evaluate your experience critically. When talking about successes, do not forget to talk about shortcomings, difficulties, and mistakes. The main criterion for a good experience is its result.

Select and properly format applications (scenarios for holidays, creative works of students, lists of literature, diagnostic cards, etc.).

Remember that by summarizing your teaching experience, you contribute to improving the upbringing of children and move up the steps of professionalism.

A number of functions are key to the work of a teacher-organizer.

Adaptive function. It allows the teacher himself to get used to the system of activities in teenage and youth clubs, to the children with whom contact is gradually established.

Diagnostic function. The function is to constantly monitor, analyze and take into account the moral and physical condition of pupils. The organizing teacher must monitor the level of education and correct shortcomings in education, and know about the state of health in a given period of time. Unlike a teacher working in the school system, a teacher-organizer has the opportunity to deeply understand the psychological characteristics of each child’s personality.

Educational function. The level of students’ mastery of knowledge and skills, as well as the ability to rationally apply them in practical and everyday activities, depends on it.

The educational function is designed to stimulate motivation and form internal incentives. The formation of worldviews, moral characteristics of the individual, and the level of formation of patriotism depend on its implementation. Ultimately, the social position of the future citizen depends on it.

Developmental function. The pedagogical influence on students must correspond to the development of their personal qualities. To do this, it is necessary to study the personality of each student and create conditions for his full development, provide assistance and support from the teacher.

Organizational and managerial (design) The function is to involve students in the work of the club. In this regard, it is necessary to organize the work in such a way that the children strive to take part in it and are active. Each child should feel involved in a common cause, clearly understand his role and responsibilities, then he will have a feeling of necessity. The implementation of this function largely depends on the personal qualities of the teacher-organizer.

The research function consists in studying by the teacher-organizer the personality of each student and the club team as a whole for the purpose of diagnosing, designing their development, as well as to form their own pedagogical thinking.

The communicative function allows you to pedagogically organize communication with children: initiate, support, provide an educational impact through communication, teaches you to build conflict-free business and personal relationships among the students themselves.

An approximate outline of the event summary.

Theme of the event.

• The topic should correspond to the age characteristics and level of education of the club students.

Purpose of the event.

• To achieve a goal successfully, the following set of tasks is usually set.

Educational:

• form an idea and knowledge about...
• introduce…
• help you acquire skills and abilities...
• expand the horizons of students in the field...
• teach how to work...
• learn how to apply acquired knowledge...

Educational:

• develop interest in...
• develop abilities to...
• develop needs for...

Educational:

• develop personality traits as...
• develop value orientations...
• develop personal qualities such as...
• introduce children to...

Holiday decoration.

Form of the event.

There may be the following forms: lecture, conversation, discussion, debate, KVN, excursion, game, quiz, creative work, practical work, conference, concert, project defense, etc.

Event script.

Its structure should look like this:

Start. It must include an organizational aspect.

Main part. Here the sequence of constituent elements of content and the purpose of each of them is logically prescribed.

Conclusion. It is very important to reflect at this stage. Objectively evaluate the event and understand how children perceive it.

List of used literature and sources.

How to conduct self-analysis of an event?

Self-analysis should preferably be carried out on the same day as the event, or at the very least, the next day. If you postpone it indefinitely, then introspection will turn into a formality. An event self-reflection sheet will help you not lose sight of the main characteristics of the event. Any event is individual. Therefore, your self-analysis is individual. But the main thing is that you always strive to outline alternative options for the event. Therefore, constantly answer yourself the question: how appropriate is the chosen option?

An approximate diagram of self-analysis of the event.

What tasks did I set for myself?

Educational: (what new knowledge and skills did I want to develop).

Educational: (what I wanted to develop in children at this event: speech, imagination, emotions, interest, etc.; what techniques I was going to use to develop these properties).

Educational: (what ideological ideas I wanted to convey to children, what qualities and personality traits I helped children develop).

How did I prepare for the event? (Selected literature, manufactured equipment. What difficulties arose at this stage and ways to eliminate them).

What was the purpose of my event? (Consistent course of the event. Were there any deviations from the plan).

How did the idea of ​​the event come about?

Were there any circumstances that prompted you to change the idea of ​​the event? What are the circumstances? How did I deal with this?

What was the children's creative activity?

What individual characteristics did the students show?

What are the successes and disadvantages of the event? Their reasons. What suggestions would I make to improve the event?

My characteristics of pedagogical influence: respect for children, distribution of attention, content, the ability to activate students, my nature of the relationship as a teacher-organizer and students.

Have I analyzed the event with the pupils: timing, form of implementation, assessment of the pupils; forecast for further communication.

Event analysis flowchart.

The main aspects in the analysis of educational activities should, first of all, be:

analysis of the activities of the teacher-organizer and the activities of students;

optimality of the forms and methods used;

implementation of set goals;

relations between the teacher-organizer and students;

professionalism of the teacher-organizer.

I. General information

Event title.

Date and place of its holding. Who conducts it?

Composition of the group of event participants: boys and girls, according to interests, etc.

Type of activity: whether it is part of the system or is an occasional event.

Purpose of the event: what tasks of the class team and the formation of what personality traits of students is this event designed to solve?

Psychological justification for the choice of this type and content of activity:

a) compliance of the event with general educational objectives,

b) age characteristics of students.

II. Analysis of event preparation

1. Who initiated this event, and how was it prepared? In what ways and how was the activity, independence and initiative of the pupils manifested?
2. Methodology for preparing the event:

planning,

development,

participation of children in them.

3. During the preparatory period, was it possible to create an understanding of the need and significance of the upcoming activity?

III. Progress of the event

1. How convincingly, clearly, emotionally were the goals and objectives of the upcoming activity revealed to the event participants?
2. How meaningful, interesting and organized was the training?
3. What knowledge did the pupils acquire during the event, what social attitudes were formed in the pupils, what socially useful activities did the event encourage them to do?
4. What conclusions did the students make during the work and in conclusion? What results have you achieved?
5. How did the event affect the formation of public opinion of the team and individual students, and their relationships? What could be the consequence of this event for the development of the team, for the formation of its social orientation?
6. What is its impact on individual students:

Emotional and aesthetic responsiveness to beauty in art;

Work ethics, artistic activity;

Aesthetics of behavior.

7. The role and place of elders (teacher-organizer, psychologist, methodologist, invitees) in this lesson.

8. Methods of work, the nature of relationships, their compliance with educational tasks, age and individual characteristics, and the level of development of the team.

IV. General assessment of the educational event

1. To what extent were educational goals and objectives achieved? Reasons for successes, failures, mistakes?
2. General assessment of the educational value of the work performed.
3. Psychological and pedagogical conclusions and proposals.

V. Analysis of the activities of the teacher-organizer.

1. What character traits of the teacher contributed to the educational work with students, and which, on the contrary, hindered?
2. What pedagogical abilities were demonstrated during educational work with students?
3. Was the pedagogical tact of the teacher-organizer manifested and in what way? Cases of tactlessness of the teacher-organizer.
4. Did the mental state of the teacher-organizer facilitate or hinder the conduct of educational work and why?

Functions of pedagogical diagnostics.

An essential aspect of the activity of the teacher-organizer is diagnostic work.

In the pedagogical process of work of children's and adolescent clubs, diagnostics performs the following functions:

Informational:

• obtaining information about participants in the pedagogical process
• identifying the relative level of development of the child

Predictive:

• helps to identify potential development opportunities for students
• predicts the effectiveness of the educational process

Estimated:

• determines the effectiveness of using various means and methods in work

Research:

• through various diagnostic methods, the child learns his capabilities, creating conditions for self-development

Educational:

Creating conditions for personality development, nurturing various personality traits and qualities.

The essence of diagnosis is to detect changes in significant personality characteristics, see norms and deviations in the development of the student, establish patterns, reasons causing these changes, and develop a plan for further pedagogical interaction.

The use of diagnostic methods requires compliance with the following rules:

• diagnostics should not be an end in itself
• it must be carried out systematically and systematically
• diagnosis must be carried out in the natural conditions of life and activity of the pupil
• gender and age characteristics of children should be taken into account
• rely on pedagogical optimism
• constantly enrich the arsenal of methods and diagnostic techniques
• comply with professional and ethical principles

Ensure individual sovereign rights and confidentiality.

Individual educational tasks

Approximate psychological and pedagogical characteristics of the club.

General information.

Physical health of pupils.

Characteristics of the children's team, interpersonal relationships.

Participation of students in the social life of the club.

Characteristics of cognitive activity of pupils.

Roles of parents in the life of the club.

The main problems of the club.

Pedagogical tasks of the head of the club, teacher-organizer in working with students.

what sources of information and methods of studying students were used in compiling the characteristics.

Indicative program for studying the student's personality.

1. General information about the student

1. 1. Where does he live. What do his parents do? Family composition, its financial situation.

1. 2. Cultural level of parents. Relationships in the family.

1. 3. The nature of upbringing in the family. The influence of parents and older family members on the student’s activities. Use of rewards and punishments.

1. 4. Friends. Their influence.

1. 5. Student’s health status (according to the school doctor).
2. General level of development of the student
3. 1. The general development of the student, his outlook. Speech culture, erudition, breadth and stability of interests, visiting theaters, museums, watching television.
4. 2. Attitude to physical labor. How does one feel about self-care? How to carry out public assignments of a labor nature. Does he participate in labor outside the club?
5. 3. The level of discipline of the student. Does he have the skills and habits of cultural behavior? Politeness in communication with adults and comrades. Neatness and neatness in everyday life.
6. 4. Interests and inclinations of the student. Interests in the field of literature, art, technology, sports.
7. Public Figure and Student Community Service
8. 1. Participation in the social life of the club. Interest in the life of the club and activity in social work.
9. 2. Doing community service. Integrity. The ability to finish something started. Ability to involve other students in the work. Ability to lead and obey teammates.
10. 3. The student’s place in the club team. Is he connected to the team or disconnected from it? The attitude of the club's students towards him. Is he respected and respected in the club?
11. Basic personality traits of a student
12. 1. Social consciousness. Motives for his social work.
13. 2. Moral qualities of the student. Interest in current events. Willingness to help the club. Truthfulness and honesty, integrity and modesty. Does he show sensitivity and attention to his comrades, does he help them?
14. 3. Strong-willed character traits. Purposefulness and activity, independence and initiative. Organization, endurance, self-confidence. Perseverance, determination, perseverance, self-criticism. Lack of will.
15. 4. Features of the student’s temperament and his mental processes. Strength, balance and mobility of nervous processes. Processes of excitation or inhibition predominate. Is it easy for a student to switch from one task to another? Features of emotional and intellectual processes: speech, attention, memory.
16. Pedagogical conclusions. Possible lines of correction in educational work with this pupil.

No less important than studying the abilities of children is studying the creative thinking of their mentors. After all, with teachers with high creative potential, children reach brilliant heights. We offer you a test that will help you evaluate yourself.

Bibliography

1. Gordeeva A.V. Rehabilitation pedagogy. –M., Iz-vo APKiPRO, 2000.
2. Louise Hay. Positive approach, M., Olma-Press, 1998.
3. Markova A.K. Psychological criteria and stages of teacher professionalism // Pedagogy. -1995. - No. 6. Belikov V.A. Education. Activity, Personality: monograph/ -M.: Academy of Natural Sciences, 2010.