Children, of course, are interested in the success of their squad, the results of sports and creative events, they love to read the witty advice of educators, to find out what will be interesting in the life of the squad in the near future. This and many other things are told by the detachment corner (or squad corner, if there are a small number of children in the school health camp). The detachment corner is sometimes called a diary or information book. But the meaning is the same - it reflects the activities of the detachment and its participation in the life of the camp. The detachment corner is designed to develop the activity of the children, diversify their knowledge, help in the education of good taste, teach the culture of design, arouse interest in the life of their team.

The Squad Corner is the place where the Squad works and the stand that reflects the life of the Squad. Here are presented the successes and victories of the detachment, their fantasies, ingenuity, skill, this is a kind of newspaper, and constantly active, lively, creative.

The design of the detachment corner should begin primarily with its name. And its name is most often the name of the detachment.

Unit names and mottos

Prometheus.

"Always burn like Prometheus,

Light a fire in people's hearts!"

Friendship.

“Strengthen the word with deed,

Warm up the matter with friendship,

Keep friendship faithfully!

Youth.

"We'll never be 60,

And only 4 to 15!”

Smile.

Pinocchio.

"I want to know everything!", or

“Poke my nose into any question!”

Edelweiss.

"Always forward, always on the road -

We want to find our edelweiss!”

Rhythm.

"Decide! Search! Create! Dream!"

In the rhythm of the century - to be a man!

This is the only way to live "Success!"

Olympians.

"One for all and all for one!"

Elusive.

"You won't catch us!

You won't find us!

You won’t fool the elusive!”

A lion."It's easy when we're together."

A B C. "Vanguard of fighting and cheerful."

Ants.

"More deeds, less words, -

Just like that with ants!”

Pirates.

“Our motto is four words:

You drown yourself - save another!

Rainbow.

"Be friendly all the time,

Like a rainbow of colors!

Brigantine.

"Let there be no boredom

On board the brigantine!”

Yeralash.

“In the morning, use the motto:

"Be prepared for any surprises!"

Cabin boy.

"Jung will become a captain,

Let's just grow up!"

Caravel.

Believe in luck, and that's it,

Long live the wind

which in the face!

Juventa.

Juventa is Greek for youth.

And youth is us!”

Seekers.

“It’s time for us to open secrets undiscovered!”

fiery. “The more difficult the goal, the more joyful the victory!”

The best.

“We are just super, just class,

And everything will work out for us.

In all matters we are waiting for success,

After all, we are the best in the world!”

Helios. "More sun, more laughter,

More creative success.

If we are together -

Sadness and boredom are not terrible!

Sleepwalkers.

"We walk at night, we walk during the day,

We never get tired!

Fireflies.

“Though our light is small and we are small,

But we are friendly, and that is why we are strong.”

Winnie the Pooh.

"Though you burst, even though you crack,

Winnie the Pooh comes first."

Smile.

“Living without a smile is just a mistake.”

"Smile everywhere - goodness everywhere."

Dandelions."We stick together so we don't get blown away."

Orange.

"Like slices of an orange,

We are friendly and indivisible."

Robinsons.

We don't need nannies

We are islanders!

Smeshinka.

“It’s better for us to burst with laughter,

Than die of boredom.

Fontanelle.

Our friendship is so pure

Like a spring of water."

Rays.

"Sun, sun,

We are your rays.

Be good people

You teach us."

Vertical. “Live, strive vertically upwards!”

Aelita."All paths are open to the girls of Aelita."

Provocative.

“Zadorny has a motto:

Where it is more difficult - strive there.

Sparkles.

"The spark leaves the one

Who himself burns brightly.

“(Romantics, enthusiasts, dreamers)

REM is always moving forward

REM is nowhere behind.”

Ducklings.

"Never lose heart

Keep your beaks up!"

Bold.

"Only he wins

Who strives forward

Victory comes only to the brave!

Danko.

"Take your heart

Light it up boldly.

Give it to the people

To burn forever!

Optimists.

"Sing a song

joke always,

Never lose heart!"

Tomboys.

"Without pranks, perhaps,

And life has become more boring.

Restless.

"Boredom, laziness out of life!"

This is how Restless lives.

Cheerful.

"Whining and crying in the corners

It's just a shame for the reluctant."

Well done. “We are cheerful messengers, and therefore well done!”

Headings of the detachment corner

Here are a few tips to help you design your team corner:

a) the corner should be “speaking”, that is, the content and its headings should change;

b) the corner should reflect various aspects of the detachment's life (self-service, sports, participation in camp life, awards, birthdays, prospects);

c) children should also take part in the design of the corner and updating the content of the headings. In the work on the creation, as well as in the camp shift itself, three periods can be distinguished: the organizational period, the main period, and the final period. The task of the counselor is to monitor the timely replacement of some rubrics with others, depending on the shift period.

So, for example, in the organizational period in the detachment corner there may be such rubles as:

a) "This is our camp" ( brief information about the camp)

b) congratulations on the opening of the shift;

c) camp laws;

d) the order of the guys from the last shift;

e) camp song;

f) plan for the day and other headings at the discretion of the teacher. During the organizational period, you can hold a competition for the best design of the corner. The creative group selects the best proposals, discusses and makes a layout of the corner in accordance with the new name and motto, revealing the idea of ​​​​the content of the name of their squad.

During the main period of the shift, the detachment corner can reflect such daily activities as:

- competition;

- preparation for detachment and squad affairs;

- participation in creative reviews, competitions;

- preparation for the duty of the detachment, duty;

- the life of the squad;

- encouraging children.

In the final period of the shift, the heading “How we lived” with photographs or notes from the guys about the days they lived can be presented. Many educators fix a piece of drawing paper next to the detachment corner with the inscription "And in the end I will say ...", and the children write goodbye to each other and to the camp wishes.

We offer the following categories

Calendar

Change plan. (Grid plan. Firewood is our business. It’s not evening yet. Not a day without a joke. Cheerful paths of summer. Our strategy. Breakfast, etc.)

Today. (Start the day with Sprite. Today at our campfire. Boring day until evening, if there is nothing to do. And today we have ... Today.)

Congratulations. (Hip-hip-hooray!!! Maestro, music! Kiss on the cheek.)

Sport. (From start to finish. Right in the ring. Our hundred meters. To spite the records. Physical training.)

Daily regime

Squad list. (Meet us, this is us. Our party. Ba, all familiar faces!)

Behind the hill. (In other detachments. Over the mountains, over the valleys. And at this time at a neighbor ...)

Our song. (And we sing ... Come on, sing a song to us, cheerful wind ... Musical gramophone.)

Our achievements. (The country must know its heroes. Our ups.)

All sorts of things. (Do you know what?.. Anything and everything)

Very Important Information. (News. Soon in the detachment. What they write in the newspapers.)

Have you heard that ... (Like flies, here and there rumors circulate in the corners. About that ...)

Book of complaints and suggestions. (Barrel of complaints and suggestions. Lake of trust. Squad mail.)

Squad laws. (Everyone should know this for sure by "five".)

Squad Laws

Each unit should have its own traditions. Here are the most popular and fun laws that guys really like:

1. You will chase after two educators, you will not catch a single one.

2. Hurry up - you will make the whole squad laugh.

3. The teacher is the head of everything.

4. I saw, I heard - remember, you will report.

5. They call to eat - go, if they don't call - ask, it's not a shame.

6. If you want to eat - know how to spin.

7. Ate it yourself - help another.

8. If you have not received food, it means that the Oblomingo bird visited you.

9. From morning to evening, educators are with you, and at night you are engaged in CARIES.

In the interchangeable heading "Congratulations!"

It turns out that you can congratulate the guys not only on their birthday or on winning competitions, but also ...

- all of us with the fact that we generally woke up today,

- with the first day of summer:

- all-all-all with a well-lived week in the camp;

- all those to whom the weather was favorable in the morning and allowed not to visit the all-camp event so beloved by everyone, called exercise;

- with the first rain in the camp;

- all of us, loved ones;

- all of us with a good mood of educators;

- all with a full last day of the shift;

- all with the last Sunday of the shift;

- all-all-all with the morning shower and the day of Neptune;

- all lovers of food - with the last breakfast and lunch;

- all visitors to creativity circles with their closing in the shift.

In the heading "Time!"

the weather and what the mood of the detachment is, the counselors and the guys come up with what time it is:

- to be on duty in the dining room;

- clean up the area

- make legs;

- reel in fishing rods;

- collect lost things;

- pick flowers of pleasure;

- to seize the moment;

- play the flute;

- compare watches;

- swell with hunger;

- make promises

- dry the oars.

Commandments of the leader (educator)

1. Accept everything that is in the child (except for what threatens his life and health).

2. Seek the truth with your child.

3. Try not to teach your child anything directly - learn by yourself.

4. Sincerely admire everything beautiful that is around.

5. Consider your core pedagogical method mindful observation of the child.

6. Remember, the serious is destroyed by laughter, laughter by seriousness.

7. Remember that you exist for the sake of the child, and not for the sake of you.

Commandments of the Educator (by David Lewis)

1. Take your child's questions and statements seriously.

2. Show unconditionally that he is loved and accepted unconditionally, that is, as he is, and not for success and achievements.

3. Help him make his own plans and decisions.

4. Do not humiliate the child, do not let him feel that he is somehow worse than you.

5. Teach your child to think for himself.

6. Praise the child only for specific successes and actions and do it sincerely.

7. Give your child the opportunity to make their own decisions and be responsible for them.

8. Teach your child to communicate with adults of any age.

9. Develop in your child a positive perception of his abilities.

10. Encourage your child to be as independent as possible from adults.

11. Believe in the common sense of the child and trust him

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I, Stashevskaya Olga Yuryevna, a student of group 91no of the 3rd year of the specialty 2 010201 "Primary education", had an internship in the children's health camp "Solnyshko" (Lida district) during the 3rd shift (beginning of the camp - Eismont G.I. , senior teacher - Kasporskaya O.A.) from July 22 to August 8, 2014.

Tasks that are solved in the process of this type of practice:

Acquisition of skills independent work with the children's and youth team in the conditions summer holidays;

Mastering the content and various forms and methods of health and educational work during the summer period; protection of life and health of children;

Development of a responsible and creative attitude to educational work with children and adolescents.

Summer practice includes the following activities:

Organizational pedagogical work(acquaintance with working conditions, internal regulations, traditions of the camp, with the composition of the detachment, checking the degree of readiness of children to leave for the camp, talking with parents, drawing up a work plan for the detachment, forming self-government bodies and working with them);

Studying the specifics of the manifestation of age and individual characteristics of pupils, their state of health, living conditions and upbringing;

Organization of collective creative activity in all areas of education (in the field of developing the cognitive interests of children and adolescents, moral, aesthetic, labor education, sports and recreational work, etc.);

regime organization, active rest children, carrying out sanitary and hygienic work and self-service work;

Carrying out individual educational work with children and adolescents.

In the process of practice, I must master the following skills:

Determine the goals and objectives of recreational work with children and adolescents in the camp;

To draw up a plan of health-improving and educational work for the camp shift and for every day, taking into account the interests and individual characteristics of children;

Organized self-management in the team and direct its activities; create conditions for the development of amateur performance of children and adolescents;

Organize a variety of activities for children and adolescents (gatherings and talks about humanism, mercy, friendship and camaraderie, about the culture of behavior; drawing competitions, festivals of songs and dances, talks about art, evenings of poetry, fairy tales; holidays of the forest, birds, bonfires; labor landings and operations for the improvement of the camp, the collection of medicinal plants; collection of natural and local history material for exhibitions; protection of natural resources; sports competitions and holidays, etc.);

Combine individual and collective work with children;

Use the whole system of possible pedagogical influences in the conditions of the camp, taking into account the age and individual characteristics of children and adolescents;

Establish pedagogically correct relationships with children and adolescents, with colleagues;

Pedagogically comprehend and anglicize the experience of one’s own pedagogical activity.

1. GENERAL INFORMATION ABOUT THE PLACE OF PRACTICE

The camp "Solnyshko" is the property of the MA of the Lida District Executive Committee, and this camp is financed by it. The activity orientation of the camp is the creation of favorable conditions for a good rest and the improvement of children's health during the summer holidays. The camp was located in the forest area of ​​the Dokudovo village, 15 km from the city of Lida. The camp "Solnyshko" is bordered by the "Sputnik" DOL, which belongs to the shoe factory in Lida, a little further there is the "Rainbow" sanatorium, which is the property of the Lida Lakokraska.

As mentioned above, the "Solnyshko" DOL is located in the forest, not far from the Neman River, so the children breathed clean, fresh air. Beautiful nature, fresh air, birds singing created a good mood and a feeling of happiness among the children and camp workers.

There were 2 dormitories for 5 detachments. The buildings were located in the central part of the camp. In the first building lived children from the first and second detachments, their educators, floating instructor, physical education instructor, and there was also an assembly hall (2nd floor), a dining room (1st floor). In the second building lived the children of the third, fourth and fifth detachments, their educators, the senior counselor and the teacher-organizer, there was also a first-aid post (1st floor). Near the first building there were showers (separately for boys and separately for girls), opposite the first building there was a platform for the ruler. A little further from the second building was the administrative building, where cleaners, cooks, a doctor, a nurse and other camp workers lived. Behind this building was a football field, and along the main path was a playground.

A separate sleeping building was a two-story brick building with an emergency exit on the second floor.

My detachment was located on the 1st floor of the dormitory building No. 2 (3 rooms for girls and 4 for boys, medical center). Each room for children had 5 beds. In some rooms, the beds were arranged one after the other, without gaps, so that the children slept in somewhat cramped conditions. In addition to the beds in the rooms there were 5 bedside tables and a wardrobe with a large mirror. There were not enough bedside tables for everyone. Some rooms had 3 bedside tables for 5 people. As for the teacher's room, where I lived, there were five beds, almost one on one, three bedside tables and a narrow closet, that's all. It was good that there were several tables in the hall where one could write plans and fill out documentation.

On each floor there were wash basins (5 each) and toilets (2 each) separate for boys and girls. In the case of hot water was only in the evening and then not always. But in the showers there was hot water around the clock, there were never any problems with taking a shower. This is a huge plus DOL "Solnyshko", as I know that in the neighboring "Sputnik" showers do not work.

The dining room is large, designed for 38 tables. Distribution is in the hall, which is made by cooks with the help of several people on duty at the camp. Many thanks to our dietitian and our chefs. At the beginning, the children ate practically nothing, since the parental reserves were not yet exhausted.

The auditorium is quite spacious. There is a stage, light music, benches, a huge number of chairs, several tables, the equipment often failed. The scenery on the stage is poor and old. In principle, I did not notice anything more in this camp.

As for the shifts, their duration is 18 days and the number for the entire summer period is 3.

For the entire summer period, 3 shifts of children lasting 18 days each rested in the camp. Total number of children: 156, ratio of boys and girls: 50/50. In total, during the 1st shift, 5 detachments were involved: the first (14-17 years old), the second (12-13 years old), the third (10-11 years old), the fourth (9-10 years old), the fifth (7-8 years old). a huge number of children from the orphanage, from guardian families came to the “Solnyshko” recreation center. Detachments were formed according to the age factor.

Total there were 17 teachers at the beginning of the shift (3 people for the first, second, third teams, 2 people for the fourth and fifth teams, plus a senior teacher, a fizruk and plavruk, a muzruk). There were no substitute teachers, circles (pioneerball, football, tennis) were led by a physical education teacher.

In addition to emergency meetings, the Pedagogical Council met 2-3 times a week. At regular meetings, the responsibilities of the educator for the time of the shift and for the upcoming events were explained and clarified. Urgent teachers' councils met about detachment violations of discipline, the camp charter and the incorrect behavior of educators.

My work continued from 07/22/2014 to 08/08/2014 as an educator of the 3rd detachment.

There were 2 other teachers with me.

Cherepanova Tatyana Olegovna - teacher of English language at school number 17. When I first saw her, to be honest, I was delighted. She is young and it turned out to be easier for me to find with her mutual language. She approached everything strictly, wrote everything down and helped me in many ways.

Lavrik Marina Stanislavovna - musician. She is a teacher of the 1st category. I was very pleased to work with her. She has 12 years of experience in the camp. She knew how to interest children and taught me a lot.

I have been very lucky with my teaching partners.

teen camp health educational

2. DETAILS ABOUT THE SQUAD

Our squad "Smurfs" at the beginning of the shift consisted of 35 children: 20 boys and 15 girls. The total number of children at the end of the shift is 24 people. Average age children 10-11 years old.

None of the children of my detachment is a member of one or another children's organization. I do not know what it is connected with. Perhaps with the fact that they give more preference to sports sections, various kinds of circles, music and art schools, etc. The cultural and cognitive level of the children of my detachment was quite high.

The pedagogical leadership of the detachment was carried out with the help of methods of encouragement and punishment. The most terrible punishment for my children was the prohibition to go to the disco. None of the children of my detachment is a member of one or another children's organization. I do not know what it is connected with. Perhaps with the fact that they give more preference to sports sections, various kinds of circles, music and art schools, etc. The cultural and cognitive level of the children of my detachment was quite high.

By using various techniques and games in the detachment were chosen by the self-government bodies. Detachment commander - Evgeniy Pugatsevich. His duties included reporting at the ceremonial lines dedicated to the opening and closing of the camp shift, as well as at major sporting events. Deputy commander - Orekhvo Nastya, the main assistant to the detachment commander. There was also a sanitary post, creative, sports, intellectual groups, in which children were distributed according to their abilities.

Goals and objectives of the asset

An asset, as a form of children's self-government for the protection of rights and interests, operates in order to:

Assistance in holding recreational, cultural events and creative activities;

Creation of conditions in the camp for the development of the physical, creative and intellectual potential of children;

Assistance in creating a favorable psychological climate.

Rights and obligations

Each member of the asset has the right:

Participation in the discussion of all camp affairs and free expression of one's opinion;

To protect their rights and interests.

Each member of the asset must:

Responsibly perform the assigned work;

Observe the laws of communication and culture of behavior.

Squad structure

Smurf squad

Democratic principles of relations prevailed in the collective, that is, we tried to organize collective activity in which we ensured the active, equal participation of all members of the detachment.

Nothing brought children together like camp events. During the first week, the guys established relationships, found stumbling blocks, learned about each other through games and competitions. Our first game was especially effective - acquaintance, where everyone talked about themselves from the point of view that I am not like the others in this quality, none of those present have these skills.

There were no leaders in the detachment as such. The children became friends from the first day, at first, however, the girls shunned the boys, but later several couples formed in the detachment. Moreover, in meeting with the guys, the girls took the initiative into their own hands.

In the first days of living together in the detachment, when the children did not know each other, small contact groups began to form in rooms. Later, when the children began to get to know each other better, to recognize the interests of other children, their desires, inclinations, gradually these groups began to feverishly re-form. It was possible to single out several contact groups according to interests (for boys): lovers of chess and checkers, lovers of basketball; football lovers.

For girls, this division can be made as follows: disco fans; fans of pioneerball; lovers of whispering with a friend.

In the early days, the children's behavior was far from ideal. And this is understandable, a new team, isolation from the school. Children hid their “true face”: they hid negative character traits and habits. A week later, some individuals began to express dissatisfaction, some irritability appeared. Many children wanted to go home to their mother. Such a change in mood can also be explained by the fact that the children who found themselves in new living conditions had to adapt to the day regimen existing in the camp.

5 days before the end of the shift, almost all children had elevated mood: the approach of parting was felt. There was a decrease in business activity, i.е. the guys who used to take an active part in games, contests, programs with pleasure, now simply refused to participate. Not even persuasion helped. Discipline also "limped". With each passing day, it was more and more difficult to arrange the children for exercises, for the dining room, for the assembly hall.

During sports competitions and competitions (football, pioneer ball, 2 captains, relay races) between the teams, the guys who were not included in the team actively supported their team. Banners, drums were carried out on the field, and the fans tried to shout over each other. If, for example, my guys beat the guys from another squad, they immediately expressed stormy joy with screams and shouts

True, not everything was so smooth. Could not do without conflict situations both in the camp and in the detachment. In the detachment, these were mostly minor skirmishes: they didn’t share something, someone called someone a name or took something away. After all, it doesn't happen without it. All this was stopped instantly. Basically, we just separated the conflicting parties in different directions, found out the cause of the conflict and resolved it with words and persuasion, putting everything in its place. Sometimes there were even small punishments.

1) So, deviant behavior of Alexandra's Feeder took place.

She could beat other girls and boys, not go to the canteen, not attend the line, tried to escape from the camp 2 times, ran to a neighboring camp to a friend, etc.

2) There was also a conflict between Anatsko Evgeny and Mogdanov Yegor, which ended in a fight. Yegor began to shoot Zhenya on the phone and say bad things about him. Egor was reprimanded, and a conversation was also held.

3) In the middle of the shift there was a conflict between Alexandra Kel and Arina Yavarovich. Sasha threw Arina's clothes out the door because the girl didn't put them in the closet. I had to punish two girls and deprive them of discos. I also had an educational conversation with them.

4) Diyak Artem tore off the fire extinguisher on our floor. True, I had a day off that day, but I know that Tatyana Olegovna had a conversation with him.

5) At the end of the shift, a fight broke out between Orekhvo Nastya and Kormilchik Sasha because of Sasha's behavior. Sasha prevented Nastya from drawing and Nastya hit her. The girls had to be punished.

3. PEDAGOGICAL ACTIVITY

The administration of the camp treated all the teachers well. Their support has always been felt. If I needed help or worried about some issue, I turned to the senior counselor or head of the camp and they always answered me. However, the administration treated the guilty teachers quite strictly.

I had practically no free time: from morning to evening I had to be with the children and entertain them, and during quiet hours I had to make plans, design a stand, organize team events, learn the performance program for the camp event with the children and attend a planning meeting. Communication with other educators took place during the educational process. After the lights out, of course, it appeared free time, however, I dedicated it to sleep.

As for the practical and methodological assistance from the administration, it was organized from the first day. In the evening of the first organizational day, we were given a full briefing on duties, on duty, in the areas of educational work, in communicating with children, they played games with us to get to know each other. In general, they set up that there is nothing to be afraid of.

Organizational component: The shift plan was developed by the senior counselor. As for the plan for the day, it was developed by me in advance in accordance with the general camp events, and hung out on a stand in the detachment corner. On the part of the senior counselor, control was organized over the implementation of squad activities by the counselors. Every morning she went around the buildings and watched whether the plan for the day was posted or not. If not, then at the planning meetings she reminded which detachments did not have a plan.

During the shift, the rooms were cleaned every morning: they swept the floor, dusted the bedside tables and window sills. Among the children of the detachment, a group was organized to check the sanitary condition of the premises. In addition, a doctor and a nurse checked the rooms every day. After that, each room was evaluated in the so-called "cleanliness report card".

For violation of discipline, the children were punished directly by my partner and I. And the penalties were quite severe. We explained to the children that we are one family and if at least one member of our family violates discipline, then everyone will be punished.

In the work, such forms of organization of joint and individual activities of children as a game, a quiz, a competition, and labor activity were used. The organization of the children's activities was carried out on the basis of the camp-wide work plan, which was proposed by the senior teacher of the camp. In addition, an important place was allotted for various kinds of detachment affairs. The rest of the time was filled with sports games, circle work and just communication. The main duties of the child in the camp are to obey the following regime:

8.00-8.05 - rise

8.10-8.25 - charging

8.30-8.50 - morning toilet

8.50-9.00 - ruler

9.05-9.30 - breakfast

9.30-10.00 - cleaning of rooms and territory

10.00-12.30 - group events

13.07-13.40 - lunch

14.00-16.00 - quiet time

16.10-16.30 - afternoon tea

16.30-18.30 - implementation of the Thematic Shift project

19.00-19.30 - dinner

19.30-20.00 - preparation for the camp event

20.00-21.00 - all-camp event

21.00-21.10 - second dinner

21.10-22.30 - disco

22.20-22.30 - getting ready for bed

22.30 - lights out

The children were most interested in programs of a competitive nature and, of course, discos.

There were no unsuccessful events.

During the shift, the children and I became very close friends. Despite the fact that there were originally 35 people in my detachment, I quickly remembered the names of the children. However, I did not communicate with some children as closely as with the others. Some guys actively tried to tell me with whom they danced at the disco today, others were a little shy and afraid. Perhaps this is due to the fact that the children came to the camp for the first time.

Children were most effectively influenced by such a form of pedagogical influence as persuasion, conversation. Stimulate the activity of children with the help of encouragement and praise.

The guys treated us with respect, tried to show their best side.

There were no informal relationships with children.

During the shift, I had a conflict with a child from an orphanage. She did not respond to my request, I repeated it again, but there was no reaction. She could, with us, the caregivers, hit the child, run away from the line or event. After a sports competition in a nearby camp, she met her friend and that evening tried to run away to the Sputnik recreation center 2 times. Fortunately, a fizruk was nearby and he caught up with her. Neither punishment nor persuasion worked on her.

4. SELF-ASSESSMENT OF PREPAREDNESS FOR PRACTICE

During the summer practice, I actively applied the knowledge that I received in the course "Pedagogy of children's summer camps" and other disciplines of the psychological and pedagogical cycle. Thanks to these disciplines, I was confident in the successful completion of the internship. The acquired knowledge played a big role in solving many problems. I was well prepared for the internship at the summer camp, but I learned one simple truth for myself: “Nothing helps better than work experience.” Practically I was prepared for the camp very well. I have collected a lot of material that could be of interest to children. My teammates helped me a lot. Thanks to them, I felt more confident. The first days in the camp of the day for me were difficult, because. I felt insecure. On the 3rd day I was like a fish in water. I was able to hold events involving the entire squad. I actively participated in camp activities, which gave me more confidence.

Summer teaching practice has great importance in vocational education, as it helps to consolidate the acquired psychological and pedagogical knowledge, professional skills and abilities. Working with children brings a huge emotional charge and a huge return, not only do you teach children something, but you can learn a lot from them. I enjoyed the summer teaching practice, I liked working with children, responsibility. I liked to show my creative abilities, to participate in events myself. This increased my authority in the eyes of the children and rallied our detachment. I liked helping children, showing their abilities, understanding their emotional experiences. The practice gave me a lot of professional and life experience. All my hopes and expectations from the summer practice were fully justified, and some of them even surpassed themselves. To be honest, I didn’t have any special plans, but I was able to realize myself and discover in myself such personal qualities which I didn't even know about before. I got great satisfaction from the practice.

We were given the opportunity to apply our knowledge about the behavior of children of different age groups, about methods of influencing a group of children, in practice.

The knowledge, skills and abilities gained in practice will now be easy to apply in life and in the classroom. It was a great experience for me as I have never been to a camp like this.

I would love to work at the summer camp again, because I already know what it is from my own experience.

During my internship at the camp, I set out for myself strengths and points of growth.

Strengths (I can)

1. Organizational skills

Organize children, I can captivate;

I can attract adults: colleagues, parents.

2. Speech abilities

Clearly, figuratively, meaningfully and clearly express their thoughts.

3. Communication skills

Together with the child to understand a difficult situation, support him. Demanding, tactful, (I know how to achieve authority in children, inspire by example).

4. Reflective abilities

Anticipate the consequences of your actions.

Analyze your actions. I have a desire for self-development and self-education.

5. Personal ability

I love children. I can be sociable, observant, attentive, disciplined, responsible.

Points of growth (what you need to learn)

1. Work out pedagogically correct speech.

2. Learn to develop in children the desire for improvement positive traits character.

3. Pay more attention to the individual qualities of children. (learn to be closer to children).

4. Learn to better plan the time of the classes (do not get carried away and improvise less).

5. Deepen your knowledge (by studying methodological and encyclopedic literature, as well as primary sources).

In my opinion, the most significant difficulties that may arise while working in a children's camp may be faced by those student interns who first come to work. And these difficulties are connected with the fear that you don’t know something, you don’t know how to do something, etc. You just need to have at least a little work experience in order to believe in yourself, not be afraid of any difficulties and easily cope with these difficulties.

But it would be much easier to work in the camp if the project implementation plan was known in a few days. We could develop material for each day for squad activities, because. It's hard to do this in a camp.

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Self-government in the camp

By self-government in the detachment is meant co-management (joint management), in the form of participation of children in the management of the detachment under the guidance of counselors.

How to organize self-government in the detachment?

One of the obligatory tasks in the detachment is the organization of self-government bodies. This makes it possible for the counselor not to be distracted by the work that children can do and to deal with other problems of forming a children's team, and children are given independence in activities. The basis of self-government in the detachment is the CTP - the alternation of creative assignments. Collect the whole squad.

Tell the kids what to interesting life in the detachment, you invite them to break into groups that will help in detachment work. Say that the groups will be interchangeable, i.e. each child will be in all groups. It is most convenient to change groups every three days.

List the groups and their functions to the guys. Let out leaflets according to the number of groups with the name of the group and the number of people who can sign up there. For the PTP to work, place the PTP lists in the Squad Corner. And for the first 5-6 days, strictly monitor the performance of functions, analyze their activities in the analysis of the day.
How to identify leaders?

A leader is a positively active person whose opinion is listened to. The leader is able to lead. In the first days of the shift, it is important to identify leaders and “orientate” the detachment to these people in order to successfully organize self-government in the detachment.

Leaders can be defined in many ways. One of them is sociometry. But in the first days of the shift, there is no time for its implementation and processing, and the group dynamics are very high, the results will always be belated. Therefore, the counselor most often uses his intuition and observation. Here are the main features that distinguish a leader in a team:

quite mature and balanced life position;

· the leader's opinion does not run counter to your ideas about the structure of detachment life, and he does not oppose himself to you.

Traditionally, formal and informal leaders will be singled out. The formal leader is endowed with official powers (for example, a squad leader).

Sometimes the squad leader can play a negative function, opposing himself to the entire squad. In this case, the child should be taken to an active position or to leadership work in the detachment.

Leaders can be different and manifest themselves in different types of activities: in artistic, labor, sports, etc. Your task is to determine for yourself the leaders in each activity.

The squad leader becomes the first duty commander.

How to do squad planning?

The children are given the task to come up with the name of the cases that they would like to carry out in the detachment. You give 2-3 minutes for reflection, then everyone in a circle offers their options. You are the last to offer your options. You fix everything, then let the leaf go around in a circle, and everyone puts a mark in front of the thing he likes. You read out the results and arrange things with the children in the squad’s grid plan. When compiling, it is necessary to take into account squad affairs, household issues, parental day, excursions, etc. Then you form creative groups that will be responsible for preparing these cases. Children can unite according to their liking, the only limitation is the number of people in the group. Enter the lists of creative groups in the squad corner.
Features of self-government in the conditions of the camp shift

In the children's camp, an environment should be created in which each child feels his involvement in solving the problems facing the team. In this regard, the participation of children in the management of the team should play an important role. The development of self-government helps to feel the complexity of social relations, contributes to the formation of social activity, the development of leadership qualities.

Creating conditions for the development of self-government involves the inclusion of children in complex relationships that develop in a team. Through participation in solving the problems of the detachment and the camp, children must develop in themselves the qualities necessary to overcome the difficulties of social life. Their position in solving managerial problems depends on the attitude of children to the goals of joint activities.

Children's self-government is a form of organizing the life of a group of children, which ensures the development of their independence in making and implementing decisions to achieve the goals set in the detachment, on a shift.

Functions of self-government of children in the camp.

1. self-activation

2.

3. Collective self-control. It involves constant self-analysis by self-government bodies and individual organizers of their activities and, on the basis of this, the search for new, more effective ways to solve problems.

Self-management develops only when children find themselves in a situation of choice and determine the ways of solving the created problem. It is decision making that is the main factor for the formation of the motive of group action. Summing up, detachment reflection allow children to be led to a new goal of joint activity, while at each of the following stages they become more independent in determining the goal, which is subsequently realized by the whole team.
Let's imagine a model of self-government in a children's team, where the basis is the principle of cyclicity (goal - result - analysis - goal):

Degree of participation of children in management various types activities are not the same. Where the degree of children's interests is more pronounced, self-government develops faster.

1. To create self-government bodies, the counselor needs to captivate children with an interesting business for them, and then create a self-government body for its implementation.

2. Of great importance is the transformation of various assemblies, collections into real self-government bodies. To do this, temporary self-government bodies can be created in the detachment, which will be the organizers of a specific project. This initiative group of guys brings up the accepted ideas for discussion and brainstorms.

3. This is possible with a collective search for solutions to the tasks. However, the more responsibility for the implementation of the idea, the less responsibility the guys feel for the result of their own activities.

4. Meetings are most interesting and effective - discussions when the leader is selected from among the members of the detachment (for example, the commander on duty) - in this way, an adult shares authority with children.

5. It is inexpedient to create permanent bodies of self-government within the detachment. It is good to use the system of alternating creative assignments.

6. Provisional self-government bodies should analyze not only the activities of the participants in the case, but also their own activities.

Of particular importance for the development of self-government in a children's camp is the relationship between pedagogical management and children's self-government, which can be carried out through:

Gradual delegation of authority and responsibility to children to solve the problems of team management;

Mutual responsibility of counselors to children and children to counselors for the implementation of decisions made by the team;

Mutual exactingness of members of the leader's team and the children's team to each other;

joint work of leaders and children's groups;

informing the children about all the problems that arise in the process of preparing and implementing projects.

Conditions necessary for the inclusion of children in self-government activities:

1. Search. The development of organizational skills in children, the education in them of the feeling of the owner of the camp (start-march, reconnaissance, search troops, etc.)

2. Team activity planning. It is useful to plan different types of cases using the methodology of collective creative planning (brainstorming, a piggy bank of proposals, an auction of ideas, etc.)

3. Form of organization KTD. It is possible to create a bank of ideas, interest clubs, master classes, creative laboratories, discussion centers to collect and analyze the proposals of children on organizing creative affairs, designing the participation of each of the children in them, and determining creative tasks.

Tips for the leader on organizing self-government in the detachment:

· Answer for yourself the question: what do you want to teach the children of your detachment in the process of organizing self-government?

· What powers can you and want to transfer to the children of the detachment?

Determine what the children's abilities are based on their age features, psychological characteristics?

Determine what management structure will exist in the detachment, what instructions should be given to children?

· Predict the cyclical alternation of creative assignments.

Turn your ideas into reality with your children.

The main affairs of the detachment are prepared according to the following scheme:

1. Collective planning of the case (proposals are made, an implementation plan is drawn up, work is organized in microgroups of 5-7 people).

2. Creative groups are identified that are responsible for one or another aspect of the implementation (design, writing a script, the work of actors, a director), while it is important that each child is involved in some kind of activity.

3. Carrying out the case.

4. Analysis of the case (oral, written, color, etc.). It is most preferable to analyze the case in the evening light in a circle where each child can express his emotions, attitude, assessment of his own and other people's activities. The task of the counselor is to make this conversation open and productive, remove the feeling of dissatisfaction, help the children find positive moments for each child and for the squad as a whole, reward those who have distinguished themselves and create an atmosphere of “we”.

Development of self-government in the detachment and camp

We build our own life...

In the children's camp, in the detachment, an environment should be created in which each child feels ownership in solving the problems facing the team. In this regard, the participation of children in the management of their team should play an important role. The development of self-government helps to feel the complexity of social relations, contributes to the formation of social activity, the development of leadership.

Creating conditions for the development of self-government involves the inclusion of children in complex relationships that develop in a team. Through their participation in solving the problems of the detachment, the camp, children develop in themselves the qualities necessary to overcome the difficulties of social life. Their position in solving managerial problems depends on the attitude of children to the goals of joint activities.

Children's self-government is a form of organizing the life of a group of children, which ensures the development of their independence in making and implementing decisions to achieve the goals of the life of a detachment, camp.

Self-management in the detachment is the cornerstone from which the work of the detachment leader and senior leader begins. It ensures the transformation of the collective into an expediently arranged organism, which has the appropriate organs and is capable of acting. In addition, each of the organs performs certain specific functions.

A necessary condition for the reality of self-government is the participation in it of as many children as possible, ideally - all. If there are fewer and fewer people involved in the exercise of power, there is no reason to talk about self-government.

Self-management is one of the means of solving two dialectically interconnected tasks facing the counselor: the comprehensive development of the individual abilities of each child and the education of a social orientation. It is it that realizes the right of everyone to participate in any business, provides an opportunity for self-expression in various social roles, which allows you to experience success, recognition or a small one in at least one of the areas of activity.

On the other hand, any assignment has the ability that it has the character of an obligation that a person voluntarily assumes. And this increases the demands on oneself. Especially in conditions of indispensable change of roles and positions.

Children's self-government is based on three interconnected concepts: "activity", "amateur activity" and "self-organization".

The degree of participation of children in the management of various activities is not the same. Where the sphere of children's interests is more pronounced, self-government develops faster. You can manage yourself only in your own activities, close, understandable and interesting, accepted by the soul and heart. If in the life of children there is no their sovereign activity, which is interesting to them, there can be no self-government. "Amateur" - literally the thing itself. That is why it is necessary to find its organizers for each direction and cause, to clarify the real, and not imaginary, expedient rights and obligations.

Self-organization of the team, the council of the detachment directly depends on their rights in making and implementing decisions, exercising power. The more legal rights the guys have, the stronger their organization will be.

Functions of children's self-management .

1. self-activation . Assumes initiation as possible more team members to solve management problems.

2. Organizational self-regulation . It assumes a stable influence of the detachment's asset on the team, the ability of the team to independently change its structure.

3. Collective self-control . It involves constant self-analysis by self-government bodies and individual organizers of their activities and, on the basis of this, the search for new, more effective ways to solve problems.

It should be remembered that self-government cannot be absolute, it is always combined with external management in relation to a given detachment. Therefore, it is important to adequately balance the functions and content of management and self-government. The relationship between pedagogical management and children's self-government is of particular importance for the development of self-government in a children's team. This relationship can be done through:

§ Gradual delegation of authority and responsibility to children to solve the problems of team management;

§ mutual responsibility of counselors to children and children to counselors for the implementation of decisions made by the team;

§ mutual exactingness of members of the leader's team and the children's team to each other;

§ joint work of leaders and children's groups;

§ informing the children about all the problems that arise and stand in the process of preparation, implementation of activities.

An important point in the organization of self-government in the detachment and camp is the understanding of its structures . There can be no single, unified structure, a strictly defined list of instructions. Camps differ in territorial conditions, in the number of detachments, in established traditions, experience, in selected types of activities, topics and programs of work, etc. In addition, it is not advisable to copy it from any samples, since there cannot be two identical teams, there cannot be an ideal structure either: what is good for one team does not work in the conditions of another. This means that the structure is always specific and the right to decide what it will be remains with the team. At the same time, it is necessary to think in advance what bodies it would be expedient to create in order to cover the organization of all aspects of life in the detachment, camp, what to call them (soviets, headquarters, clubs, etc.), what tasks to entrust to them.

Self-government in the camp can be made up of the activities of temporary and permanent bodies. Temporary self-government bodies include: the activities of the duty detachment, the work of creative and initiative groups, the work of business councils. Permanent self-government bodies include: the detachment council, the council of detachment commanders, the activities of clubs, headquarters. The highest self-government body is the assembly of the camp, during which the main issues of the life of the camp are resolved, work is planned, elections of self-government bodies are held, and their work is evaluated.

Candidates for members of the council of the squad elected at the organizational gathering of the squads are approved at the gathering of the squad. Members of the council of the squad, representatives of each squad constitute the governing body of the squad. The governing body may be a squad council, consisting of representatives of the squad councils.

The council of the squad plans the work of the squad for a shift, carries out operational planning for a 10-day, week, day; organizes the implementation of the plan; supervises the activities of the squad; distributes assignments for the implementation of the planned cases; provides control over the preparation and implementation of the planned cases, over the implementation decisions taken, work plans of the detachments; discusses issues of the current life of the camp; directs the activities of the camp councils, which include representatives from each detachment (if there are beauty and health councils, physical organizers, business executives, informants, entertainers, friends of nature, friends of kids, circle members, etc. in the camp).

When forming the structure of detachment self-government, it may be effective to use the method of alternating creative assignments (CHTP). The idea of ​​this system is that traditional assignments (publishing a newspaper, preparing an evening, organizing sports competitions, etc.) are not carried out by permanent performers, but different people. The alternation of creative assignments can be carried out in groups, each of which, in turn, within a certain period, organizes and carries out one of the types of care for the team and the surrounding life. It is necessary to determine a unified approach: what will be the composition of the detachment, what permanent assignments should be with the detachment, it depends on which groups need to be created (surprise, sports, entertainers, etc.), how and with what frequency the change of self-government bodies will take place. The guys themselves must decide: who will lead them, what self-government bodies will operate.

For example: in the council (asset) of the detachment, in addition to the chairman (president), his deputy, there should be a person responsible for sports affairs, for labor affairs, for art affairs, for surprises and congratulations on birthdays, an editor. Responsible recruits a team (council), in which specific cases are distributed, and a program of activities is developed. Then the instructions change, which allows the children to get acquainted with various activities, acquire practical skills, and contribute to the cohesion of the group and the team as a whole. Each child in the detachment should have an assignment for which he is responsible to the team. The highest body of self-government in the detachment is the assembly of the detachment.

The main thing that should not be forgotten when introducing the PTP system in the team is summing up the results of the work of the groups when changing the PTP, discussing what happened, what didn’t, which group worked how, making wishes for the future.

The task of the counselor is to prepare the asset for the fulfillment of the duties assigned to them, to teach the children to organize their work, i.e. plan, distribute, control the implementation, independently bring the matter to the end, achieve the set goals. The leader must help the asset (detachment council) form a clear and business style its activities, including formalize the decisions of the detachment council fees, which must be clear and specific. It is necessary to help the children choose one or another assignment.

In many camps, it has already become customary at the first teachers' council to talk about the organization of effective self-government, as an important task, about its structure, about involving children as organizers in resolving all issues. But it is not enough to work out the structure of detachment and camp self-government, to determine the list of assignments, and even to choose a council of business and distribute assignments.

Work on the formation of self-government in the detachment .

The participation of children in self-government, in organizational work is always a difficult matter and requires training. It is useless to hold elections (or simply appoint) activist leaders in the detachment, and then simply wait for some action from them. It is not surprising that almost always children who find themselves in a similar situation do not justify the hopes of counselors. And the point is not that the wrong guys were chosen, but that any serious and useful work of children in self-government is possible only if and where there is special training and education on the part of teachers-counselors. Therefore, counselors who begin work with children selected to be part of a detachment or camp should clearly understand what the chosen activists will have to do; what knowledge and skills should be equipped with them.

One of the main tasks of the leader in working with the children's team is to educate a workable asset that would become the core of uniting the team of the detachment, the organizer and initiator of all affairs. To teach, explain, help every minute (especially at the time of the formation of a self-government system) - this requires patience, perseverance, and much, much more. And, having not taught the guys to really work (plan, analyze, organize their life in the detachment), the counselors ask from them, demand and resent the reluctance and passivity, which are caused, first of all, by the lack of appropriate skills and abilities.

One of the most important rules of the pedagogical leadership of self-government is formulated briefly and clearly - to teach everything.

In addition to knowledge and skills in their area of ​​work, each member of the asset must practically apply knowledge in organizational work:

§ be able to plan work,

§ correctly distribute responsibilities among the participants in the case,

§ do not be afraid to demand and control the implementation of a particular task.

Here, in tasks of the teacher-leader includes the formation of a sense of personal responsibility among pupils, a healthy competitive attitude to business in the interests of the entire detachment. When teaching his pupils, the teacher-counselor must always control himself. Sometimes it happens that the teacher replaces the children in their organizational work. After all, independence in children does not appear just like that. She is the result special exercises organized by teachers-counselors. Properly structured pedagogical work presupposes a constant complication of exercises in independent and proactive solution of questions of the detachment's life. Naturally, in the first days one has to instruct the children in detail and accurately, to control every step of their creative and practical activity, to prompt them with the correct and optimal solutions. Later, tasks pass into a state where only the goal, the main direction of the task, is formulated.
Conditionally self-government can be divided into three stages , whose time is also rather arbitrary.

The first stage involves tasks for working out individual components of completed actions of children . During this period of time in the detachment and camp, children do everything according to the instructions of the leaders and under their strict supervision: getting up in the morning, exercising, cleaning beds and wards, watching the camp and the dining room, leaving the camp, etc. This is the most difficult and most important stage in the work of the leader in the formation of self-government. Let's pay more attention to it.

1. Before completing each requirement or task, there is a detailed briefing, accompanied, wherever possible, by a practical demonstration of actions (a prime example: making a bed). In younger detachments, it is especially important for counselors to draw the attention of the kids to the sequence of actions that make up the performance of one or another method of work, and to analyze each action separately.

2. The counselor controls and comments on the practical implementation. Form of organization practical implementation can be varied and depend on the age of the children.

In any team there are always achievements, successes, as well as failures and failures. The task of counselor teachers is to help the children see the connection between the work done and its best results. Therefore, at the beginning of the formation of the team, the role of incentives is so great. Rewarding the participants, declarations of gratitude on behalf of the entire detachment should be accompanied by the efforts of the children. But at the same time, the main reward should always be the success that the guys themselves have achieved.

Any correctly stated requirement of the teacher-counselor must be fulfilled, must be brought to the end. This rule is important, since it is connected with the formation of the authority of a comrade, a teacher-leader.

It should be remembered that perseverance in bringing the requirements to the end, of course, is needed only where the very requirement of the teacher-leader is correct and fair. Admitting one's mistake and canceling an incorrectly given direction will strengthen authority more than insisting on the absolute correctness of one's decisions for the sake of false prestige. The requirements must be the same. And this is a very important rule that has developed in the experience of teaching staff. Any discrepancy in requirements greatly slows down the process of developing the necessary skills and habits in children, especially in the conditions of a children's health camp.

Each requirement must be enforced consistently and systematically. Everything that the teachers-counselors demanded today, they must demand tomorrow, the day after tomorrow, and so on until the pupils have developed strong skills and the ability to independently perform these tasks. After all, it should be borne in mind that the requirement may change, develop.
The second stage involves independent performance of individual completed tasks by children previously performed with the help of teachers . Now the counselors, without interfering in the course of work, only control the process itself, commenting on its implementation (for example, cleaning the territory by duty wards, building at a certain time for exercises or for a ruler, designing replaceable children's sections of the corner, etc.). The completed stage can be considered when the point of view of the teacher-leader gradually begins to be supported first by several people, then by the wards and, finally, by the majority of the guys in the detachment. Almost the entire detachment consciously wants to live the life that was formed by the teachers-counselors.
The third stage involves inclusion of practiced actions in the system of activities in the detachment and in the camp . Now the tasks are that it is not the execution of a particular technique that is entrusted, but a section of work and in general, where you need to make certain decisions on your own. So teachers-counselors form in the conditions of creative activity the ability to choose the right means and techniques to solve emerging problems.

If the detachments in the camp have reached the third stage of self-government, then the holiday “Government Day” can really turn out.

Twenty questions about self-government

Twenty questions about children's self-government in Orlyonok. "Questions?!" - you say. Namely questions, because the topic of children's self-government causes the most questions from counselors, because this topic is the basis of the foundations pedagogical system"Eaglet" and the cornerstone that both beginners and experienced teachers. The answers to the questions most often asked by counselors are presented here both in theoretical discussions and in practical developments and recommendations. This is the experience of many counselors: both those who worked at Orlyonok a few years ago, and those who are now mastering the science of self-government with modern children.

Question one: There are many definitions of the concept of "self-government". Which of them is the most acceptable for a detachment leader?

Under children's self-government, some teachers understand self-service, others - the usual manifestation of initiative and initiative, not related to the adoption and implementation of managerial decisions, others limit self-government to a time frame - most often one day.

very well defined three main types of children's self-government.

The first can be called imitation (game). It is characterized by the creation of a children's community in imitation state structure: with republics, parliaments, prosecutors, police, etc. Distinctive feature this type of self-government - the predominance of form over content. But this does not mean that it should be evaluated only with a minus sign.

The second type of self-government is pseudo-business, or bureaucratic. This type of self-government models the bureaucracy in the children's environment. Under the guise of training leaders, organizers, expanding the children's activists, numerous councils, headquarters, commissions are created, elected for a long time, but not engaged in real activity. This type of self-government is formalistic in nature, consisting in a carefully concealed game of superiors.

The third type of self-government is democratic, creative. This type of self-government, with its competent implementation, reproduces the democratic principles of relations and self-organization, and not just forms.

Self-government is called children's amateur performance, which is aimed at leadership, development, adoption and implementation of decisions on which something depends. This is a kind of "amateur in the implementation of leadership."

The two most important functions of children's self-government are determined:

Ensuring the normal work of the team, the optimal solution of everyday tasks, taking into account the interests of children;

preparation for the future fulfillment of duties of participation in the management of state and public affairs, i.е. the acquisition by each teenager of knowledge, skills and abilities of managerial activity.

Question two: What self-government bodies can be in the detachment? What are their functions?

One of the main tasks of the teacher is to help the teenager in his development as independent person. Teenagers, saying after the shift that they “have become more independent,” most often mean that they were able to live away from their parents for some time and at the same time make their own decisions in all life situations.

Children with different levels of independence can be in the children's group: very active, experienced (participating in the work of activist camps, in school self-government, members of children's associations, etc.), having experience in amateur performance, and having no idea about amateur performance, independence and self-government .

The detachment leader has a lot of ways to teach teenagers independence and self-government. One way is to organize various forms of self-government bodies in squad:

duty commander, when each child acts as a commander for one day (or several children - generally recognized or optional - lead the detachment, changing after 3-4 days);

permanent commander;

alternation of traditional assignments;

· creative groups associated with the preparation of specific cases;

game models, etc.

Each form in its own way forms children's independence. The choice of form depends on the level of preparedness of the visiting guys. Each form contributes to the development of a certain level of independence (see table).

the form	actions of the teacher	children's actions	pedagogical result
permanent commander	learning the day planning algorithm; security information space; joint planning; consultations.	when planning the day, the interests of all members of the association are taken into account; learn to plan the day; have information on the day, cases; organize regime moments	satisfaction of children's interests; realization of children's experience, their active position; acquisition of self-management experience; independence;
duty commander	learning the day planning algorithm; joint planning of the day; consultations	possession of information on the day; learn to plan the day; organization regime moments	immersion in an active learning space; gaining experience of self-management, responsibility for a temporary team; realization of experience; self-control; communication skills; increased self-esteem; acquisition of new organizational experience
game models	creation of a game situation, its support; creation of appropriate game control structures	participation in the game	immersion in an active learning space; realization of the child's experience; taking into account the interests, available opportunities of the child; active position of the child; gaining experience in self-organization, responsibility for the team
creative groups	collective planning training; training in various options for organizing and conducting cases; consultations	planning your activities; ability to organize preparatory work	immersion in an active learning space through creative work; gaining experience in organizational activities; analytical skills; self-control; realization of creative possibilities.

In order for self-government in the detachment to be effective and the leader to be able to solve the problem practical training children of self-organization and amateur performance, it is necessary:

· Provide children with full information about the shift, its program, teach them to choose cases and activities.

· To teach the children to plan and organize the day on their own, to prepare and conduct business.

· To increase the child's competence in the issue of leading their peers, to help master the ability to lead a discussion, plan work, distribute assignments, analyze their activities, negotiate, reconciling their personal interests with the interests of other group members, act constructively and avoid conflicts.

Question three: How and at what time are self-government bodies in the detachment chosen?

In Orlyonok, to select detachment self-government bodies and to transfer certain powers to adolescents, organizational gathering of the detachment.

The organizational fee is a key matter of the organizational period, solving a whole range of tasks:

1. Fixing the norms and rules of life in the detachment.

2. Determining the prospects for living together.

3. Elections of self-government bodies.

All the guys in the detachment should actively participate in the preparation and conduct of the gathering.

Development of self-government in the detachment and camp

We build our own life...

In the children's camp, in the detachment, an environment should be created in which each child feels ownership in solving the problems facing the team. In this regard, the participation of children in the management of their team should play an important role. The development of self-government helps to feel the complexity of social relations, contributes to the formation of social activity, the development of leadership.

Creating conditions for the development of self-government involves the inclusion of children in complex relationships that develop in a team. Through their participation in solving the problems of the detachment, the camp, children develop in themselves the qualities necessary to overcome the difficulties of social life. Their position in solving managerial problems depends on the attitude of children to the goals of joint activities.

Children's self-government is a form of organizing the life of a group of children, which ensures the development of their independence in making and implementing decisions to achieve the goals of the life of a detachment, camp.

Self-management in the detachment is the cornerstone from which the work of the detachment leader and senior leader begins. It ensures the transformation of the collective into an expediently arranged organism, which has the appropriate organs and is capable of acting. In addition, each of the organs performs certain specific functions.

A necessary condition for the reality of self-government is the participation in it of as many children as possible, ideally - all. If there are fewer and fewer people involved in the exercise of power, there is no reason to talk about self-government.

Self-management is one of the means of solving two dialectically interconnected tasks facing the counselor: the comprehensive development of the individual abilities of each child and the education of a social orientation. It is it that realizes the right of everyone to participate in any business, provides an opportunity to manifest themselves in various social roles, which allows you to experience success, recognition or a small one in at least one of the areas of activity.

On the other hand, any assignment has the ability that it has the character of an obligation that a person voluntarily assumes. And this increases the demands on oneself. Especially in conditions of indispensable change of roles and positions.

Children's self-government is based on three interconnected concepts: "activity", "amateur activity" and "self-organization".

The degree of participation of children in the management of various activities is not the same. Where the sphere of children's interests is more pronounced, self-government develops faster. You can manage yourself only in your own activities, close, understandable and interesting, accepted by the soul and heart. If in the life of children there is no their sovereign activity, which is interesting to them, there can be no self-government. "Amateur" - literally the thing itself. That is why it is necessary to find its organizers for each direction and cause, to clarify the real, and not imaginary, expedient rights and obligations.

Self-organization of the team, the council of the detachment directly depends on their rights in making and implementing decisions, exercising power. The more legal rights the guys have, the stronger their organization will be.

Functions of children's self-management .

self-activation . It involves the involvement of as many members of the team as possible in solving management problems.

Organizational self-regulation . It assumes a stable influence of the detachment's asset on the team, the ability of the team to independently change its structure.

Collective self-control . It involves constant self-analysis by self-government bodies and individual organizers of their activities and, on the basis of this, the search for new, more effective ways to solve problems.

It should be remembered that self-government cannot be absolute, it is always combined with external management in relation to a given detachment. Therefore, it is important to adequately balance the functions and content of management and self-government. The relationship between pedagogical management and children's self-government is of particular importance for the development of self-government in a children's team. This relationship can be done through:

gradual delegation of authority and responsibility to children to solve the problems of team management;

mutual responsibility of counselors to children and children to counselors for the implementation of decisions made by the team;

mutual exactingness of the members of the leader's team and the children's team to each other;

joint work of leaders and children's teams;

informing the children about all the problems that arise and arise in the process of preparation, implementation of activities.

An important point in the organization of self-government in the detachment and camp is the understanding of its structures . There can be no single, unified structure, a strictly defined list of instructions. Camps differ in territorial conditions, in the number of detachments, in established traditions, experience, in selected types of activities, topics and programs of work, etc. In addition, it is not advisable to copy it from any samples, since there cannot be two identical teams, there cannot be an ideal structure either: what is good for one team does not work in the conditions of another. This means that the structure is always specific and the right to decide what it will be remains with the team. At the same time, it is necessary to think in advance what bodies it would be expedient to create in order to cover the organization of all aspects of life in the detachment, camp, what to call them (soviets, headquarters, clubs, etc.), what tasks to entrust to them.

Self-government in the camp can be made up of the activities of temporary and permanent bodies. Temporary self-government bodies include: the activities of the duty detachment, the work of creative and initiative groups, the work of business councils. Permanent self-government bodies include: the detachment council, the council of detachment commanders, the activities of clubs, headquarters. The highest self-government body is the assembly of the camp, during which the main issues of the life of the camp are resolved, work is planned, elections of self-government bodies are held, and their work is evaluated.

Candidates for members of the council of the squad elected at the organizational gathering of the squads are approved at the gathering of the squad. Members of the council of the squad, representatives of each squad constitute the governing body of the squad. The governing body may be a squad council, consisting of representatives of the squad councils.

The council of the squad plans the work of the squad for a shift, carries out operational planning for a 10-day, week, day; organizes the implementation of the plan; supervises the activities of the squad; distributes assignments for the implementation of the planned cases; provides control over the course of preparation and implementation of the planned cases, over the implementation of the decisions made, work plans of the detachments; discusses issues of the current life of the camp; directs the activities of the camp councils, which include representatives from each detachment (if there are beauty and health councils, physical organizers, business executives, informants, entertainers, friends of nature, friends of kids, circle members, etc. in the camp).

When forming the structure of detachment self-government, it may be effective to use the method of alternating creative assignments (CHTP). The idea behind this system is that traditional assignments (publishing a newspaper, preparing an evening, organizing sports competitions, etc.) are carried out not by regular performers, but by different people. The alternation of creative assignments can be carried out in groups, each of which, in turn, within a certain period, organizes and carries out one of the types of care for the team and the surrounding life. It is necessary to determine a unified approach: what will be the composition of the detachment, what permanent assignments should be with the detachment, it depends on which groups need to be created (surprise, sports, entertainers, etc.), how and with what frequency the change of self-government bodies will take place. The guys themselves must decide: who will lead them, what self-government bodies will operate.

For example: in the council (asset) of the detachment, in addition to the chairman (president), his deputy, there should be a person responsible for sports affairs, for labor affairs, for art affairs, for surprises and congratulations on birthdays, an editor. Responsible recruits a team (council), in which specific cases are distributed, and a program of activities is developed. Then the instructions change, which allows the children to get acquainted with various activities, acquire practical skills, and contribute to the cohesion of the group and the team as a whole. Each child in the detachment should have an assignment for which he is responsible to the team. The highest body of self-government in the detachment is the assembly of the detachment.

The main thing that should not be forgotten when introducing the PTP system in the team is summing up the results of the work of the groups when changing the PTP, discussing what happened, what didn’t, which group worked how, making wishes for the future.

The task of the counselor is to prepare the asset for the fulfillment of the duties assigned to them, to teach the children to organize their work, i.e. plan, distribute, control the implementation, independently bring the matter to the end, achieve the set goals. The counselor must help the asset (detachment council) to form a clear and businesslike style of its activities, including formalizing the decisions of the detachment council meetings, which must be clear and specific. It is necessary to help the children choose one or another assignment.

In many camps, it has already become customary at the first teachers' council to talk about the organization of effective self-government, as an important task, about its structure, about involving children as organizers in resolving all issues. But it is not enough to work out the structure of detachment and camp self-government, to determine the list of assignments, and even to choose a council of business and distribute assignments.

Work on the formation of self-government in the detachment .

The participation of children in self-government, in organizational work is always a difficult matter and requires training. It is useless to hold elections (or simply appoint) activist leaders in the detachment, and then simply wait for some action from them. It is not surprising that almost always children who find themselves in a similar situation do not justify the hopes of counselors. And the point is not that the wrong guys were chosen, but that any serious and useful work of children in self-government is possible only if and where there is special training and education on the part of teachers-counselors. Therefore, counselors who begin work with children selected to be part of a detachment or camp should clearly understand what the chosen activists will have to do; what knowledge and skills should be equipped with them.

One of the main tasks of the leader in working with the children's team is to educate a workable asset that would become the core of uniting the team of the detachment, the organizer and initiator of all affairs. To teach, explain, help every minute (especially at the time of the formation of a self-government system) - this requires patience, perseverance, and much, much more. And, having not taught the guys to really work (plan, analyze, organize their life in the detachment), the counselors ask from them, demand and resent the reluctance and passivity, which are caused, first of all, by the lack of appropriate skills and abilities.

One of the most important rules of the pedagogical leadership of self-government is formulated briefly and clearly - to teach everything.

In addition to knowledge and skills in their area of ​​work, each member of the asset must practically apply knowledge in organizational work:

be able to plan work

appropriate distribution of responsibilities among the participants in the case,

do not be afraid to demand and control the implementation of a particular task.

Here, in tasks of the teacher-leader includes the formation of a sense of personal responsibility among pupils, a healthy competitive attitude to business in the interests of the entire detachment. When teaching his pupils, the teacher-counselor must always control himself. Sometimes it happens that the teacher replaces the children in their organizational work. After all, independence in children does not appear just like that. It is the result of special exercises organized by teachers-counselors. Properly structured pedagogical work presupposes a constant complication of exercises in independent and proactive solution of questions of the detachment's life. Naturally, in the first days one has to instruct the children in detail and accurately, to control every step of their creative and practical activity, to prompt them with the correct and optimal solutions. Later, tasks pass into a state where only the goal, the main direction of the task, is formulated.

Conditionally self-government can be divided into three stages , whose time is also rather arbitrary.

The first stage involves tasks for working out individual components of completed actions of children . During this period of time in the detachment and camp, children do everything according to the instructions of the leaders and under their strict supervision: getting up in the morning, exercising, cleaning beds and wards, watching the camp and the dining room, leaving the camp, etc. This is the most difficult and most important stage in the work of the leader in the formation of self-government. Let's pay more attention to it.

Each requirement or task is preceded by a detailed briefing, accompanied wherever possible by a practical demonstration of the actions (a prime example: making the bed). In younger detachments, it is especially important for counselors to draw the attention of the kids to the sequence of actions that make up the performance of one or another method of work, and to analyze each action separately.

The counselor controls and comments on the practical implementation. The form of organization of practical implementation can be varied and depend on the age of the children.

In any team there are always achievements, successes, as well as failures and failures. The task of counselor teachers is to help the children see the connection between the work done and its best results. Therefore, at the beginning of the formation of the team, the role of incentives is so great. Rewarding the participants, declarations of gratitude on behalf of the entire detachment should be accompanied by the efforts of the children. But at the same time, the main reward should always be the success that the guys themselves have achieved.

Any correctly stated requirement of the teacher-counselor must be fulfilled, must be brought to the end. This rule is important, since it is connected with the formation of the authority of a comrade, a teacher-leader.

It should be remembered that perseverance in bringing the requirements to the end, of course, is needed only where the very requirement of the teacher-leader is correct and fair. Admitting one's mistake and canceling an incorrectly given direction will strengthen authority more than insisting on the absolute correctness of one's decisions for the sake of false prestige. The requirements must be the same. And this is a very important rule that has developed in the experience of teaching staff. Any discrepancy in requirements greatly slows down the process of developing the necessary skills and habits in children, especially in the conditions of a children's health camp.

Each requirement must be enforced consistently and systematically. Everything that the teachers-counselors demanded today, they must demand tomorrow, the day after tomorrow, and so on until the pupils have developed strong skills and the ability to independently perform these tasks. After all, it should be borne in mind that the requirement may change, develop.

The second stage involves independent performance of individual completed tasks by children previously performed with the help of teachers . Now the counselors, without interfering in the course of work, only control the process itself, commenting on its implementation (for example, cleaning the territory by duty wards, building at a certain time for exercises or for a ruler, designing replaceable children's sections of the corner, etc.). The completed stage can be considered when the point of view of the teacher-leader gradually begins to be supported first by several people, then by the wards and, finally, by the majority of the guys in the detachment. Almost the entire detachment consciously wants to live the life that was formed by the teachers-counselors.

The third stage involves inclusion of practiced actions in the system of activities in the detachment and in the camp . Now the tasks are that it is not the execution of a particular technique that is entrusted, but a section of work and in general, where you need to make certain decisions on your own. So teachers-counselors form in the conditions of creative activity the ability to choose the right means and techniques to solve emerging problems.

The work of the RVO (uneven-age groups) is a model of self-government in the school.

The purpose of the work of the RVO: the development of the creative abilities of the individual in a friendly, comfortable atmosphere, the union of children and adults.

For this, the following approaches are used:

• RVO is formed exclusively on the principles of voluntariness. The principle of different ages allows you to combine the interests of ten- and sixteen-year-olds, since it is easiest to solve creative problems together, by the combined efforts of children of all ages.
• there is an educational influence of the elders on the younger ones; the younger ones go through the learning process much faster and better under the guidance of older guys.
• the principles of equality and creativity beneficially contribute to the internal emancipation of the guys in the detachments, since the established forms, traditionalism and formalism are completely not inherent in the detachment movement.
• there are many detachments, and the choice in which of them to live and work belongs to the student himself.

It is important that the guys who sometimes cannot realize themselves in their studies and communication in the class feel good and confident in the detachment. The school educational system is focused on universal human values, collectively organized, creative and socially significant activities.

The cultivation of humanity in various types of activity helps the transition from objective cognition to subjective-personal study of activity. This means - pedagogically comprehend activity as a way of interaction, communication of the individual with the world. Let us turn to the main components of the activities that are included in the educational system of our school. This is a game, teaching, work.

The purpose and meaning of the game is in itself. The educational potential of the game depends on the content of cognitive and moral information contained in the plots of the game, on what characters the children imitate, on what is provided by the very process of the game as an activity that requires the achievement of a goal, independent achievement of means, coordination of actions with partners, self-restraint in the process. achievement of success, establishment of benevolent relations. Games thus provide children with a very important skill of working together.

When using the game method in the organization of any activity, the teacher realizes a certain super-task. Motives are set up: children begin to act out of a desire to play, to have fun, the result is material products of labor, artistic creativity, new knowledge. The game acts as an emotional stimulus - a means of solving a new educational problem. To broaden the horizons of students, you can conduct a series of conversations, or you can use a game form: an evening of solved and unsolved mysteries, a tournament of the curious, a trip to the country of books.

The detachments, being an independent educational subsystem, at the same time are in wide contact with other structures and components of the educational system of the school through:

• participation in joint school affairs,
• active participation of the same children in the preparation and conduct of class and school affairs,
• the transfer by students of the “standard” of communication between peers and teachers from the detachment to the class.

The work of the RVO is built in the following areas:

• satisfaction of age needs in communication,
• development of a common culture,
• rehabilitation of the individual in detachment conditions,
• development creativity children,
• adult-younger relationship,
• increasing personal independence
• - transferring the experience of communication to the classroom.

There are two ways for a child to join the squad. For junior schoolchildren (grades 5–7) and for high school students (grades 10) who have not previously studied at our school.

First way. A 5-7-grader comes to the detachment, as a rule, under the influence of his older brothers and sisters, or at the suggestion of a class teacher who talks about RVO in class, or for some other reason. The first thing that catches his eye is that in the detachment there are children of his age, and older ones, up to 17 years old. He immediately joins the life of his squad. What he sees: the detachment solves all questions and problems itself, the detachment is a self-governing unit. There is a team leader, but he is equal to everyone, he is more experienced, knows and can do more, but all this does not put pressure on the 5th grader. The child does not feel discomfort. Let him be the youngest, but he is equal among equals. The search for his place in the detachment begins, and here he is assisted by older and more experienced comrades. On the this stage, basically, he carries out executive functions, but the very fact of his participation in the life of the detachment already makes the child consider himself a person, he awakens to vigorous activity, although he is only an observer. At the same moment, he receives his first assignments (coming not from the leader of the detachment, but from other children or the commander). The process of joining to self-government begins. A sense of responsibility towards oneself and others begins to be developed. Tenth graders come to the detachments in a slightly different way.

In September of this year, a traditional squad event is held (the first in academic year). Carrying out detachment fees outside the school (departure out of town). Tenth graders who have not previously studied at school are invited in full force to such a trip. Some of them, under the influence of their friends, are already replenishing the detachments, the rest are leaving as a separate detachment. After looking at what detachments are, what a detachment movement is, they decide whether they should take part in it in the future, or not, i.e. in principle they are the same observers.

1. Participating in the work of the detachment and observing the activities of others, the child receives the first responsible assignment that requires the realization of creative abilities (to design his own mask for performing on stage). You may like the mask, or you may not like it, but no one will laugh at him, no one will reproach him, on the contrary, they will try to suggest, help, correct what has been done. Psychological comfort is important.

2. The next stage is independent creative development or participation in the development of the scenario for the performance of the detachment on stage. The level of responsibility is increasing. After the case - participation in the analysis and an attempt to introspect one's own activities. In fact, the detachment decides everything on its own, and the child takes a direct part in this. By the way, some students remain at this level in the future. As a rule, these are good performers with certain creative inclinations.

3. As the experience of working in detachments is accumulated, the child rises to the next step. His activity is becoming more and more creative and contributes to the manifestation of the inclinations of the organizer, and accordingly the level of responsibility both for himself and for others increases. For example, independent development of a scenario for a detachment performance, substitution of a detachment commander (if necessary), conducting a detachment gathering. Sometimes you have to make independent management decisions (so far at the detachment level). As a rule, it is within the power of high school students (9th, 10th, 11th grade), but sometimes it can be a 7th or 8th grader. It seems that the decision is made collectively after a joint discussion, but the responsibility lies with a specific person, the demand is from him.

4. The next step is the commander of the detachment, a person vested with authority and responsibility, the general trust of all members of the detachment. This is already serious, this is already managing people, a team. Not everyone can be a team leader. In this case, the makings of both a formal and informal leader, the ability to lead people along, and endless responsibility for everything are necessary. A detachment commander must also possess a number of other qualities. He represents his squad at the gathering of commanders, which means he must be able to defend the decision of his squad before other commanders, sometimes show his will and character. At the same time, he must, if necessary, be able to compromise, and then prove to the detachment that this was necessary. He teaches the great skill of communication.

The most important thing is that at all stages of work in the detachments, the child gradually feels his importance, feels himself a person, and a person in many respects equal to adults, because he is trusted. The element of trust is an essential part of self-management.

Each detachment has a leader from among the teachers of the school or graduates. Their task is to take care of the life and health of children, creative assistance and friendly support, creating an atmosphere in which everyone feels comfortable.

The main governing body of the detachments is the Council of Commanders, consisting of detachment commanders, leaders and the director of the school. The council is headed by the head of the detachment movement.

Of particular note is that belonging to the detachments is a sign of a certain elite, which is not affected by either your educational success or any external factors.

The detachments are also a school for educating a leader of a new type, a truly democratic one.

Detachment commanders go through such a school, there are such high requirements for them, both from the side of the guys and from the leaders, that they are already in school age acquire skills that in ordinary life are possible only in a 25-year-old person.

The undoubted advantage of the detachments is the participation in their work of bright and gifted teachers, for whom the work of the leader of the detachment is not an annoying duty, but an inner need, creative search, self-expression.

The detachments developed the Charter, which includes the Laws of the RVO, which are adjusted at the General Meeting of all detachments. In the 2002–2003 academic year, the activities of the school teams of different ages were presented at the All-Russian Scientific and Practical Conference.

The detachments developed the Charter, which includes the Laws of the RVO, which are discussed every year by detachments, adjustments are made at the general meeting of all detachments.

All the work of the RVO is based on the principles of CTD (collectively creative work), where a very important and significant role belongs to the leader of the detachment and the council of commanders.

When preparing and conducting a specific case, the leader acts as:

• coordinator
• creative leader.

At the same time, he organizes the creativity of children in the detachment, recognizes the right for a child to make a mistake, takes care of everyone, transfers his creative and organizational experience.

The Council of Commanders acts as a regulatory body, a generator of new ideas, sums up the results of the work done, highlights the main problems, ways, methods for resolving which are given to the detachments.

I. Collective thinking of the case (everyone must express his opinion).

Question for everyone:

1. What do we want (to see something new, measure strength, have fun, etc.).
2. What will be the nature of the business (sports, labor, educational, artistic and aesthetic).
3. Who will do?
4. For whom will we do it?

How to achieve this:

1. brainstorming of the entire squad,
2. circle discussion,
3. grouping, discussion of group opinions,
4. questioning, analysis of the initiative group, discussion.

II. Collective business development.

1. What parts will the case consist of (its structure).

• breakdown,
• issuing assignments,
• preparation,
• result display,
• rewarding.

2. Its composition, design (What do we need to do to make things go well?).

• write a script
• furnish a room
• invite guests or interesting interlocutors,
• prepare prizes and gifts,
• come up with tasks or contests.

3. Who will be responsible for a particular stage of the case?

• business council - initiative group.
• creative groups.

III. Collective business.

The sense of belonging of everyone in this matter.

IV. Collective analysis of the case (hear everyone's opinion).

1. Have we achieved the result that we expected at the beginning of the case?
2. Who, what helped us (helped) achieve this result? How did you get involved?
3. Who, what prevented us (prevented) from achieving such a result?
4. Have we changed after the work done?

• circle discussion,
• questioning and discussion of the most important issues,
• discussion in groups - general gathering.

Traditions.

Among the activities that are diverse in form and content, they have become traditional: a one-day field gathering at Smolino Lake, New Year's Eve, a Fair, a three-day gathering at Akakul Lake.

Akakul is a cherished word for every detachment. The holiday, which is annually held by the children of the RVO in one of the picturesque places in our region, at the recreation center near Lake Akakul. Surrounded by wonderful awakening spring nature, the guys hold a three-day training camp, which culminates in a farewell bonfire for graduates. Each child joins the holy sacrament of farewell of graduates with the school, school friends, teachers. Having lived for three days as a single friendly family, the guys become truly family to each other. The days are filled with unique theatrical impromptu, new funny games invented by children. The festivity of the gathering is emphasized by the Small Olympic Games. In fact, every minute for a child is filled with creativity, active emotional activity. All three days fly by in one breath. When leaving the shores of the hospitable lake, the hearts of children freeze in anticipation of the next year, a new spring, a new Akakul.

School is a country of childhood, and childhood is inseparable from a fairy tale. And our school has its own fairy tale, its own fabulous holiday - a magical New Year's Eve.

The world of fabulous transformations begins with the transformation of a school - an institution for classes - into a fabulous night castle with the ebullient activity of its inhabitants. And the director's ordinary office suddenly turns into the abode of a good fairy, giving each child her love, attention and small wonderful gifts. This is how every New Year's Eve traditionally begins.

Kids in New Year's costumes resemble small soaring elves, fussy gnomes, majestic giants. The whole night is one fabulous action with groups of detachments performing alternately. Games, jokes, fun are an integral part of any RVO holiday, but there are especially many of them on New Year's Eve. Surprisingly, children do not feel tired at all, being in activity for almost 12 hours a night. Pre-prepared performances and congratulations alternate with dance outdoor games. The fantastic night ends with congratulations from Father Frost, New Year's gifts, always loved by children.

It's getting light... The corridors are quiet. Scattered children take away festive attributes with them: costumes, gifts, New Year's decorations... As in a children's fairy tale, with the first rays of the sun the magic ended.

I would like to say in particular about the attitude of the director and all the teachers towards the detachments. Their benevolence, participation in this form of activity created the conditions for the further development of the RVO.

Yes, and teachers are changing: together with the students they come up with sketches, laugh at jokes and applaud until their hands turn red.

As a result of the work of the RVO:

• self-government bodies (council of commanders, council of business, council of leaders, creative councils) have been created;
• the relationship between students and teachers has changed (co-creation, special relationship based on trust)
• the position of students and teachers has been changed (the teacher is an older friend, assistant, adviser, the student is a self-determined person);

What gives the guys work in the detachment? Firstly, independence, and secondly, a sense of equality, an atmosphere of goodwill in which one wants to be better and see the best in others. Yes, and teachers are changing: on a par with students, they invent, fantasize.