Methods for organizing the educational activities of first-graders. Features of working with first graders. Preparing for a new school day
Children of the 8th or 7th year of life are admitted to the 1st grade at the request of their parents. Admission to educational institution children of the 7th year of life is carried out when they reach by September 1 school year age at least 6 years 6 months.
Education of children in the 1st grade is carried out in compliance with the following requirements:
training sessions carried out only in the first shift;
duration of the academic year - 33 weeks;
5-day study week;
maximum allowable weekly workload – 20 hours;
no more than 4 lessons per day;
the duration of the lessons is no more than 35 minutes;
organization of a facilitated school day in the middle of the school week;
use for recreational purposes and to facilitate the process of adaptation of children to the school of the "stepped" mode of education in the first half of the year:
in September - 3 lessons of 35 minutes each, the 4th academic hour should be non-traditional (theatrical lesson, game lesson, excursion lesson, etc.);
from the second quarter - 4 lessons of 35 minutes each.
from the third quarter - 4 lessons of 40 minutes
learning without homework (in the first half of the year) and scoring of students' knowledge throughout the academic year;
additional weekly holidays in the middle of the third quarter (February);
test papers held in April this year.
ORGANIZATION PROGRAM
THE PROCESS OF ADAPTATION OF FIRST GRADE STUDENTS TO SCHOOL EDUCATION
in MOU secondary school No. 41 of Tomsk
PROGRAM OF ORGANIZATION OF THE PROCESS OF ADAPTATION OF FIRST GRADE STUDENTS TO SCHOOL TRAINING.
INTRODUCTION
Start school life- a serious test for most children coming to the first grade, associated with a sharp change in the whole way of life. They must get used to the team, to new requirements, to everyday duties.
The beginning of schooling coincides with the intensive mental development. Formation in progress cognitive activity, various types of memory, verbal and logical thinking develop. High emotionality contributes to the predominance of involuntary reactions. But students can already consciously control their behavior, obey the necessary requirements - arbitrariness develops. In junior school age in children, the formation of an internal plan of action is actively taking place, the ability to reflect begins to develop.
As a rule, children strive to become schoolchildren: they go to school with great interest and readiness to complete educational tasks. But for many of them, the school requirements are too difficult and the routine is too strict. For these children, the transition to school can be traumatic.
Adaptation- the natural state of a person, manifested in adaptation (addiction) to new conditions of life, new activities, new social contacts, new social roles. The significance of this period of entry into an unusual for children life situation It manifests itself in the fact that not only the success of mastering educational activities depends on the well-being of its course, but also the comfort of staying at school, the health of the child, his attitude to school and learning.
The purpose of this program:
create psychological and pedagogical conditions that ensure a favorable course of adaptation of first graders to schooling.
Planned result: favorable course of adaptation of first-graders to schooling.
The main indicators of a favorable adaptation of the child:
maintaining the physical, mental and social health of children;
establishing contact with students, with the teacher;
formation of adequate behavior;
skill acquisition learning activities.
An indicator of the difficulty of the process of adaptation to school is negative changes in the child's behavior: it can be excessive excitement, even aggressiveness, or, conversely, lethargy, depression. There may be a feeling of fear, reluctance to go to school, etc.
With an unfavorable course of adaptation in children, growth slows down, body weight falls. Acute morbidity in first-graders during this period can be 2 times higher than the value of this indicator in older students.
Between the 6th and 7th years comes new level social development child. He tries to go beyond preschool age. At this stage, the dominant role of the family in meeting the material, communicative, emotional needs of the child is characteristic, therefore, work with future first-graders begins precisely with getting to know the family. This happens long before the child becomes a first grader.
1. The work of the administration and MOU teachers Secondary School No. 41 begins with the "Day open doors”, which is traditionally in the month of April. The purpose of this event: to acquaint the parents of future first-graders with the psychological and pedagogical conditions of the school, with the material and technical base, with the features of the organization of the educational process, the traditions of secondary school No. 41.
3. In August (when the lists of first graders have already been formed), the first class meeting is held: “It's great that we all gathered here today.” The purpose of the meeting: to introduce the parents of future first graders to the classroom, to the school building, to class teacher, with the teaching materials, according to which children will be trained, as well as with each other. To help parents prepare their child for future school life and a new social status: a student.
4. At the beginning of September (as a rule, a parent meeting is held during the first school week, at which the following issues are considered:
Difficulties in adapting first-graders (psychologist's speech).
Acquaintance with the peculiarities of the organization of the educational process in the first grades in connection with the transition to new standards (speech by the Deputy Director for Academic Affairs.
Organization extracurricular activities first-graders on a budgetary and contractual basis
5.During the year are held parent meetings and individual consultations by specialists of MOU secondary school No. 41 on adaptation issues.
The activities of the teaching staff of school No. 41 in organizing a favorable adaptive environment in the transition from preschool to primary school education is aimed at creating the following psychological and pedagogical conditions:
Organization of the school life of first-graders. Creation of a subject-spatial environment.
Organization of health-improving and preventive work.
Features of working with first graders.
Every teacher working in the first grade elementary school, must remember that the desire of children to learn, its success is determined by a number of factors that are created by pedagogically competent educational environment adequate to the psychological and physiological characteristics and capabilities of first-graders.
The education of first-graders should be built taking into account the peculiarities of organizing the activities of children of the seventh year of life.
Special attention on the part of the teacher is required first days stay of children in school. It must be remembered that such qualities of individual children as inattention, restlessness, quick distractibility, inability to control their behavior are associated with the peculiarities of their psyche, therefore it is important (especially during the adaptation period) not to make sharp remarks to children, not to pull them up, try to fix attention on positive manifestations of the student.
In the learning process, it is important to consider individual characteristics child. At the beginning of the training, the teacher should give each child the opportunity to work at their own pace. Completely unacceptable at this time, remarks like “Faster!”, “Delaying everyone!” etc. The volume of work of schoolchildren should increase gradually.
The level of development of functional systems and the formation of children's mental processes (attention, memory, thinking, the level of arbitrariness), which ensure the success of learning, dictate the need to provide children with educational tasks of different complexity and, most importantly, a different share of the teacher's participation in their implementation. The teacher should be aware that many children at this age can only complete tasks with the help of an adult who prompts the sequence of actions. This is not a negative characteristic of the student, but reflects the age and individual characteristics of the level of "school maturity".
The style of communication between the teacher and first-graders should take into account the peculiarities of the child's behavior associated with his ability to communicate with adults and peers. Among first-graders, there is a rather high percentage of children experiencing various kinds of communication difficulties in a team. This includes both hypersocial children who interfere with the teacher to teach the lesson, and those who are afraid of the classroom environment, embarrassed to answer and therefore give the impression of not knowing anything or not listening to the teacher. Both require different forms of kindly and patient teacher work.
The teacher's tone should be trusting and gentle. The authoritarian style of communication between a teacher and first-graders is unacceptable. You can not neglect the various forms of non-verbal communication - hug a child, take by the hand, pat on the head, touch, etc. This not only calms the child, but instills in him confidence, the feeling that an adult treats him well. Need to pay Special attention to this position, since good, positive attitude to him a teacher, which should not depend on the real success of the child.
Execution Requirements school norms behaviors should be introduced gradually and not in the form of instructions, but in the form of wishes. On the part of the teacher, manifestations of irritation, harsh remarks are unacceptable. One should patiently and gently repeat the necessary rule again and again.
For the development of independence and activity of children, it is important to positively evaluate each successful step of the child, an attempt (even unsuccessful) to independently find the answer to the question. It is very useful to give children creative learning tasks: come up with something, guess, pick up other examples, etc. Let the children argue, reason, make mistakes, and find the right solution together with the teacher.
Children with a low level of activity require special attention. The main task of the teacher is to encourage any manifestation of initiative, the desire to speak out, answer the question, work at the blackboard. It is very important to specially prepare such a child for the answer - to stand next to him, to encourage, not being afraid to overpraise, to demonstrate his activity to the whole class. You can’t rush to call the child to the board if the teacher is not sure of the correctness of the answer, it is better to let the student answer him “in the ear” so as not to demonstrate the child’s mistakes to the class.
In the first grade, children should be specially taught to organize their activities: plan their actions, change working conditions (for example, put away a textbook or notebook, fold the cash register of letters, close a book, etc.). It requires patient, long-term work, which is based on step-by-step instruction, explaining in detail what and how to do (“opened the cash register of letters”, “found a pocket for this letter”, “remove it”, “close the cash register.”).
When organizing activities to solve a learning problem, it is necessary to teach children to plan their actions. This should be done not only in the classroom mother tongue and mathematics, but also in all other lessons. It is especially effective to use art lessons for this, when children analyze a sample of a future product, highlight a sequence of actions. It is very important to encourage children to speak aloud the sequence of actions, exercise control on their own: compare their work with the model, find errors, establish their causes, and make corrections yourself. Moreover, it is better to express the wording of the requirement not in a categorical form, but in a soft one (“It seems to me that you made a mistake here”, “Please check if you have a mistake here”, etc.).
It is necessary to pay attention to the structure of the lesson in the first grade. It must be "fractional", i.e. include several (preferably related) activities. As already emphasized above, it is unacceptable to build the entire lesson on one type of activity, for example, read, write or solve arithmetic problems for all thirty-five minutes. Need to alternate different types activities in the lesson.
For first-graders, the types of activities that they were engaged in are still very relevant. preschool childhood. This primarily applies to the game. Therefore, one should actively include the game in the educational process, and not prohibit the game, do not exclude it from the life of a first grader. In the first class the game has special meaning to form the ability to learn - the main activity that the child is now engaged in. It is fundamentally important to pay attention to two types of games - role-playing and games with rules (didactic, mobile, desktop-printed).
Games with rules, as well as educational activities, necessarily give results, develop self-esteem, self-control and independence. In the first year of study (especially in the first weeks of study), games with rules should be present at every lesson (didactic), fill breaks and dynamic pauses (mobile, desktop-printed).
Didactic games always have a learning task that needs to be solved. In the process of these games, the child learns a system of standards - ethical, sensory, practical, etc. When using the game as a teaching method, a number of conditions must be met: the learning task must coincide with the game; the presence of a learning task should not crowd out the game; it is necessary to maintain a greyish situation; the game must necessarily include a game rule (if, then) and a game action.
Role-playing games are very important for the formation of arbitrary behavior, imagination, creativity of the student, which is so necessary for him to learn. Great Opportunities for the development of role-playing games provide lessons literary reading, mathematics, the world around, art, during which children can play different roles of real people or imaginary heroes.
Given the visual-figurative nature of the thinking of children of this age, it is necessary to allocate a significant place in the lessons to modeling activities with diagrams, models of sounds, geometric shapes, objects of nature, etc. At the same time, the handout that is in front of each child must completely coincide with the demonstration. It must be remembered that the use of only demonstrative, often illustrative material that attracts the child with its form, and not content, often leads to the opposite result: the attention of children is fixed on bright, but insignificant details and properties for solving the educational problem. In this case, the work does not give the desired result, does not contribute to the development of thinking. Reliance on visual-figurative thinking of first-graders in teaching contributes to the formation of logical thinking.
By the beginning of the school year, the parents of the future student should think not only about the school uniform, but also about how to organize workplace for your first grader. In our previous articles, we have already talked about the need to create several zones in the room of any student - a sleep zone, a study zone, and a play or entertainment zone. Today we will talk about how to equip a study area for a first grade student so that he is comfortable doing lessons here and, most importantly, that these classes do not harm his health. We have collected the most frequently asked questions of parents of first-graders, the answers to which will help in organizing the student's workplace.
1. What kind of table does a first grader need?
For a first grader, you need to be especially careful when choosing a desk, because the child’s posture, his vision and, no less important, the desire to learn will depend on the size and model. Regarding the size of the desk, there are several strict rules:
— height depends on the height of the child: 45-48 centimeters is enough for a first grader. When going to the store at the table, take your child with you, only in this way you will choose a table that fits him perfectly. A desk is considered optimal if its edge is exactly at the chest level of a seated child (then he can lean on his elbows), he does not support the table top with his knees from below, and his legs are at a right angle.
— depth the working surface should be at least 60-80 centimeters, width - 120-160 centimeters.
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In order not to change the student's desk every two or three years, it is better to give preference to a transformable model. By the way, experts advise purchasing a separate table for a computer, which will also eventually appear in the nursery - it will be inconvenient to do homework in front of the monitor, so you need a separate surface for writing. If the room is small and there is not enough space for two tables in it, it is better to purchase a slightly larger table, for example, a corner table, in one part of which there will be a computer, and in the other there will be free space for classes.
2. Where to place a desk in the nursery?
It is best to put a desk to the left of the window, sideways, or to the right, but turning the front side to the window. The first option is convenient because the child is less distracted by street events, and the second allows you to well illuminate the work surface in the daytime. Designers often offer to turn the entire window sill into a desk. This is really a great option for a small room.
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3. What chair to choose for a first grader?
It is important to choose the right chair, because the posture of the child depends on it. The chair should not be too high: the child's legs, bent at right angles, should touch the floor, while his back should touch the back of the chair. It is better if it is a comfortable work chair with adjustable seat height and back position, then it will be possible to adjust the height and position of the chair with the growth of the child. The seat should not be deep so that during classes the student does not hunch over and leans on his back. It is better to refuse a spinning chair and choose a fixed model for this age.
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4. Are there any requirements for student furniture?
There are a number of requirements for the material from which the nursery furniture is made. It is desirable that the furniture for schoolchildren be made of natural materials: it is better to buy a wooden table. The material for the upholstery of the chair is also better to choose natural. When buying furniture for a student, be sure to pay attention to the product certificate: it must comply with GOST, developed for children's furniture. Plastic furniture, as well as furniture made of impregnated wood-glue materials, are unsafe due to possible fumes of harmful substances.
5. How to create the perfect study lighting?
So that the child’s vision is not affected by classes, it is best to combine light sources above the desktop. The combination of wall sconces or a light cornice with reflected light and a separate lamp directly above the work area is considered optimal.
The classic picture - a child sitting with only a table lamp in a dark room - is an absolutely wrong approach, because the light of only a table lamp is categorically contraindicated for children. If the rest of the room is darkened, the contrast will quickly tire the eyes of a first-grader who are not adapted to such loads, and contribute to the deterioration of vision.
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6. How to help a first-grader organize order at the table?
If there are no drawers in the desk, then everything necessary for educational process items must be placed within the reach of the child - no further than at arm's length. For these purposes, bedside tables, shelves and racks, as well as mobile plastic containers located under the table, can serve. If the table is located near a wall without a window, then a fabric organizer can be placed on it with large quantity pockets that perfectly fit stationery and other little things needed by the child during the learning process. Also, you can use cork boards, to which notes and all kinds of little things will be attached.
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Teach your child to keep order in the workplace from the first grade. After class, invite him to tidy up all the accessories so that each item is in its place, and the work surface of the table always remains free.
7. Is it possible to help a child remember the daily routine?
In the life of a first-grader, a lot of things change, the daily routine gets the main role. Buy a pack of office paper, bright markers or felt-tip pens, and come up with your child's first schedule. You can use such ready-made pictures or make them yourself - and hang this board near the child's desktop. For the first month, such a daily routine will help your child get used to new living conditions, and you will avoid nervous explanations and children's tears.
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We have a first grader in our house. This fact forced the development of fly-techniques for a novice student. Having experience in school and knowing the weaknesses in organizational matters I try to optimize processes and form the habit of acting rationally and efficiently.
I identified three stages of the process that need to be optimized:
- return from school;
- preparing for a new school day;
- morning fees.
Oddly enough, I'll start with the "back from school" process, because it is a failure in this process that leads to hassle at all other stages. So,
Return from school
On the way from school, we talk about what happened in the lessons. You need to get answers to the following questions:
- What were the lessons today? What was on each of them (in short - what was said in the lesson)
- Which lesson did you like the most? Why? What was the most interesting thing you learned today? Was there anything unusual or funny?
- What seemed difficult? incomprehensible? unpleasant?
- What is given at home? How many lessons will there be tomorrow and which ones? What time will they finish?
” This is not an interrogation, this is a conversation from which one can understand in general how much the child is used to listening and remembering the important things, to which events he reacts most sharply, what he loses sight of. At the same time, evaluate the scale of homework.
We try to do all further actions not instead of the child, but together with him. Let him do the manipulation himself - take it out, wipe it, fold it. If it didn’t work out too neatly, it’s better to direct, suggest, help, but not do all the work for him completely.
At home we change into home clothes. School uniform (or something that serves as a substitute school uniform) we examine together for the degree of contamination, the presence of torn buttons. broken seams and other damage. If damages are found, we evaluate whether they can be eliminated right today (and reserve for this time) or whether it will be necessary to choose another version of clothing for tomorrow. We clean clothes either in the wash or on a hanger.
” Next, we move on to the backpack. We put EVERYTHING out of it. We look into an empty backpack, not forgetting the pockets. If there are crumbs, garbage - shake out. If there are dirt - wipe. (By the way, you can do the same with your bag at the same time). We disassemble what was laid out from the backpack.
We check the pencil case for broken or lost things. We make up for what was lost. We look at the lesson schedule, put in a pile of notebooks and textbooks that will be needed tomorrow. We check the schedule that everything necessary for the lessons is collected in a pile. We put the pencil case, notebooks and textbooks in a backpack.
After that with clear conscience you can relax, get distracted, do household chores.
Preparing for a new school day.
If you need to do homework- Notebooks and textbooks are taken out of the backpack, homework is done, then all things are put back into the backpack.
” Here I want to clarify: it seems more logical not to put textbooks and notebooks in a satchel until homework is done. But from experience - if immediately upon arrival home the schedule for tomorrow is read, selected and folded necessary notebooks and textbooks, it is much less likely that looking at night you will remember that tomorrow is English, fine arts or physical education. And you do not have to solve the problems that have arisen at night.
If you just put the necessary textbooks and notebooks in a pile on the table, there is a high probability that during the time of "free time" some of them will mix with others, fall down at the table, move to the shelf, and so on.
We check the readiness of the clothes. If you need clean linen or a replacement for the clothes in which the child came from school, we prepare it in the evening.
” Before going to bed, we check the schedule again, whether everything is prepared, learned.
If on the way from school the child spoke about difficulties, problems, troubles, we pronounce them again so that the negative does not consolidate and accumulate.
Morning
In the morning it would be good to provide a reserve of 10 minutes so that there is no need to jump out of bed abruptly, but you can stretch, say hello, do 2-3 simple exercises.
Clothes and backpack are ready. Wash, comb, dress. If necessary, have breakfast (everyone has his own way of optimizing breakfasts - you can discuss this separately). Well, certainly in good mood off to a new school day.
