40 Powerful Productivity Quotes From Highly Successful People

About work and study

“Start with what is necessary, then move on to what you can do, and one day you will be able to achieve the impossible” (Francis of Assisi).

“Work with good people, make it a rule to communicate with your employees, motivate them. If you do these things, success is inevitable" (Lee Iacocca).

“All work is done well and without much difficulty if a man works in accordance with his natural gifts and is not disturbed by anyone” (Plato).

“First you need to stop talking and start working” (Walt Disney)

“Work is a big part of life, and the only way to be happy with it is to do what you think is great. If you haven’t found your business, then look for it and don’t settle for anything else. Just like in matters of the heart, you'll know it when you find it." (Steve Jobs)

Psychological factor? Why virtual assistants use female voices

“I’m so sorry”: a student got on the wrong bus, but the driver intervened in the situation

Fairytale therapy will help you overcome fears and reconsider your views: advice from a psychologist

“Learning never exhausts the psyche” (Leonardo da Vinci).

“I'm not that smart, I just stay with problems longer than others.” - Albert Einstein

“Sometimes things can go wrong, but you always have to try.” (Michael Jordan)

“Plans are nothing, planning is everything!” (Dwight Eisenhower)

“Good management consists of showing mediocre people how to do the work of their superiors.” (John D. Rockefeller)

“Love and work are the cornerstones of humanity” (Sigmund Freud)

“It’s stupid not to find a job. Even if you are a chicken, lay eggs” (Coco Chanel)

“Work gives meaning and purpose. Life is empty without her" (Stephen Hawking)

Speech on extracurricular activities

"Innovative technologies in teaching mathematics"

Direction "Teacher education" Master's program "Innovative processes in education"

I would like to begin my article with the statement: “Man is like a grapevine, and fertile soil, care, light, sunlight and caring hands will help the sprout take root. And the durability of the vine depends on the strength of the “tendril hooks.” And home, family, upbringing, character are the basis for further human development. And the support of my colleagues, the caring of my parents and the love of life of my children help me maintain balance in my life and profession. I am convinced that a teacher’s hard work, perseverance, activity, ability and desire to work with children are not wasted. It depends on him, the teacher, whether the sprout - the student - will become a full-fledged vine, whether it will bear fruit or wither, become an empty flower.

Modern education gives rise to many teaching discoveries, large and small, important and interesting for the teacher himself. In our time, it should be aimed at developing the personality and abilities of the child, at preparing him for adult life, at instilling respect for human rights, the cultural identity of his native country, as well as other countries.

The crisis of modern education is a crisis of quality. One of the reasons for this is the rapid complication of all aspects of social and professional activity, which consists in the fact that there is not enough time allotted by the school curriculum to master all the accumulated knowledge.

For me, developing a solution to the problem of the quality of modern education (primarily mathematics) begins at the level of human formation and development, that is, directly during the organization of educational activities through mathematics lessons, as well as in the process of self-education. When planning mathematics teaching, I highlight the following approximate elements of the teaching structure as:

• mathematics learning goals;
• means and methods of achieving goals and self-assessment of one’s own capabilities;
• analysis of current conditions and forecast of their transformation;
• forecasting possible performance results.

In such conditions, the center and result of education becomes not knowledge, but its bearer - a specific student of a specific school with his own advantages and disadvantages.

To solve this problem, I defined the goal and objectives

that will help you achieve the expected results.

Target:

updating the content of classroom and extracurricular activities in the process of teaching mathematics, including with the help of innovative technologies.

Tasks:

1. Creating conditions for the maximum possible development of students’ intellectual abilities in combination with the intensive accumulation of social experience and the formation of self-confidence.
2. Constant stimulation and development of students’ cognitive interest in the subject.
3. Activation of creative activity of students.
4. Development of the ability and desire for self-education.
5. Cooperation between teacher and students in the educational process.

Positive dynamics of students’ educational achievements

Just as theater begins with a hanger, so the result of pedagogical work depends on the first steps of the teacher and student.

When accepting children from primary school to 5th grade, I identify the students’ educational capabilities, their level of knowledge, individual characteristics and ways to overcome the educational gap of individual students. Gaming technologies contribute to the implementation of these tasks.

, since in the game there is an opportunity for the multifaceted disclosure of personality, the development of its abilities, and the unity of the children's team based on common interests and plans.
Taking into account the temperament of students, I suggest that for children of a sensory-receptive type, the tangibility of educational material, for example, through construction;
role-playing and didactic games. Intuitive - sensitive types of students are more interested in the general idea of ​​​​the subject, rather than details. Such children prefer to work in a small group and love discussions and dialogue. Schoolchildren of the intuitive-thinking type, on the contrary, respond to the lecture method of teaching. The nature of the activity in the lesson for them should be research or partially search, and the teaching methods should be problematic issues and situations. But the reproductive mode of activity is closer to the sensory-evaluating type of students. They feel more comfortable at such stages of the lesson as questioning and repetition of the material covered.

Application of technology to improve computing skills

allows you to achieve results in a very short period of time; The path to increasing the speed of calculations lies through reducing the number of errors; the simulator takes only a few minutes during the lesson. In order to eliminate gaps in knowledge, I use various forms of mental calculation.

Well-developed mental arithmetic skills are one of the conditions for successful education of children in high school. It is in the fifth and sixth grades that the foundations of teaching mathematics to our students are laid. I always conduct mental calculations so that the children start with the easy ones, and then gradually take on calculations that are more and more difficult. Fast computing methods also contribute to improving computing culture. They develop students’ memory, the speed of their reaction, and cultivate the ability to concentrate.

The most important means of developing students’ cognitive activity in mathematics lessons is also the method of using
entertaining tasks
. I divide all materials of an entertaining nature into three groups: a) materials that are entertaining in form;

b) materials that are entertaining in content; c) materials that are entertaining in form and content. The basis of the entertainment in the lessons is made up of tasks directly related to the program material, taking into account the impact on the mental activity of students. The uniqueness of an entertaining task serves as a motive for educational activity, developing and training thinking in general, and creative thinking in particular. Therefore, entertaining helps to introduce students to creative search and activates their independent and research activities.

By performing mental actions while solving non-standard problems, analyzing, comparing, synthesizing, generalizing, and specifying factual material, the student himself receives new information from it.

Thanks to the use of gaming technologies, various forms of mental arithmetic, methods of quick calculations and tables - simulators, solving entertaining problems, an interest and desire to learn and learn new things appeared.

Passion for a subject cannot be divided into “academic” and “non-academic”. An interest that once arises in a child must be supported by all available means, using any technology.

An important positive effect of using computer technology

in the classroom is to increase learning motivation. At the same time, the influence of new computer teaching aids on “weak” students is especially clearly visible; For many of them, working with a computer turns out to be the only step towards reviving interest in learning, an opportunity to achieve success. Schoolchildren willingly create presentations using additional material, the Internet, and their own knowledge of computer science.

To organize greater independence for schoolchildren, I use individualized forms of education.

Using them, I have the opportunity to organize work in such a way that each student completes his own task, different from others, taking into account individual capabilities. I distribute differentiated tasks according to level and degree of difficulty. These tasks are written on special cards. Most often, this form of training is used to check the degree to which students have mastered the material.

In order to show increased interest in mathematics, I conduct lessons - research,

in which the children independently put forward hypotheses, formulate statements to be proven, and guess how to use inductive and deductive reasoning.

In order to develop various types of competence in students: social, informational, cognitive, I practice lessons where the children work in groups. In each group, students discuss among themselves the general idea of ​​solving the problem, proposing various solutions, which may differ only in the sequence of finding unknown elements. I listen to all these proposals with equal respect, understanding that each group is faced with the problem of choosing a solution, and the problem of choice, as we know, is one of the most difficult creative problems.

An adequate assessment of one’s abilities and capabilities (including mathematical ones) contributes to the student’s informed choice of a further educational route.

With this approach, the student becomes the true center of the educational process. And, if during the lesson the students become interested in any issue and find non-standard ways to solve the problem, the teacher can make adjustments to the lesson plan. Only by seeing how a teacher gets out of a difficult learning situation, participating in the process of solving a problem and finding ways to find another solution, can a student learn to think, doubt, and get out of difficulties. Such co-creation in the classroom raises the teacher’s authority in the eyes of his students. By creating a situation of success for everyone, individualizing the approach to it, the teacher solves the problem of preserving the mental, and therefore somatic, health of the child.

Health is an integrative characteristic of a person, covering both his inner world and all the uniqueness of relationships with constantly changing environmental conditions. Accordingly, the culture of health is a combination of the following components: motivation for health and a healthy lifestyle, special knowledge and skills, principles of a healthy lifestyle.

I think that such vital skills as:

- ability to solve problems (resolve life situations);

- the ability to think creatively (explore various alternatives and various consequences of action or inaction, rely not only on your experience);

- the ability to think critically (recognize and evaluate factors that influence relationships and behavior);

- ability to communicate (establish interpersonal relationships);

- the ability to empathize (put yourself in the place of another, even in an unfamiliar situation);

— the ability to control emotions (awareness of one’s emotions, those of others, their influence on behavior and the ability to respond adequately);

- combating stress (the ability to identify sources of stressful situations, regulate stress levels).

You can implement these skills, for example, by solving word problems. Their content may reflect various aspects of a healthy lifestyle: anti-smoking, nature conservation, health care, personal hygiene and others.

For teaching younger teenagers, I actively use the reference notes proposed by V.F. Shatalov. Supporting notes are based on compact, unusual supporting signals, arousing the keen interest of children, encouraging them to actively work, search, and sharpen their attention to all the problems that come into their field of vision. All this contributes to the ability to notice the unusual in everyday phenomena and objects that have become familiar, which is one of the distinctive properties of talent.

The psychology of individuals emphasizes the importance of monitoring the internal dynamics not only of classes, but also of each student individually.

For example, one student demonstrates low results (in comparison with the class) on independent work and tests. At the same time, his homework is not distinguished by either the correctness of completion, or the accuracy of the notes, or the completeness of the explanations. However, he may be an active participant in various activities related to mathematics; in extracurricular activities - participant in Mathematics Week. This student can complete additional ingenuity, creative and practical tasks.

Another student, for example, is an active participant in all olympiads, conferences and competitions in mathematics. He is interested in studying mathematics, physics, computer science and ICT.

And the third student, for example, is a silent, modest and, at first glance, reserved person - a mathematician by mentality. I think that such a student can succeed in research tasks that involve lengthy and labor-intensive calculations, which do not frighten the student, but only stimulate interest.

It would seem that these are very different examples. But it is precisely from these different destinies that the mosaic of teaching work is formed. And the more light, color and childish joy in this picture, the happier the teacher.

Extracurricular activities of students

A further search for ways to enhance students’ cognitive activity led me to the idea of ​​conducting lessons and extracurricular activities based on student initiative. Among them, project activities occupy a special place. “Tell me - I will forget. Show me - I can remember. Let me do this myself - and it will be mine forever." This Chinese proverb perfectly characterizes the project method. In the process of preparing a project, students independently acquire missing knowledge from various sources, learn to use the acquired knowledge to solve cognitive and practical problems, acquire communication skills by working in groups, develop research skills (identifying problems, collecting information, observation, analysis, etc. .), systems thinking. When completing a project, schoolchildren find themselves in an environment of uncertainty, but this is precisely what activates their cognitive activity.

Another important feature of this method is that when mastering design technology,

students gain their own experience of intellectual activity. This method is actively used by me when organizing elective courses, elective courses and individual lessons with students. When developing programs, in thematic planning it is necessary to take into account which group the classes will be conducted with. These could be highly motivated students, students with learning difficulties, or students who want to prepare for successful exams.

Among the psychological and pedagogical problems of working with gifted children are the following:

— formation of adequate self-esteem of students; — protection and strengthening of physical and psychological health; — prevention of isolation of gifted children in the peer group.

Understanding that a tolerant person must have a high intellectual level, I organize extracurricular activities so that each child has an area for the application of individual creative forces. I systematically conduct individual and group lessons in mathematics outside of school hours, where I create conditions for joint creativity, promote the development of tolerance for other people’s opinions, foster respect for human dignity, and the spirit of partnership. I form groups for such classes based on the degree of passion for the subject. Various kinds of holidays and evenings dedicated to mathematics allow one to expand the usual scope of the subject: students get acquainted with a variety of additional literature and learn a lot of new and interesting things. The relaxed atmosphere of the holiday, its playful moments, the spirit of competition, informativeness and entertainment help to introduce the children to the subject.

Extracurricular activities help to better understand the individual abilities of students, identify gifted ones among them who show interest in mathematics, and in every possible way contribute to the development of learning motivation. To achieve positive results in extracurricular activities, I structure them taking into account the needs of students, combining voluntary participation with mandatory implementation.

In extracurricular work on the subject I use the technology of the project method,

which allows for collaborative learning, the use of Internet resources and modern information technologies.

The essence of the idea of ​​the project method is to stimulate students’ interest in certain problems that require possession of a certain amount of knowledge, and through project activities that involve solving one or a number of problems, show the practical application of the acquired knowledge.

While working on projects, children learn:

• select the necessary information from different sources;
• analyze the information received;
• systematize and summarize the obtained data in accordance with the assigned cognitive task;
• identify problems in various fields of knowledge;
• put forward reasonable hypotheses for their solution, conduct experiments;
• draw reasoned conclusions, build a system of evidence;
• statistically process data obtained by experimental and experimental testing;
• generate new ideas, possible ways to find solutions, formalize the results;
• work in a team, solving cognitive, creative problems in collaboration, while performing different social roles;
• master the art and culture of communication.

Creating conditions for students to acquire

positive social experience

I see the solution to the problem of merging the process of teaching and upbringing in the organization of research, active cognitive activity of students not only in the classroom.

The basis of my pedagogical credo in the educational process were the principles of a personality-oriented approach:

• principle of self-actualization;
• the principle of individuality;
• the principle of subjectivity;
• principle of choice;
• the principle of creativity and success;
• principle of trust and support.

This choice of approach in educating schoolchildren is associated with the desire to promote the development of the student’s individuality, the manifestation of his subjective qualities, and the formation of a positive self-concept.

The result of the positive impact of the student-centered approach on schoolchildren is a high and good level of education of students, the absence of offenses, a high level of development of self-government in the classroom, and their active participation in events at various levels.

When organizing the educational process, during class hours I rely on the characteristic features of a personally-oriented class hour, which distinguish it from the traditional form of conduct.

Ensuring high quality of organization of the educational process based on the effective use of modern educational technologies

I believe that the educational process is effective in mastering knowledge and mental development only when it contributes to the organization of students’ cognitive activity. The main task in the lesson is to arouse the student’s interest in the subject and awaken a desire to study it in the future. There are many ways and means to solve this problem.

Any technology used by a teacher should, in my opinion, implement the basic principles of pedagogical activity.

1. The principle of combining heterogeneous elements of knowledge on a subject into a system, which involves the creation of a convenient system for cognitive, analytical and project activities.
2. The principle of the formative influence of the educational process, which involves the formation of system-wide and subject-system stereotypes of thinking.
3. The principle of the complexity of the educational process and visual aids, which involves the inclusion of stages of cognition, experience and evaluation of the knowledge being studied, support of cognitive activity in subject, speech and modeling forms.
4. The principle of instrumentality, which involves providing support for the management of educational cognitive activity with the help of didactic means.
5. The principle of consistency, which presupposes compliance with the mutual correspondence of goals, content, forms, methods, means of teaching and evaluation of results.

One of them is the use of information technology

. The use of computer information technologies in the process of studying the fundamentals of science helps to increase the efficiency of the educational process in the field of mastering the ability to independently extract and present knowledge; independent choice of educational activity mode, organizational forms and teaching methods. In my practice, along with illustrative and explanatory teaching methods, I use a wide range of different types of educational activities focused on the active use of information technology as a tool of cognition, research, and design.

When teaching mathematics, I use the capabilities of the computer at all stages of the lesson: when explaining new material, consolidating, repeating, monitoring.

One of the forms is lessons - lectures using computer presentations that allow students to focus their attention on significant points of the information presented. A special feature of the use of computer presentations is the combination of oral lecture material with the demonstration of a slide film, which allows students to concentrate their visual attention on particularly significant points of the educational material.

The ability to use a computer in the learning process depends on the availability of educational software. They may provide learning in specific subject areas or support different types of learning activities. These are the so-called pedagogical software tools. These include training programs, simulator programs, monitoring, information and reference, modeling, demonstration, educational and game programs and other types of programs. Large visual material, legibility, clarity of images, varied arrangement of text on the screen - all this increases the efficiency of information perception.

Information technology allows us to solve another problem. In class, students quickly analyze the conditions of a problem and solve it, but when doing a test, a significant part of the class cannot solve a problem similar to it, not to mention a problem of a creative nature. And this is understandable: during the lesson they were guided by the teacher’s instructions, and not everyone can organize their actions independently. Moreover, if with traditional teaching the teacher has the opportunity to judge the correctness of the work of each of the students in the class mainly by the final result, then when using computer technology the teacher has the opportunity to control every step of the work of each of the students in the class using special programs. In simulator mode, such products indicate the student’s mistakes, provide the correct answer, as well as the necessary theoretical material on the topic.

In addition, the teacher, using ICT, can create his own demonstration programs, models, and games. Such effective developments form a positive attitude of students towards learning, suggest an unobtrusive way of providing assistance, and the ability to choose the individual pace of learning for students, taking into account their characteristics of learning.

Educational computer programs make it possible to provide illustrations of the most important concepts in a mathematics course at a level that provides qualitative advantages over traditional learning methods. They are based on a significant increase in visibility, activation of the student’s cognitive activity, and a combination of mechanisms of verbal-logical and figurative thinking. Such developments make it possible to differentiate learning activities in the classroom, activate the cognitive interest of students, develop their creative abilities, and stimulate mental activity.

In addition, I try to help schoolchildren learn methods of transforming intellectual energy into creative energy. To do this, in my opinion, students, first of all, must have knowledge of the scientific (rational) organization of labor. The children listen with pleasure and interest to recommendations on how to remember better and how to organize information correctly. They are interested in learning what the features of thinking, memory, imagination are, and how conscious and subconscious actions to assimilate material are combined. In other words, during the lessons I try to teach

learn
them in accordance with the objective laws of personality development, as well as taking into account individual characteristics. I help not only to mechanically acquire a large amount of knowledge on a subject, but also to create a need for self-development and increase learning motivation.

The use of problem-based learning technology is of great benefit in solving problems .

Gradual mastery by students of the system of creative mental actions leads to the accumulation of abilities, skills, experience of such actions, changes in the quality of mental activity itself, and to the development of scientific thinking.

As the basis for organizing the process of problem-based learning, I put the principle of the student’s search educational and cognitive activity, the principle of his discovering the conclusions of science, methods of action, inventing new ways of applying knowledge in practice, under various conditions I create problem situations of various levels of complexity, all this is aimed at developing flexibility of thinking , independence of mind, activation of cognitive activity of schoolchildren.

When working on a project, the guys research, study the conceptual apparatus on the topic, accumulate an information base, which they draw both from traditional sources (books, scientific journals, periodicals), and from the Internet, educational disks, electronic reference books and encyclopedias.

Another way to pose a learning problem in the classroom is through introductory dialogue. Its essence lies in the fact that step by step, through a system of feasible questions and tasks, I lead students to formulate the topic of the lesson. The structure of the introductory dialogue can include both reproductive tasks (remember, do what is already familiar) and mental tasks (analyze, compare). But the last question will necessarily be associated with a generalization, and the answer to it will be the formulation of the topic of the lesson.

The third way to pose an educational problem is to communicate the topic of the lesson in a ready-made form, but using a motivating technique. To do this, I use the “bright spot” method, which consists of telling students intriguing material (fairy tales, the adventures of a favorite character, a fragment from fiction).

A good material and technical base, a modern computer class, equipping mathematics classrooms with computers and software, and the presence of a local network at the school allow the widespread use of information
and communication technologies
.

The computer in the classroom is a pedagogical reality that has firmly entered our lives, while I consider the computer as another addition to the learning process, and not a teaching tool that replaces the teacher and textbook.

The multimedia system helps to provide:

• visibility of the material, including through sound, color, movement;
• accelerating the pace of the lesson;
• freedom to constantly experiment in order to improve teaching methods;
• consistent nature of learning due to the systematic accumulation of visual electronic aids, allowing you to easily return to familiar ones at any time, emotionally

colored images of the material covered.

Tests using a personal computer are very popular among students. This arouses the interest of schoolchildren, saves time in class and increases motivation for learning. Testing using a monitoring program is carried out on the basis of a computer or mobile classroom, which allows you to work with each student at his intellectual level, without causing negative emotions on the part of the students. Control program –

a didactic tool that provides, in a short time, high-quality and objective comprehensive and diagnostic control of the assimilation of the studied material.
The main purpose of monitoring programs is
to quickly identify the levels of knowledge of all students in any amount of educational material
-
sections, chapters, topics.

Identifying and assessing knowledge using monitoring programs has undeniable advantages.

In –

first, a huge time saving.
In one lesson without the use of computers, the teacher will be able to evaluate 5 -
6 average-performing students. During the same time, but using computers, all students will undergo a knowledge test.

In –

Secondly, the student shows complete independence in his work: he himself displays the question on the display screen, thinks about it himself, formulates or chooses an answer to it himself, and each one at his own, individual pace.

IN –

thirdly, the special psychological state of schoolchildren. It manifests itself in relation to the computer, in joy (when receiving an excellent grade), in grief (when receiving a bad grade).

Project and research activities in the professional field

The new century is characterized by a period of transition to an information society, in which the majority of workers are engaged in the production, storage, processing and sale of information, especially its highest form - knowledge. In such a society, a person will be required to be creative, and the demand for knowledge will increase.

In order to make a school competitive in the educational services market, it must produce a product that is in demand. Information culture and computer literacy of students can become such a product. Today there is a great demand for competent specialists who are able to find and process information and solve various problems using a computer.

There is no doubt that in the modern world, any school graduate should be able to quickly find, analyze and correctly use information from the Internet, work with databases, and have other similar skills. Speaking about the requirements for the conditions for the implementation of basic educational programs, we name computer classes connected to the Internet, multimedia projectors, access to electronic libraries and databases as mandatory attributes of the educational process.

In order to move this colossus, we need specialists, and therefore, for starters, teachers who can train these specialists.

It is necessary to take into account as much as possible what is absolutely necessary for a modern person to be successful. In order to achieve the goal and fulfill the objectives of the program, it is necessary for projects to “work” and begin to be implemented.

When building the school’s information space, we use approaches in which we try to combine as much as possible the efforts of specialists operating industry-specific software from various manufacturers, eliminating duplication of functions (which is typical for horizontal integration), and also develop new solutions in the absence of ready-made solutions that meet the integration requirements .

For example, all subjects of the educational process participate in the creation and operation of a school portal.

1. Each teacher is like a creator of a presentation, a developer of lessons and educational complexes.
2. Each student - when doing homework using a PC, presentations, participation in competitions, including Internet competitions.
3. Parents as a source of news, experts, and to provide feedback.
4. The school administration is a generator of ideas that monitors, evaluates, manages, and adjusts programs.
5. System Administrator – provides technical support.
6. Tutors – train teachers, parents, and participate in filling out the website.

I don’t think that thanks to new information technologies, we have the right to demand that students achieve certain super results in the educational process. However, new technologies provide new opportunities for developing personal potential and ensuring the success of school graduates. It is no coincidence that the second generation Federal State Educational Standard - and this is a fundamental difference from previous developments - puts the personal result of education at the forefront.

I am convinced that electronic resources - of course, verified from a scientific and methodological point of view - are advisable to use within the framework of educational and methodological complexes, including both textbooks and other materials on paper, and electronic support placed on CDs and in the Internet.

It is only important to remember that everything is good in moderation.

We must not allow what was intended as a benefit and help to become an obstacle to development, an end in itself, or harmful to health.

For the successful transition of the process of computerization of schools to informatization of the educational process, many conditions must be met. The main thing is that the teaching staff must be psychologically and intellectually prepared to work with complex computer, office and multimedia equipment.

And in conclusion, I would like to say that a teacher ceases to be a teacher when he stops learning. In order to be a modern teacher, to keep up with my students and colleagues, while being in continuous professional development, I undergo course training in the system, participate in seminars, attend conferences, and summarize my own experience at various levels.

And for the future, a logical continuation of ensuring the continuity of one’s own professional development is testing one’s own work system in the professional community. Generalization and dissemination of pedagogical experience in various forms: open events (lessons and extracurricular activities), publications in pedagogical and scientific publications, cooperation and social interaction with various structures, participation in pedagogical conferences and seminars and other forms.

Working at school, if it is not just a way to make money, becomes a lifestyle, a way of thinking.

Mathematics teacher, secondary school No. 1

Nizhnekamsk

Vasilyeva S.A.

22

About success

“People often comment that I am quite lucky. Success only matters because it gives you the opportunity to sell yourself. After that, all you have to do is have talent and know how to use it” (Frank Sinatra).

“You can have everything you want in life if you just help other people get what they want.” - Zig Ziglar

“The endless desire to be the best is a man’s duty. Everything else is in God’s hands” (Mahatma Gandhi).

“You were born to win, but to become a winner you must plan, prepare for and expect to win.” - Zig Ziglar

How to combine clothes: a guide and style tips using the example of Instagram stars

We decided not to throw away the old table, but covered it with pieces of glass: photo

Make way for spring! March is coming, to whom will it bring love? Forecast for zodiac signs

“He who wants to become rich in a day will be hanged in a year” (Leonardo da Vinci)

“How pitiful is the one who does not know how to wait! Do wounds heal immediately?” (William Shakespeare)

“Remember that failure is an event, not a person” (Zig Ziglar)

“Luck is not an accident, it is work. Fortune's smile must be earned" (Emily Dickinson)

UDC 37.013.73

Extracurricular activities in primary school as an integral part of the educational process.

Author: Doktaeva Violetta Vladimirovna - Russian Federation, Elista, Kalmyk State University named after B.B. Gorodovikov, student.

Author: Doktayeva Violetta Vladimirovna – Russian Federation, Elista, Kalmyk State University named after BB Gorodovikov, student.

Abstract: In this work I consider extracurricular activities in elementary school. Since in the modern world, with the introduction of new standards in Russian schools, the place of extracurricular activities has radically changed, since it has received the status of an almost equal member of the educational process along with the classical curriculum.

A annotation : In this paper I consider extracurricular activities in primary school. As in the modern world with the introduction of new standards in Russian schools radically changed the place of extracurricular activities, as it received the status of almost equal member of the educational process along with the classical curriculum.

Key words: extracurricular activities, Federal State Educational Standards of NOO.

Key words: extracurricular activities, Federal State standard of primary General education (FSES NOO).

Currently, the position of the teacher is changing dramatically. He becomes not only a teacher, but also an educator, and this is primarily due to the fact that only a teacher with the position of an educator can carry out the value self-determination of children, which is so necessary in the modern world. Education at school should take place only through the joint activities of adults and children, children with each other, in which the only way children can assign values. However, education cannot be reduced to any one type of educational activity; it must permeate all types:

• · educational (within the boundaries of different educational disciplines)
• · extracurricular (artistic, sports, leisure, communication, labor, etc.) activities.

The current trend in the activities of educational institutions is the improvement of extracurricular activities.

Extracurricular activities are an integral part of the educational process at school. These are organized and purposeful activities for students conducted by the school outside of school hours to expand and deepen knowledge, skills, development of independence, individual characteristics, as well as satisfy their interests.

The study of extracurricular activities was carried out by such scientists and teachers of the past and present as N.A. Berdyaev, D. B. Grigoriev, V. I. Kazarenkov, A. S. Makarenko, V. N. Soroka-Rosinsky, V.A. Slastenin, S. T. Shatsky, N. A. Shchukina and others.

A. S. Makarenko, V. N. Soroka-Rosinsky, S. T. Shatsky and other teachers considered extracurricular work as an integral part of personal education, based on the principles of voluntariness, activity and independence [1].

Teachers such as G.N. Akvileva, N.M. Verzilin, N.K. Krupskaya, V.N. Kuznetsova, V.M. Pakulova and others also paid attention to extracurricular work [2, p. 9]

The development of the scientific and pedagogical foundations of out-of-school work with children was carried out by N.K. Krupskaya, who wrote a number of fundamental works that provide a scientific basis for the organization and activities of out-of-school institutions: “More attention to out-of-school work with children”, “On children's libraries”, “On children's cinema” "and others [3]. N.K. Krupskaya recommended conducting extracurricular work in a number of main areas, which included: political, educational and socially useful work, classes in labor and technology, extracurricular reading, artistic creativity, excursion, naturalistic, physical education and sports work and games.

Now the problem of extracurricular activities is still relevant today, because The pedagogical process is not limited to teaching. In the context of the implementation and transition to the Federal State Educational Standard, special attention and importance is paid to the educational activities of schoolchildren during extracurricular hours. Extracurricular activities are an integral part of the educational process at school, one of the forms of organizing students’ free time. Extracurricular activities play a special role in the education of students in accordance with the Federal State Educational Standard for Primary General Education (FSES NOO).

Extracurricular activities are organized to meet the needs of students for meaningful leisure, their participation in self-government and socially useful activities. A properly organized system of extracurricular activities can maximally develop or shape the cognitive needs and abilities of each student, which will ensure the education of a free personality. Raising children occurs at any moment of their activity. However, it is most productive to carry out this education in your free time from studying.

In extracurricular activities, conditions are created for the development of the child’s personality in accordance with his individual abilities, cognitive activity, moral personality traits, and communication skills are formed, and the foundations are laid for the child’s adaptation in a complex world as an intellectual and harmoniously developed member of society.

It is worth noting that extracurricular activities are mandatory for school, and the child has the right to choose. Extracurricular activities allow the child to choose an area of ​​interest and develop their abilities.

School after school is a world of creativity, manifestation and disclosure by each child of his interests, his hobbies, his “I”. After all, the main thing is that here the child makes a choice, freely expresses his will, and reveals himself as a person.

It is important to interest the child in activities after school, so that school becomes a second home for him, which will provide an opportunity to turn extracurricular activities into a full-fledged space for upbringing and education.

In September, our group had an internship at the Kalmyk National Gymnasium named after. A.Sh. Kichikova". My classmate and I were assigned to class 4 “A”. There are 27 people in the class: 18 boys and 9 girls. The teacher introduced us to the class, and we, in turn, met the children. But we had the opportunity to get to know the children even better thanks to the extracurricular activities that we carried out in practice. We held 2 events with the children: “Experts of traffic rules” and “Golden Autumn”. Our surprise knew no bounds, since the guys, in the games and competitions that we held with them, showed us a completely different side. The children actively participated and showed abilities that we didn’t even know about. They willingly agreed to the roles we offered them. The guys made the sets and costumes themselves. Thanks to these events, we became even more friends with them. By the end of practice, the kids didn't want us to leave.

Thus, the need and importance of extracurricular activities is becoming more and more clearly visible every year. A modern school, despite all the costs and difficulties, is built as a developmental, personality-oriented school. This means, therefore, it is necessary that children spend the whole day at school, where after classes they will engage in extracurricular activities.

The most optimal way to conduct extracurricular activities is a game form of conducting a lesson. This type of activity is more natural for a child, which makes it possible to present information to a younger student in a more accessible way by simulating the corresponding situation. Classes are conducted in the form of excursions, clubs, sections, round tables, conferences, debates, quizzes, festive events, classes, school scientific societies, olympiads, competitions, search and scientific research. By attending such classes at school, children adapt better among their classmates. Activities in such classes are aimed at each child, which helps to reveal his abilities.

Bibliography:

1) Modern dictionary of pedagogy / Comp. Ropatsevich E.S. – Mn.: Modern. word, 2001. – p. 110

2) Golovanova N. F. Educational space of extended day - St. Petersburg: Detstvo-press, 2002. - 160 p.

3) https://www.detskiysad.ru/ped/ped223.html

4) Ogorodnikov A. A. Educational work in extended day groups (grades 1-4): book. for the teacher. – M.: Education, 1989. – 143 p.

List of references:

1) Modern dictionary on pedagogics/Comp. The Rapatsevich ES – Mn.: Modern. word, 2001. – p. 110.

2) Golovanova NF Educational space after school programs - SPB.: Childhood press, 2002. 160 p.

3) https://www.detskiysad.ru/ped/ped223.html

4) Ogorodnikov AA Educational work in groups of the extended day (1-4 classes): kN. for a teacher. – Moscow: Education, 1989. – 143 p.

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