- preparation of calendar-thematic planning;

- diagnostics of skills and abilities of a young specialist.

Development of an individual plan for professional development

- pedagogical self-education;

- participation in events of various levels;

- lessons of a young teacher.

during a year

Emotional stress resistance of a young educator. The function of communication in the classroom

- workshop on solving and analyzing pedagogical situations;

- analysis of different styles of pedagogical communication

during a year

How to conduct an effective lesson. Mastery Secrets

- demonstration of the experience of the mentor and other colleagues;

- preparation of plans - abstracts of classes;

- conducting and analyzing classes by a young teacher

during a year

The image of the teacher.

- consideration of issues of pedagogical ethics, rhetoric, culture, etc.

Certification. Qualification Requirements

- study of normative documents on certification of pedagogical workers;

- compiling a portfolio of achievements of a young teacher

Self-education of the educator

- choice of a methodical theme;

- planning work on a thematic topic for the year

Diagnostics of pupils

- study of the methodology for monitoring, diagnostics, examination

pedagogical situation.

- mentor's advice and recommendations

during a year

A collection of interesting activities.

- development of classes by the youngest specialist

during a year

Generalization of pedagogical experience

- experience description technology

Methodical exhibition of achievements of a young educator.

- systematization of developments of professional activity

Organization of the work of the "School of a young educator"

It stands out as an independent link or as a kind of structure of the kindergarten of excellence. Beginning educators unite under the guidance of one experienced educator or senior educator. The work is carried out according to a special plan, including a discussion of such issues as the technique and methodology for setting the objectives of the lesson, the features of planning the work of the educator, taking into account the level of upbringing of the team, and much more. Classes at the "School of a Young Educator" provide for the implementation of practical tasks related to the development of options for technological maps of events with children and parents of pupils, using information and communication technologies. Communication of young educators under the guidance of experienced teachers contributes to the development of professional stability, creative self-realization of the personality of a novice teacher.

The study of the work experience of educators indicates that one of the reasons for the insufficient manifestation of pedagogical creativity and initiative is a sharp transition from the active theoretical activity of future educators during the training period to purely practical activity in the first years of work at MADOU.

During this period, it is important not only to preserve the theoretical special and psychological and pedagogical training of the teacher, but to develop and deepen it through direct application in practice. The "School of a young educator" is able to solve this important problem.

Internship

An internship is a specially organized mutualactivities to transfer knowledge, experience to the trainee in order to improve skills in a particular profile.

Internships were carried out on the basis of the order of the RUO,educational program "Professional Developmentskills of preschool groups of rural general educationalinstitutions”, Regulations on internships and plans for jointactivities of educational institutions. leaderinternships in each educational institution was assignedsenior educator, whose duties included:

organization of theoretical and practical events;

control over the performance of mentors.

A novelty in the organization of internships isdrawing up an individual educational route by a teacher- mentor and head of the internship based onprofessional needs and requests of each trainee.

In the content of an individual educational routewere included:

observation and analysis of classes;

study of the organization of the educational process;

study of plans, programs for the organization of educationaleducational process;

participation of teachers in meetings of pedagogical councils,methodological measures;

organization of workshops - seminars;

study of methodological literature on the topics of internships, etc.

Internships were held in the following areas:

physical culture and health;

intellectual-cognitive;

social and personal;

artistic and aesthetic.

Throughout the internship period, mentors andtrainees actively collaborated using direct and remotecontacts. This communication grew into business and friendly relations, which continue to this day.

The internship required from the mentors in-depth knowledge, skills in transferring their professional experience and skills,additional responsibility. The workload has increasedmentors. Mentors of preschool educational institutions of the city showed professional competence, pedagogicalskill, a great culture of communication, tact, createdatmosphere of trust. In turn, the trainees showed patience,diligence, with pleasure adopted the knowledge and experience of mentors, which they now use in their work. Internship as a formadvanced training provides a personal approach andmeeting the needs of teachers in improving knowledge,theory, practice of organization and management of educationaleducational process.

At the end of the internship, each trainee providedthe following documents:

- journal of internships;

- analysis of attendance at classes and other open events;

- five own developments on the topic of the internship;

- creative work presented at methodological eventskindergarten, where the teachers of the village were trained.

Based on the results of the work, the leaders and mentors of the internshipcompiled analytical reports. All documents provided by the trainees were analyzed and evaluated.

To monitor the results of the work, the mentors traveled totrainees and analyzed their teaching activities, as well asinvolved in the display of the results of the work in the form of openactivities for the children of this institution. The performance of the work was also monitored with the help of incoming and control diagnostics, where they revealed the level of knowledge and professional skills before and after the internship.

This form of individual methodological work, such asinternship, helped to cause a high activity of teachers -trainees, improve skills in solving pedagogical problems, connect theory with practical experience. big role inperformance was played by a flexible visiting schedulevarious methodological activities during the internship.

Thus, as a result of the internship in 2008, 2009, the pedagogical experience of 22 village teachers was studied and generalized. Internship as one of the forms of methodical work to improvequalifications contributed to the improvementprofessional skills, the development of creative initiative in teachers, has proven its effectiveness. The practice of providing suchassistance to teachers proved to be viable. Internship asa new form of professional developmentteachers meets modern requirements and has a positive effect on the quality of education in preschool groups at schools.

business game

Target - development of certain professional skills, pedagogical technologies.

The game as a form of learning is characterized by great flexibility. In the course of it, you can solve problems of varying complexity. It activates the creative initiative of teachers, ensures a high level of assimilation of theoretical knowledge and the development of professional skills.

Conduct form - collective or group work.

The process of organizing and conducting the game can be divided into 4 stages.

1. Game design:

clearly formulate the general goal of the game and private goals for the participants;

develop common rules of the game.

2. Organizational preparation of a specific game with the implementation of a specific didactic goal:

the leader explains to the participants the meaning of the game, introduces the general program and rules, distributes roles and sets specific tasks for their performers that must be solved by them;

experts are appointed who observe the course of the game, analyze the simulated situations, and give an assessment;

the time, conditions and duration of the game are determined.

3. Game progress.

4. Summing up, its detailed analysis:

general assessment of the game, detailed analysis, implementation of goals and objectives, good and weak sides, their reasons;

players' self-assessment of the performance of assigned tasks, the degree of personal satisfaction;

characterization of professional knowledge and skills revealed during the game;

analysis and evaluation of the game by experts.

Approximate order of the business game:

The leader informs the audience of the purpose, content, procedure for conducting a business game. Recommends to carefully study the literature, introduces the issues to be discussed.

The participants of the game are divided into subgroups of 3-5 people. In each subgroup, a leader is elected, whose responsibilities include organizing the work of the subgroup. An expert group of 3-5 people is selected from among the participants in the game.

The leader distributes questions between the game subgroups, gives the floor to representatives of the game groups on each issue, organizes discussions on the problem under discussion. For a speech, each participant in the game is given up to 5 minutes, during which it is necessary to briefly, but reasonably, highlight the main thing, substantiate the idea, argue, "defend" it.

The expert group, based on the speeches of the participants and their opinion, can prepare draft recommendations (practical advice) on the problem under consideration, discuss and determine the common positions of the members of the teaching team in practical activities.

The expert commission also reports its decisions on evaluating the content of speeches, the activity of participants, the effectiveness of subgroups in a business game. The criterion for such an assessment can be the number and content of the put forward ideas (suggestions), the degree of independence of judgments, their practical significance.

In conclusion, the leader summarizes the results of the game.

training

Target - development of certain professional skills and abilities.

training (English) - a special, training mode, training, can be an independent form of methodical work or used as a methodological technique during a seminar.

During the training, pedagogical situations, handouts, technical teaching aids are widely used. It is advisable to conduct training in training groups of 6 to 12 people.

The main principles in the work of the training group: trusting and frank communication, responsibility in discussions and when discussing the results of the training.

Pedagogical KVN

This form of methodical work contributes to the activation of existing theoretical knowledge, practical skills and abilities, the creation of a favorable psychological climate in a group of teachers. Two teams, a jury, are formed from the trainees, the rest are fans. Teams first get acquainted with the theme of KVN, receive homework. In addition, they prepare mutual playful greetings on the topic of this KVN. The leader offers entertaining tasks that require non-standard solutions (including the "Captains Competition"), directly related to the topic being studied.

Game progress:

1. Greeting teams, which takes into account:

correspondence of the speech to a given topic;

relevance;

presentation form.

Performance time is 10 minutes.

2. Warm-up (teams prepare three questions each for knowledge of the psychology of the student's personality and interpersonal relationships). The time to think about the question is 1 minute.

3. Homework: checking the preparation of a business game on a given topic.

4. Competition of captains.

5. Competition of wise men. Two members per team are selected. They are asked to choose the best way to solve this issue.

6. Competition of fans: solving pedagogical problems from the practice of the school.

7. Competition "What would it mean?" (situations from the life of the school). Resourcefulness, accuracy of expression of thoughts, humor are taken into account.

methodical bridge

The methodical bridge is a kind of discussion. Teachers from different schools of the district, city, heads of the Moscow Region, parents are involved in this form of methodical work.

The purpose of the methodological bridge is the exchange of advanced pedagogical experience, the dissemination of innovative technologies of education and upbringing.

Brainstorm

This is one of the methodological techniques that contributes to the development of practical skills, creativity, the development of the correct point of view on certain issues of pedagogical theory and practice. This technique is convenient to use when discussing the methodology for passing a certain topic, for making decisions on a specific problem.

The leader should think through the questions well so that the answers are short and concise. Preference is given to answers-fantasies, answers-insights. It is forbidden to criticize ideas, evaluate them. The duration of the brainstorming session is 15-30 minutes. This is followed by a discussion of the ideas expressed.

Solving pedagogical problems

Target - get acquainted with the features of the pedagogical process, its logic, the nature of the activities of the teacher and students, the system of their relationship. The fulfillment of such tasks will help to learn how to single out the essential, the main thing from the variety of phenomena.

The mastery of the teacher is manifested in the way he analyzes, explores the pedagogical situation, how he formulates, on the basis of a multilateral analysis, the goal and objectives of his own activity.

Pedagogical tasks should be taken from school practice. They should acquaint the best teachers with individual methodological methods of work, and warn against the most common mistakes.

When starting to solve a problem, it is necessary to carefully understand its condition, evaluate the position of each actor, and imagine the possible consequences of each proposed step.

The proposed tasks should reflect effective forms and methods of organizing and conducting educational work.

Methodical festival

This form of methodical work, used by methodologists of the city, district, school leaders, involves a large audience, aims to exchange work experience, introduce new pedagogical ideas and methodological findings.

At the festival there is an acquaintance with the best pedagogical experience, with non-standard lessons that go beyond traditions and generally accepted stereotypes.

During the festival there is a panorama of methodical findings and ideas.

Participants of the festival submit an application for a lesson, methodological ideas, techniques in advance.

Active forms of organizing methodological work

Discussion

Target - involvement of listeners in active discussion of the problem; identification of contradictions between worldly ideas and science; mastering the skills of applying theoretical knowledge to analyze reality.

The form of the event is a collective discussion of theoretical issues.

Organization methodology:

Determining the purpose and content of the problem under discussion, forecasting the results.

Identification of the key issues on which the discussion will be organized
(Random, secondary questions are not submitted for discussion).

Planning.

Preliminary acquaintance of the teaching staff with the main provisions of the topic under discussion.

Methodology:

Familiarization of students with the problem, situational task.
Questions are presented to listeners sequentially in accordance with the plan.

Organization of the discussion of different points of view on the merits of the problem under consideration.

Conclusion of the discussion.

In the final speech, the presenter notes the activity or passivity of the audience, evaluates the answers of the listeners, if necessary, reasonably refutes incorrect judgments, supplements incomplete answers, draws a general conclusion based on the results of the discussion, thanks the listeners for participating in the discussion.

The leader must:

know the subject, the topic of discussion well;

study the position and arguments of opponents;

not to allow the conversation to go away from the subject of discussion, the substitution of concepts.

Methodical ring

Target - improving the professional knowledge of teachers, identifying general erudition.

Conduct form - group work (opponents, support groups of opponents and analysis group).

Methodology for organizing and conducting:

Option 1 - a methodical ring as a kind of discussion in the presence of two opposing views on the issue.

For example, in the methodical ring on the topic "A school without discipline is like a mill without water" (Y. A. Komensky), the question is proposed for discussion: "How do I achieve discipline in the lesson - by switching students' attention to another type of activity or by disciplinary measures?".
Two opponents are preparing in advance. Each opponent has a support group that helps its leader if necessary.
The analysis group evaluates the level of preparation of opponents, the quality of protection of a certain version, sums up.
To relieve tension in pauses, pedagogical situations, game tasks, etc. are offered.

Option II - methodical ring as a competition of methodological ideas in the implementation of the same problem.

For example, a methodical ring on the topic "Activation of the cognitive activity of students in the classroom" involves the competition of the following methodological ideas:

application of game tasks;

use of active forms of education;

organization of group interaction of students;

increasing the role of students' independent work in the learning process, etc.

Creative groups for the defense of methodological ideas are created in advance.

The course of the methodical ring (the order in which ideas are defended) is determined by a draw.

The analysis team assesses the level of preparation of the participants.

The competition of methodological ideas ends with a general conclusion.

Methodical gatherings

Target - the formation of the correct point of view on a specific pedagogical problem; creation of a favorable psychological climate in this group of students.

Conduct form - round table.

Methodology for organizing and conducting: For discussion, questions are proposed that are essential for solving some key tasks of the educational process.

The topic of discussion is not announced in advance. The skill of the leader lies in the fact that in a relaxed atmosphere to call the audience to a frank conversation on the issue under discussion and lead them to certain conclusions.

Methodical dialogue

Target - discussion of a specific problem, development of a plan of joint action.

The form of the event is a round table.

Methodology for organizing and conducting:

Listeners get acquainted with the topic of discussion in advance, receive theoretical homework.

A methodical dialogue is conducted between the leader and students or between groups of students on a specific issue.

The driving force of the dialogue is the culture of communication and the activity of the listeners. Of great importance is the overall emotional atmosphere, which allows you to evoke a sense of inner unity.

In conclusion, a conclusion is made on the topic, a decision is made on further joint actions.

Methods of methodical work are ordered methods of activity to achieve goals.

Form is the internal organization of content, the construction of segments, cycles of the methodological process, reflecting the system of its components and stable connections.

According to the forms of methodological work is divided into group and individual.

Group forms include: participation of teachers in methodological associations of the city, district, DO; organization of theoretical and scientific - practical conferences; teachers' councils.

Individual includes individual consultations, conversations, mentoring, mutual visits, self-education.

It is necessary to learn the art of conversation, its universal nature is based on the fact that in any conversation the participants must skillfully adapt to each other, regardless of what is being discussed.

In order to make the right choice for your team of forms and methods, you must be guided by:

• - goals and objectives of the DO;
• - quantitative and qualitative composition of the team;
• - comparative efficiency of forms and methods of work;
• - features of the educational process;
• - material, moral and psychological conditions in the team;
• - real possibilities;
• - best practices and scientific advice.

The most effective forms of organizing methodological work are:

• - teachers' council;
• - seminars, workshops;
• - open views are effective;
• - medical and pedagogical meetings;
• - consultations;
• - the work of the creative team.

External professional development takes place:

• - by attending advanced training courses;
• - training in educational institutions;
• - participation in the work of methodical associations of the region.

Internal advanced training occurs through various forms of methodological work with teachers in preschool educational institutions:

• - participation in the work of the council of teachers;
• - training at seminars and workshops;
• - consulting, etc.

Let's take a closer look at the teachers' councils.

Pedagogical Council - a permanent collegial body of self-government of pedagogical workers. With its help, the development of preschool educational institutions is managed.

The pedagogical council, as the highest governing body for the entire educational process, solves the specific tasks of a preschool institution. Its activities are determined by the Regulations on the Pedagogical Council of the preschool educational institution. It is created in all preschool institutions where there are more than three teachers. It consists of all teaching staff and part-time workers. Also, the pedagogical council is the central link in the organization of all methodological work, the "school of pedagogical excellence."

Subject teachers' councils is indicated in the annual plan of the preschool educational institution. If necessary, additions and clarifications are made to it.

The main goal of the pedagogical council - to unite the efforts of the staff of the preschool educational institution to improve the level of the educational process, to use in practice the achievements of pedagogical science and best practices.

Functions of the pedagogical council:

• determines the directions of educational activities of the preschool educational institution;
• selects and approves educational programs for
• use in preschool educational institutions;
• Discusses the content, forms and methods of the educational process, planning the educational activities of the preschool educational institution;
• Considers issues of advanced training and retraining of personnel;
• reveals, generalizes, distributes, implements pedagogical experience;
• Considers the organization of additional services for parents;
• listens to the reports of the manager on the creation of conditions for
• · implementation of educational programs.

Meetings of the council of teachers are competent if at least half of its members are present. A decision taken within the competence of the Council of Teachers and not contrary to the law is mandatory.

Types of pedagogical councils:

• · installation- is held before the start of the academic year, at the end of August, and is dedicated to analyzing the results of the previous year, adopting a plan and focusing on solving upcoming problems;
• · thematic teachers' council with intermediate results dedicated to one of the annual tasks of the teaching staff;
• · final- held at the end of the academic year, it sums up the results of the year.

Pedagogical councils are divided into types. The academic year determines the cycle of pedagogical councils. The most common structure of the annual cycle is formed from four components: an introductory teachers' council, two thematic ones, and one final one. Meetings of the pedagogical council are convened, as a rule, once every two months in accordance with the work plan of the preschool educational institution.

With such a structure, pedagogical councils cannot cover all the problems of preschool educational institutions in one academic year. There is a need to plan topics for a longer period. The content of pedagogical councils should become a backbone factor for the implementation of the development program developed in the preschool educational institution.

Teachers' councils are also distinguished by forms of organization :

• · traditional- this is a teachers' council with a detailed agenda, held with strict observance of the regulations on each issue and the adoption of decisions on them;
• · teachers' council with using separate activation methods teachers;
• · non-traditional teachers' council(for example, in the form of a business game, conference, etc.). Its preparation requires writing a script, dividing participants into teams and assigning roles.
• · However, it must be remembered that the result of the work of any teachers' council should be the adoption of decisions to improve the work of the team.

Traditional pedagogical councils are distinguished by the predominant use of verbal (verbal) methods, the traditional nature of the content, and the authoritarian style of communication between the administration and teachers.

According to the form and organization of the activities of the participants The councils are divided into:

• · to the teachers' council (classic) on the basis of a report with a discussion (speeches);
• · report with co-reports;
• · meeting with the invitation of a speaker-specialist.

Along with this, there may not be a main report at the teachers' council, which is replaced by a series of messages united by one topic.

The report can be structured as follows:

Introduction - indicate the relevance, the essence of the problem, at least in one sentence. Goal definition, i.e. reflection of the most essential, which determines the presentation of the report.

Main part - presentation of facts, events, provisions in a logical and chronological sequence.

Conclusion in the shape of:

• conclusions, if they are required, i.e. if the goal is persuasion;
• · recommendations, if required, i.e. if a certain plan of action is being defended;
• · summary - a summary of the essence of the report, if it is complex and long.

The traditional structure of the teachers' council may include individual methods of activating teachers : collective viewing of classes and other events; use of video materials; display and analysis of the results of the educational process of the activities of preschoolers.

In the practice of preschool educational institutions, both in the preparation and during the conduct of teachers' councils, the following methods and forms of activation of teachers can be used:

• · imitation of a specific situation . This method helps to choose the right option from the many proposed. Four types of concrete situations are known. By selecting them taking into account the gradual complication, it is possible to achieve the greatest interest and activity of educators. In illustration situations, simple cases from practice are described and the solution is immediately given. Situations-exercises encourage you to take some actions (draw up a plan of notes, fill out a table, etc.). In assessment situations, the problem has already been solved, but teachers are required to analyze it and justify their answer, evaluate it. Problem situations consider a case study as an existing problem to be solved;
• · discussion of two opposing points of view . The senior educator offers two points of view on the same problem for discussion. Teachers must express their attitude towards them and justify it;
• · practical skills training . This method is very effective, but it must be thought out in advance, to decide which of the teachers can advise it. It is better to offer a learning element from work experience;
• · imitation of the working day of the educator . Teachers are given a description of the age group of children, the goal and tasks that need to be solved are formulated, and the task is set: to simulate their working day in a certain time. In conclusion, the leader organizes a discussion of all proposed models;
• · solving pedagogical crossword puzzles helps to clarify the knowledge of educators on a specific topic, develops their horizons, and therefore affects the quality of work with children;
• · work with instructive and directive documents . Educators are offered to get acquainted in advance with this or that document, apply it to their activities and, having singled out one of the areas, think over a work plan to eliminate shortcomings. Everyone performs this task independently, and different approaches to solving the same problem are discussed at the teachers' council;
• · analysis of children's statements, their behavior, creativity . The senior educator prepares tape recordings, collections of children's drawings or crafts, etc. Educators get acquainted with the material, analyze it, evaluate the skills, development, upbringing of children, formulate several specific proposals to help the teacher working with them;
• · intellectual, business and creatively developing games , which allow educators to exchange views in a relaxed way with their colleagues.

game simulation increases interest, causes high activity, improves skills in solving real pedagogical problems.

At the teachers' councils, educators are offered various questions, during the discussion of which a dialogue-discussion may arise, which has become a true sign of our time. However, not everyone knows the art of collective discussion of issues in the form of a dialogue or a dispute.

Dialog - this is a conversation of two or more people, a free exchange of opinions, often complementing the characterization of various aspects of the problem under discussion. In this case, the dispute usually does not arise, since each participant in the conversation expresses his point of view.

Discussion - discussion of any controversial issue, revealing the truth and making the right decision by everyone who wants to express their own point of view.

Discussion features:

• involves constructive interaction,
• Search for a group agreement in the form of a common opinion or a consolidated decision.

Discussion Rules

• · The truth does not belong to you, just as it does not belong to anyone.
• When discussing topic A, do not start a discussion on topic B.
• · The discussion is not a socialist competition, there can be no winners in it.
• · It is impossible to turn a remark into a report.
• · Everyone is entitled to their own opinion.
• If you cannot express your arguments in 3 minutes, then something is wrong with them.
• Ideas are criticized, not people.

Organization of the discussion - it's not easy. Particular attention should be paid to creating a favorable psychological environment. The first step is to have the participants sit in a circle. The main thing is to create an atmosphere of goodwill and interested attention to everyone. The object of discussion can be a really controversial issue, in relation to which each participant freely expresses his opinion, no matter how unpopular and unexpected it may be. The success or failure of the discussion is determined by the formulation of the problem and questions. What should be followed in this regard? Questions should be controversial, i.e. one that can be answered with both "no" and "yes". The level of preparedness of the participants in the discussion should also be taken into account: are they able to independently formulate the best solution to the problem?

Participants in the discussion need to be prepared for the fact that the conceptual conflict and divergence of opinions cannot be overcome quickly. At the same time, the long-term activity of opponents should be considered a successful outcome of the discussion.

In recent decades, there have been widespread non-traditional pedagogical advice .

Consider some forms of their organization and conduct.

Signs-conditions for a pedagogical council - a business game

• the presence of a problem and a goal that the pedagogical (playing) team must solve;
• imitation of a real situation, the presence of game roles and the assignment of game participants to them (most often social roles are played: teachers, children, parents, preschool administration, authorities, etc.);
• · a real difference in interests, opinions, points of view of the participants themselves;
• Compliance with game rules and conditions;
• the presence of game stimulation: competition
• · in social activity, expert assessment of personal and collective contributions, public assessment of the result of gaming activity.

Teachers Council - business game - a training form in which participants are assigned certain roles. The business game teaches to analyze and solve complex problems of human relationships, in the study of which not only the correct solution is essential, but also the behavior of the participants themselves, the structure of relations, tone, facial expressions, intonation.

One of the forms of the business game is "brainstorming". It can be used to sum up the results of the team's work on any problem or for a certain period. The main place in such a pedagogical council is occupied by group activities. The organizers need to think over the scenario to the smallest detail, determine the roles, tasks, and calculate the regulations. Participants analyze the questions raised, develop goals and objectives, draw up programs that will form the basis for the decision of the teachers' council.

Business games are a type of activity in conditions of artificially created situations, aimed at solving a learning problem.

Teachers' Council Conference can be practiced in large preschool educational institutions (10 groups or more) to activate the final pedagogical councils.

Conference in the scientific world - this is a form of presenting to the public any results, results of experience. At conferences in oral or written form (poster presentations, publication of abstracts), the authors make applications for the championship, exchange information.

The Pedagogical Council-Conference combines the qualities of both the Pedagogical Council and the Scientific Conference. A teachers' council of this form is held in the form of a series of short (up to 10-15 minutes) reports containing the results of the creative, educational, scientific and methodological work of teachers and the leader.

The topics of teachers' councils-conferences can be devoted both to the results of the work of the institution as a whole, and to a separate general pedagogical problem, to be of a scientific and practical nature. Their peculiarity is the obligatory encouragement and awards (at the end of the year), the design and release of materials summarizing pedagogical experience, the consideration and implementation of the proposals and recommendations of teachers in the plans for the next academic year.

If the topic of the teachers' council-conference touches on a separate pedagogical problem, then the teachers' council may consist of several parts, for example, from the main message and the dialogue organized by the senior teacher with a group of specialists (music director, psychologist, physical education teacher, speech therapist). Their answers to the questions asked will encourage other participants to develop the topic by expressing their opinion. In conclusion, appropriate recommendations are adopted.

Teachers' Council - round table requires serious preparedness and interest of each participant. To conduct it, managers need to select important, interesting issues for discussion, think over the organization. For example, some topics can be given in advance to a group of educators and offer them relevant literature. Then they will be able to get acquainted with different theories, approaches, opinions and think about their point of view.

Situational teachers' council consists in considering one or more situations that can be played by prepared participants. You can discuss the situation according to the plot recorded on the video camera.

Teachers' council-discussion requires that teachers divide into subgroups in advance and offer their concepts of the problem under discussion. During the discussion, a plan for solving the problem is jointly thought out.

Pedagogical council-dispute - a kind of teachers' council-discussion.

Dispute (from Latin disputable - to argue, to argue) involves a dispute, a clash of different, sometimes opposing points of view. It requires the parties to be convinced, a clear and definite view on the subject of the dispute, the ability to defend their arguments. Such a pedagogical council is a collective reflection on a given topic, problem.

Laws of Dispute

• Dispute - a free exchange of opinions.
• · Everyone is active in the dispute. Everyone is equal in a fight.
• Everyone speaks and criticizes any situation,
• with which I do not agree.
• · Say what you think and think what you say.
• The main thing in a dispute is facts, logic, the ability to prove.

The subject of the dispute should be a problem that causes conflicting opinions, is solved in different ways. The dispute does not exclude, but suggests the depth and comprehensiveness of the disclosure of the problem. Where there is no subject of dispute, but there are only speeches that supplement or clarify certain arguments, there is no dispute, it is at best a conversation.

The wording of the topic should be acute, problematic, awaken the thought of teachers, contain a question that is solved in practice and in the literature in different ways, causes different opinions.

A variant of the pedagogical council-dispute is the solution of pedagogical situations. The head or senior educator selects a bank of complex pedagogical situations on the problem and offers it to the team. The form of presentation can be varied: targeted, by lottery, with division into groups. The administration of the preschool educational institution can play the role of a jury, presenter, consultant, opponent, etc.

Pedagogical Council - scientific and practical conference can be prepared and carried out by combining the efforts of several preschool educational institutions on the basis of an institution that has the status of an experimental site. During its preparation, open days for teachers should be organized in advance. It is important to set the agenda in such a way that each institution participates equally in demonstrating its experience, discussing problems and proposals for developing solutions. Decisions at such a teachers' council can be made both general for everyone, and for each team separately, taking into account its specifics.

Teachers' Council in the form of collective creative activity ( further - KTD) - all members of the teaching staff participate in the planning, implementation and analysis of activities that have the character of collective creativity.

The main goal of KTD is to create conditions for the self-realization of each teacher, the manifestation and development of all his abilities and capabilities. Therefore, KTD relies on creative, constructive activity. The system of collective relations - cooperation, mutual assistance is formed in the process of creative activity, which includes several stages-stages:

• search for ideas and preliminary setting of tasks;
• collection-start;
• · Elections of the council of business (activity);
• collective planning of activities;
• the work of micro-teams;
• readiness check;
• Carrying out the KTD;
• collective analysis
• stage of consequences.

In these stages there is a large share of the game, entertainment, which are combined with high ideological, purposefulness, which is the main originality of the KTD.

In whatever form the teachers' council is held, decisions are made without fail. They are recorded in the protocols. Their number depends on the agenda, therefore, if it has five items, then there should be at least five decisions. But on one of the issues, you can make several decisions. Together, they will help solve the problem that has arisen. The wording of decisions should be specific, indicating the responsible persons and the deadline for implementation. In other words, such that they can be checked. After all, each new teachers' council begins with a brief summing up of the implementation of the decisions of the previous one.

Approximate structure of the meeting of the teachers' council:

• information about those present and absent, determining the eligibility of the council of teachers;
• information on the implementation of the decisions of the previous meeting and the progress of implementation of decisions with a longer term;
• Introductory speech by the chairman of the council of teachers on the topic, agenda, the significance of solving the problem posed for the entire staff of the preschool educational institution;
• Discussion of issues in accordance with the agenda;
• · concluding remarks by the chairman of the council with an analysis of the work done, discussion of the draft decision;
• adoption by the council of teachers of the decision by voting.

Usually, during the meeting, a draft protocol is drawn up, which is then, within five days, properly executed. The date of the minutes is the date of the meeting. Competent protocol writing is a kind of art. It is recommended that a secretary be elected for at least an academic year. The protocol is signed by the chairman and secretary of the pedagogical council.

It must be remembered that protocols are mandatory reporting documentation. Therefore, it is necessary to strive to ensure that the secretary clearly records the speeches of the participants in the meeting, i.e. his notes should reflect an objective picture of how the discussion went, on what issues the discussion unfolded, how the teachers' council came to certain decisions. If the members of the pedagogical council make a report, report, message presented in writing, then an entry is made in the protocol: "The text of the report (report, message) is attached." When making decisions requiring a vote, it is mandatory to note how many votes are for, against, or abstained from.

Due to the fact that in kindergartens the meetings of the council of teachers are thematic in nature, it is possible to make general decisions on the issues stated on the agenda.

At the meetings of the pedagogical council discussed :

• Issues of upbringing and educational work with children;
• use of new achievements in science and pedagogical practice;
• existing shortcomings, decisions taken to eliminate them;
• questions of exchange of experience.

The final word of the chairman of the teachers' council should be short, specific, contain constructive suggestions. It is not always justified to include minor issues of a domestic, economic and organizational nature in it. These issues need to be discussed at meetings. In the topics submitted to the teachers' council, the nature of their consideration, the behavior of teachers at the pedagogical council, as well as in relation to it, the professional level of the leadership of the preschool educational institution is manifested.

In order for the teachers' council to be a governing body, and its decisions to be effective and conducive to improving work with children, it is necessary to carefully prepare for it.

An important condition for the organization of the teachers' council is the relevance of the issues under consideration. Teachers are only interested in those that help the practical solution of problems that cause difficulties for most members of the team, as well as new pedagogical technologies, author's developments.

The thoughtful placement of its participants also contributes to the creation of a working mood at the teachers' council. For example, depending on the purpose of the council of teachers, their workplaces can be arranged as follows:

frontal arrangement (chairman against those present) is necessary when the meeting is informative;

• · "round table" is useful for equal collective discussion of pressing issues;
• · "triangle" allows you to highlight the leading role of the leader and include everyone in the discussion of the problem;
• · work in "small groups", ie. 3-4 people at separate tables (solution of pedagogical situations);

for discussion, it is possible to provide for the frontal arrangement of groups-participants defending their positions.

A detailed agenda with questions for discussion should be posted no later than two to three weeks before the meeting of the pedagogical council. An exhibition is being arranged in the methodological office, for example, "Getting ready for the teachers' council."

The teachers' council of any form necessarily requires an analysis of the results with answers to the following questions: what was achieved and what was not achieved during the discussion; which of the educators was active and who was passive and why; what lessons can be learned from the experience gained; how to influence individual passive teachers. Various services of the preschool educational institution and pedagogical workers take part in the preparation of the teachers' council.

The Pedagogical Council helps in the formation of a team of like-minded people, creates conditions for the analysis and evaluation of existing attitudes and principles in accordance with the requirements of modern science and best practice.

Algorithm for the preparation of the teachers' council

• 1. Definition of goals and objectives.
• 2. Formation of a small creative group (think tank) of the teachers' council.
• 3. Selection of literature on the issue under consideration and preparation of primary material by the forces of a small creative group.
• 4. Drawing up a plan for the preparation and holding of the teachers' council (questions of the teachers' council, the plan for holding, schedules for questioning and open viewings are posted (at least) a month before the teachers' council, the topic of the teachers' council and literature on the declared topic - 2 months in advance).
• 5. Development of questionnaires and conducting a survey.
• 6. Visiting open views of the pedagogical process.
• 7. Discussion, processing of digital material by a small creative group.
• 8. Systematization and preparation of the final material.
• 9. Seminars on the theme of the teachers' council.
• 10. Conducting creative workshops by experienced teachers.
• 11. Preparation of questions for discussion at the teachers' council.
• 12. Preparation of the hall and all necessary material resources.
• 13. Inclusion in the work of the psychological service: interviews parents, prepares for work in small creative groups.
• 14. Preparation of a draft decision of the teachers' council.
• 15. Analysis of the work of the teachers' council.
• 16. The final order on the encouragement of teachers.
• 17. Making a piggy bank with the materials of the teachers' council.
• 18. Formation of further goals and objectives that need to be addressed.

Consultations - a constant form of assistance to educators. In a children's institution, consultations are held for educators of one group, parallel groups, individual and general (for all teachers). Group consultations are planned for a year. Individual consultations are not planned, as their conduct is dictated by the need for educators to receive certain information on a specific issue.

However, not all questions can be fully answered in a short period of time. Some problems of raising children require a longer conversation, discussion, and if they are of concern to several educators, then it is advisable to organize such a collective form of methodological assistance, which is seminar.

Experienced educators who have a good result of work on a specific problem can also be appointed to lead the seminar. At the beginning of the academic year, the methodologist determines the topic of the seminar, appoints the leader. The duration of the classes depends on the topic: they can take place within a month, six months or a year. Seminar attendance is voluntary.

The theoretical knowledge gained at the seminar, preschool workers can reinforce with practical skills, which they consolidate and improve by participating in seminar - workshop. How to mold a hare so that it looks like a real one, how to show a puppet theater so that the characters bring joy to children and make them think, how to teach children to expressively read a poem, how to make didactic games with their own hands, how to arrange a group room for the holiday. Educators can get an answer to these and other questions from an experienced teacher - methodologist.

In order to organize special practical classes, the head studies the need for teachers to acquire certain practical skills and abilities. The methodological aids prepared during the workshops can be used by educators in their further work with children, and some of them remain in the pedagogical office as samples - standards.

A common form of methodological work is conversations with caregivers. This method is used by the methodologist when summing up the results of the verification of pedagogical work, in the study, generalization of best practices, and in a number of other cases.

Before starting a conversation, it is necessary to think over its purpose, questions for discussion. A casual conversation disposes the educator to frankness.

This form of methodical work requires great tact from the methodologist. The ability to listen carefully to the interlocutor, maintain a dialogue, accept criticism kindly, and act in such a way as to influence them, primarily with their behavior.

Talking with the educator, the methodologist finds out his mood, interests, difficulties in work, learns about the reasons for failures (if any), seeks to provide effective assistance.

An effective form of advanced training for educators, providing them with methodological assistance are collective views of the work of experienced teachers. Depending on the topic discussed at the teachers' council, it is advisable to carry out such reviews in order to demonstrate, illustrate those theoretical provisions that were expressed in the reports, and in order to study and implement best practices in the work of other employees.

When discussing such a lesson, the methodologist needs to emphasize that the educator did a lot of multifaceted work and managed to generalize the knowledge, ideas of children, based on their impressions, made them think, reflect, draw independent conclusions.

Those educators who already have it should show their work experience. Analyzing the experience of colleagues, teachers should gradually develop their own successful techniques. The methodologist is obliged to see this in the work of each educator. Having noticed certain successes of the educator in any section of the program, he designs its further development: he selects certain literature, advises, and monitors the practical actions of this employee. Collective viewings are held no more than once a quarter. This allows everyone to prepare well for them: both those who demonstrate their experience and those who adopt it. Preparation should include: the correct choice of the topic (its relevance, the need for all educators in it, the connection with the topics of teachers' councils, etc.), assistance to the educator - methodologist in formulating the main goal of the lesson (or in the process of any other activity of children), compiling a summary events with an indication of educational and educational tasks, methods and techniques, the material used.

In order to study and borrow the best experience, such a form of improving pedagogical skills as mutual visits. At the same time, the role of the senior educator is to recommend to the educator the organized activities of the partner to develop uniform requirements for children or the lesson of the educator of the parallel group to compare the results of work. The methodologist must give this work a purposeful, meaningful character. To this end, mentoring is organized. When a new, novice teacher appears in the team, at first he has many questions, and he needs help.

Due to their busyness, the manager is not always able to provide such assistance. Therefore, he appoints a mentor from among more experienced teachers, taking into account that mentoring should be voluntary on both sides.

The mentor's candidacy is approved at the teachers' council, and his report is also heard there. The mentor should help the new employee to establish the necessary business and personal contacts, to get acquainted with the traditions of the team, with its successes, as well as with the difficulties in work.

In methodological work, a special place is given to the principle of an individually differentiated approach to the pedagogical activities of educators and specialists. In modern conditions, methodical work with personnel should be based on a diagnostic basis, taking into account the needs of each teacher.

The implementation of individually-oriented methodological work allows developing the creativity and initiative of the teaching staff by including everyone in an active professional activity.

In the field of methodological work, a complex of interrelated forms of cooperation between the teaching staff and parents is presented.

The center of all the methodological work of the preschool educational institution is the methodological office. He plays a leading role in assisting teachers in organizing the educational process, ensuring their continuous self-development, summarizing advanced pedagogical experience, and increasing the competence of parents in the upbringing and education of children. The methodical office is a piggy bank of the best traditions of a preschool institution, therefore the task of the senior educator is to make the accumulated experience alive, accessible, to teach teachers to creatively transfer it to work with children, to organize the work of this methodological center in such a way that educators feel in it, as in their office .

The methodological office of a preschool institution must meet such requirements as information content, accessibility, aesthetics, content, providing motivation and activity in development.

The implementation of the information and analytical function of managing a preschool institution determines the formation of an information data bank in the methodological office, where the sources, content, and direction of information are determined.

Informing teachers about the new requirements for work, and the latest achievements of science and practice.

Timely informing teachers about new developments in psychological and pedagogical science and best practices, methodological support in the system of preschool education is an important condition for the high effectiveness of the educational process.

Raising the awareness of teachers contributes to the establishment of a unified pedagogical strategy for the development of preschool educational institutions, which is discussed, approved and implemented through the main governing body - the pedagogical council and serves as the main resource for the development of the team in preschool educational institutions.

Alla Frantsuzova
Innovative forms of methodical work as a factor in improving the professional skills of preschool teachers

« Innovative forms of methodical work - as a factor in improving the professional skills of teachers DOW in the context of the implementation of the Federal State Educational Standard DO "

The quality of education and its effectiveness is one of the urgent problems of modern pedagogy in the context of the implementation of the Federal State Educational Standard. The leading role in ensuring the effectiveness of the educational process is played by teacher, his professionalism.

Improving the skill level of teachers- priority activity methodical work, which occupies a special place in the management system of a preschool institution and represents an important link in a holistic system advanced training of teaching staff, since, first of all, it contributes to the activation of the personality teacher development of his creative personality.

Persistent content link methodical work with the results of the work of teachers provides a continuous process of improvement professional skills of each educator. In the same time methodical work is of a leading nature and is responsible for the development and improvement of the entire work with children, in line with new developments in pedagogical and psychological science. Therefore, it is impossible to agree with the understanding methodical work, as soon as the service for correcting errors in the activities of the educator, although in the course of it one has to solve these problems. The main thing is to provide real, effective and timely assistance teachers. However, the problem improving the professional skills of each teacher preschool is still one of the most difficult. It's no secret that sometimes a lot of effort is spent on organizing events, and the return is negligible. How to explain all this? Traditional forms of methodical work, in which the main place was given to reports, speeches have lost their importance due to their low efficiency and insufficient feedback. Today it is necessary to use new, active forms of work that tend to involve teachers into activity and dialogue involving the free exchange of opinions.

Activation of creative activity teachers possible through non-traditional, interactive methods and active forms of work with teachers.

Methods active learning - totality pedagogical actions and techniques aimed at organizing the educational process and creating conditions by special means that motivate students to independent, proactive and creative development of educational material in the process of cognitive activity (V.N. Kruglikov, 1998).

Peculiarities methods consist in their focus on the activation of cognitive, communicative, professional activities and improving their quality(thinking, speech, actions, emotional-personal relationships, which is consistent with experimental data, which indicates that no more than I - -30% is absorbed during the lecture presentation of the material information, with independent work with literature - up to 50%, with pronunciation - up to 70%, and with personal participation in the activity being studied (for example, in a business game)- up to 90%).

In the conditions of problematic content, creative nature and competitiveness of activity, a quick, sharp commissioning of the body's reserves takes place. Emotions arising at the same time activate, induce a person, initiate his focus on the performance of activities.

Many major methodological innovations associated with the use of interactive teaching methods. Word "interactive" came to us from the English language from the word "interact", where "inter" is "mutual", “act” - to act.

Interactive means the ability to interact or is in a conversation, dialogue with something (e.g. computer) or anyone (e.g. human). From this we can conclude that interactive learning is, first of all, interactive learning, during which interaction is carried out. teachers or a teacher and the head of a methodological event.

It should be recognized that interactive learning is a special the form organization of any activity. It has in mind rather specific and predictable goals. work. One of these goals is to create a comfortable learning environment, such that teacher(teachable) feels his success, his intellectual viability, which makes the whole learning process productive and effective.

What is the essence of interactive learning?

The interaction process is organized in such a way that almost all participants are involved in the process of cognition and discussion. They have the opportunity to understand and reflect on what they know, understand what they think. Joint activity in this process means that each participant makes his own special individual contribution, has the opportunity to exchange knowledge, his own ideas, methods of activity, to hear a different opinion of colleagues. Moreover, this process takes place in an atmosphere of goodwill and mutual support, which makes it possible to obtain not only new knowledge on the problem under discussion, but also develops the pedagogical activity and transfers it to higher forms cooperation and cooperation.

Interactive activity involves the organization and development of dialogue communication, which leads to interaction, mutual understanding, to a joint solution and adoption of the most common, but significant tasks for each participant. With interactive learning, the dominance of both one speaker and one opinion is excluded.

During the dialogue, teachers is formed the ability to think critically, reason, solve controversial problems based on the analysis of what was heard information and circumstances. teachers learn to weigh alternative opinions, make thoughtful decisions, express their thoughts correctly, participate in discussions, professionally communicate with colleagues.

It is valuable that with such an organization work teacher can not only express their opinion, view, give an assessment, but also, having heard the evidence-based arguments of colleagues, abandon their point of view or significantly change it. At teachers is formed respect for other people's opinions, the ability to listen to others, to draw reasonable conclusions and conclusions.

The value of interactive methods- achievement of such important goals, how:

1. Stimulation of interest and motivation for self-education;

2. Raise level of activity and independence;

3. Development of skills of analysis and reflection of their activities;

4. Development of the desire for cooperation, empathy.

What are the advantages of such work?

First, significantly the motivation of professional activity of teachers increases, their social and cognitive activity.

Secondly, those aspects of a person are realized that in everyday, rather monotonous life, do not find application, development.

Thirdly, the experience of collective activity, mutual respect, support, cooperation is acquired, without which work in human society is impossible.

Interactive forms and methods of teaching

Traditional New Newest

Training Business game Coaching session

Pedagogical exhibition-fair living room pedagogical ideas Method"Cases"

KVN Bank of ideas Quality mugs

Round table Master class SWOT analysis method

Pedagogical ring creative hour Method"Moderation"

Pedagogical situations Pedagogical workshop Method"Brainstorm"

Methodical theater

Workshop Quick setup

The main focus of interactive forms is the revitalization teachers, development of their creative thinking, non-standard way out of a problem situation.

Classification methods active learning and their features

One of the effective interactive the form, work with teachers preschool educational institution - training(fast response, fast learning).

Target - development of professional skills and abilities.

Training - the word is English - a special, training mode. Training can be self-guided form of methodical work or be used as methodical reception during seminars.

Widely used in training pedagogical situations, handouts, technical training aids. It is advisable to conduct training in training groups of 6 to 12 people.

Basic principles in work of the training group: confidential and frank communication, responsibility in discussions and when discussing the results of training.

Pedagogical ring - orients teachers to study the latest research in psychology and pedagogy, methodological literature, contributes to the identification of various approaches to solving pedagogical problems, improves the skills of logical thinking and argumentation of one's position, teaches conciseness, clarity, accuracy of statements, develops resourcefulness, a sense of humor. Such the form provides criteria for evaluating responses, speeches and actions participants:

General erudition;

professional knowledge, skills, skills;

The ability to get out of a difficult situation, impromptu.

For example, pedagogical ring: "Ways to improve the learning process in preschool educational institutions".

"Aquarium" - dialogue form, when teachers offer to discuss the problem "in front of the public". The group chooses to have a dialogue about who they can trust. Sometimes it can be several applicants. Everyone else acts as a spectator. Hence the name - "aquarium".

What does this method give teachers? The opportunity to see your colleagues from the outside, that is, to see how they communicate, how they react to someone else's thought, how they resolve the brewing conflict, how they argue their thought and what evidence they give, and so on.

Or such the form: intragroup Work where a group is formed (6-7 people, Work which is open for observation. Rest teachers together with the leader, without interfering, they observe the implementation of roles in solving the cognitive task. However, at the end of the session, observers, group members and, finally, the leader sequentially sum up various results. (more informative, communicative, etc.). A prerequisite for successful discussions: participants should not know about the positions of the others, but behave in accordance with the assigned role.

Initiator:

Seize the initiative from the very beginning, defend your position with the help of arguments and emotional pressure.

Wrangler:

To meet with hostility any proposals put forward and defend opposing points of view; in a word, stick to the position Porthos: “I fight because I fight. ”

Compromiser:

Express your agreement with any points of view and support all the statements of the speaker

Original:

Do not get involved in an argument, but from time to time put forward any unexpected proposals.

Organizer:

It is necessary to organize the discussion so that all participants have their say, ask clarifying questions.

silent:

Avoid directly answering the question in every possible way, no one should understand what point of view you hold

Destructor:

Disrupt the smooth flow of the discussion all the time (drop something, giggle at the wrong time, ask the neighbor to move in a loud whisper)

Method"Brainstorm" or "Brain attack" (brainstorming)- a procedure of group creative thinking, more precisely, it is a means of obtaining a large number of ideas from a group of people in a short period of time.

This method can be actively used at meetings of the creative group to discuss the plan or conduct various activities: children's holidays, competitions, pedagogical competitions, methodological associations, etc..

For brain assault:

1. A problem is chosen for discussion;

2. Formed the creative team is noticeably out of ten human: the discussion of the problem takes place in a comfortable and relaxed atmosphere;

3. The brainstorming process itself is divided into three stage:

Introduction. During which the problem is announced and written on the board. The facilitator explains the reason for putting forward the chosen topic, then asks the participants to offer their options. wording;

Generation of ideas. Participants in the discussion in free form express their ideas, which are recorded on the board. At this stage, criticism is strictly prohibited, because the best are the so-called "crazy ideas".

At the stage of analyzing ideas and searching for opportunities for their implementation, treatment of the proposals made, it is proposed to consider the ideas from the point of view of originality and the possibility of implementation. Each idea is labeled with a card icons:

«++» - very good, original idea;

«+» - not bad idea;

«0» - could not find a construct;

HP - impossible to implement;

TR - difficult to implement;

RR - really implement.

4. At the end of the brainstorming, ideas are selected that received either two "plus", or icon "RR", or both of these icons.

Method"Moderation" (moderator - intermediary, regulator). This method allows"force" people to act as one team for development in the shortest possible time, specific proposals to be implemented aimed at solving the problem.

When using this method each teacher can:

Focus on content;

Show independence to each participant in the discussion;

Conduct discussions in a free and collegial atmosphere.

Method involuntarily creates a collegial environment, not a poll or a speech in turn, but a decision in the process work.

Method"Moderation" can be used as a separate method or be synthesized with Open Space Technology, which is also provides: active participation of everyone, creation of a democratic atmosphere, equality of opportunity, openness and cooperation, interaction, communication, development and exchange of ideas.

Open space is seen as interactive method successful promotion teachers for creative activities. It can be used both by itself and at the teachers' council.

It should be noted that when using the TOP at the teachers' council, it is not necessary to developed agenda and plan work, as well as additional materials, they will only interfere work. This is the fundamental difference between this forms organization of the teachers' council from the traditional ones.

Method"Cases" (Casestudy)- non-game method analysis and solution of situations where teachers participate in direct discussion of business situations and tasks taken from real practice. This method, as a rule, is used in the process of a situational business game, which in itself is also an interactive game method and involves the deployment of a special (game) activities teachers– participants in a simulation model that recreates the conditions and dynamics of the educational process or cooperation with the parents of pupils.

Using method"Cases" all discussed situations are divided on the:

Situations - illustrations;

Situations - exercises;

Situations - estimates;

situations are problems.

A symposium is a discussion during which participants make presentations representing their points of view, after which they answer questions from the audience.

Debate - a discussion built on the basis of prearranged speeches by representatives of two opposing groups.

Dispute (from Latin disputable - to argue, argue) involves a dispute, a clash of different, sometimes opposing points of view. It requires the parties to be convinced, a clear and definite view of the subject of the dispute, the ability to defend their arguments. Such a pedagogical council is a collective reflection on a given topic, problem.

Laws of Dispute

Dispute is a free exchange of opinions.

Everyone is active on the board. Everyone is equal in a fight.

Everyone speaks and criticizes any situation,

with which I do not agree.

Say what you think and think what you say.

The main thing in the dispute - data, logic, ability to prove. Facial expressions, gestures, exclamations are not accepted as arguments.

A sharp, well-aimed word is welcome.

Whispering on the spot, inappropriate jokes are prohibited.

Subject dispute should be a problem that causes conflicting opinions, is solved in different ways. The dispute does not exclude, but suggests the depth and comprehensiveness of the disclosure of the problem. Where there is no subject of dispute, but there are only speeches that supplement or clarify certain arguments, there is no dispute, it is at best a conversation.

Wording topics should be sharp, problematic, awaken the thought teachers, to include a question that in practice and in the literature is solved differently, causes different opinions, for example:

"Does kindergarten need standards?",

What should preschoolers be taught today?

"Innovative technologies: pros and cons",

"What are the goals of education today?",

"What are universal human values?",

"What is the role of family education today?"

Option pedagogical council-dispute is the decision pedagogical situations. The head or senior educator selects a bank of complex pedagogical situations on the problem and offers it to the team. The form presentation can be varied: targeted, by lottery, with division into groups. The administration of the preschool educational institution can play the role of a jury, presenter, consultant, opponent, etc.

Pedagogical Council - Protection of innovations

Each group of participants pedagogical council(department, department) given the task - to prepare in advance (get to experience) and in a concise form(10-15 min.) present ideas and features pedagogical innovation, to get acquainted with the specific experience of using pedagogical technology.

The group chooses the performers of the following roles:

Optimists are the defenders of the idea, its propagandists;

Conservative pessimists and skeptics are opponents of ideas;

Realistic analysts who can weigh everything<за>and<против>and draw the necessary conclusions.

Depending on the number of people and discussed innovation it is possible to distinguish creative groups in role areas, and in other (pupil - educator - parent, educator - leader, etc.). As a result, the teachers' council comes to a decision on the expediency or inexpediency innovation.

methodical bridge.

It is a type of discussion. For this forms of methodical work teachers are involved various educational institutions of the district, city, leaders of the Moscow Region, parents.

aim methodical bridge is an advanced exchange pedagogical experience, Spread innovative technologies of training and education.

Pedagogical situations, impromptu - method of activating the pedagogical knowledge in the process of everyday communication, relationships with children, parents, colleagues. For example, a child says teacher that mom and dad have separated, and he will now have a new dad. What could be the reaction teacher.

Methodical festival.

This form of methodical work involves a large audience, aims to exchange experience work, introduction of new pedagogical ideas and methodological findings.

Here comes the acquaintance with the best pedagogical experience, with non-standard activities that go beyond traditions and generally accepted stereotypes.

During the festival a panorama of methodical findings and ideas works.

job application, methodical ideas, festival participants submit receptions in advance.

Methodical gatherings.

Target- formation correct point of view on a certain pedagogical problem, creating a favorable psychological climate in this group teachers.

The form holding a round table.

Methodology organizations and holding:

For discussion, questions are proposed that are essential for solving some key tasks of the educational process.

The topic of discussion is not announced in advance. Mastery leader and is to call listeners in a relaxed atmosphere for a frank conversation on the issue under discussion and lead them to certain conclusions.

Methodical dialogue.

The goal is to discuss a certain topic, production joint action plan.

The form holding a round table.

Methodology organizations and holding:

Listeners get acquainted with the topic of discussion in advance, receive theoretical homework.

Methodical dialogue between the leader and teachers or groups of listeners on a particular topic.

The driving force of the dialogue is the culture of communication and the activity of the listeners. Of great importance is the overall emotional atmosphere, which allows you to evoke a sense of inner unity.

In conclusion, a conclusion is made on the topic, a decision is made on further joint actions.

efficient form, in my opinion, is the holding of an exhibition - a fair pedagogical ideas, auction. Properly prepared and carried out, it stimulates teachers to creativity and self-education. Therefore, the main result of the exhibition-fair is a noticeable professionally-personal growth of educators. Thanks to this form of work with teachers conditions are created for the public presentation of the best samples of their professional activity, the emergence of new ideas, the establishment and expansion of business and creative contacts with colleagues.

Quality circles are organized at the initiative of the administration, taking into account the delegation of authority. Leading method -"brain attack" or "brainstorm". A prerequisite for organizing a circle is the presence teacher able to train colleagues without the help of the administration.

Pedagogical"studio" or pedagogical workshop. Them goal: teacher-master introduces the members of the pedagogical team with the main ideas of their educational system and practical recommendations for its implementation. There is also the implementation of individual practical tasks with an eye to further use in working with children. For example: "The development of the creative imagination of a preschooler by means of fiction, art, experimentation."

"Coaching session" or "coaching session"- interactive communication, developmental counseling, discussion (question answer). Principle "Do it for me" practically does not work here teacher does not receive advice and recommendations, but only answers the questions that the consultant asks him, and he himself finds ways to solve problems. Confucius spoke: “Give instructions only to those who seek knowledge. Help only those who do not know how to clearly express their cherished thoughts. Teach only those who are able, having learned about one corner of the square, to imagine the other three. ”In this process, individual support is provided teachers who set themselves the task professional and personal growth, raise personal efficiency. For example: « Working with a certified teacher» .

Very interesting interactive method - SWOT analysis method(strengths - strengths, weaknesses - weaknesses, opportunities - opportunities, threats - threats) - these are method analysis in the form of procedures for collecting data and establishing a correspondence between the internal strengths and weaknesses of the institution, favorable and unfavorable environmental factors.

SWOT analysis can be used as the form holding the entire teachers' council, and as a separate interactive method. Typically used for strategic planning.

Another one the form, which can be used before open events for educators of the city, region, parents - this is the mood teacher for successful work -"Quick - setting":

1. If you want people to like you, smile! A smile, a ray of sunshine for the sad, an antidote created by nature for trouble.

2. You are the best and most beautiful, let all the fashion models of the world envy you.

3. There are people like golden coin: the longer work, topics

are more valued.

4. There is no better beloved friend than a beloved one. Work: does not age, and

does not get old

5. Difficulties harden on the path to happiness.

Summing up, we can say that a well-built system of interactive forms of work with teaching staff, - will lead to raising level of educational work DOW and rally the team teachers.

2.Group forms of work

Methodical associations - one of the most common forms of collective methodical work. Methodological associations are created in a kindergarten with at least three educators working in the same age groups, teaching the same subject or section of the curriculum. Meetings of the methodological association are usually held once a month in accordance with the general plan and taking into account cyclograms, however, their activities are not limited to these meetings, it is of a daily nature, and this is a great advantage of this form of work. Each meeting of the methodological association includes both a theoretical part - reports, messages, a review of methodological literature, and a practical part - attending classes and discussions, workshops, fulfilling teachers' self-education plans, summing up the final creative and competitive children's works. At the end of the academic year, exhibitions, conferences of teachers, etc. complete the work of methodological associations.

At meetings of methodological associations, individual plans for self-education of teachers are discussed, their reports on the progress of self-educational work are heard.

The work of methodological associations can be carried out in the following areas:

Studying the theory of education and training, mastering their scientific methodology;

Acquaintance with new programs and teaching aids, understanding their features and requirements; study of new complex program topics using additional scientific material;

An in-depth study of the methodology of education and training in the section of the general program of the kindergarten; preliminary study of the methodology of teaching the most complex sections of the program, followed by the practice of conducting open classes prepared by experienced teachers;

The study of the provisions of didactics and the theory of education, the possibility of their practical application;

The study of developmental and pedagogical psychology, psychological and pedagogical characteristics of children of different age groups;

Information about new books on sections of programs, materials and methodological recommendations in the pedagogical press on the content and methodology of educational work in kindergarten;

Systematic study of the state of knowledge, skills and abilities, the level of upbringing, intellectual development of preschoolers;

Additional and differentiated work on the education and development of the personality of a preschooler.

Scientific and practical conferences and pedagogical readings

These forms of methodical work are a kind of summing up

activities of the preschool educational institution team and individual teachers on topical methodological problems, and their main task is to identify and summarize the best pedagogical experience. To increase the effectiveness of the impact, the report should be accompanied by a demonstration of visual aids that characterize this experience.

Reader and audience conferences

This form of work helps to expand the horizons and increase the spiritual needs of teachers, the growth of their general culture, and also help to identify the public opinion of the team on many topical issues of preschool and life. The subject of discussion at readers' conferences may be the most significant works of fiction and journalistic literature or pedagogical books and articles that are of particular interest.

Round table

When discussing any issues of upbringing and education of preschoolers, the circular placement of participants makes it possible to make them self-governing, put everyone on an equal footing, and ensure interaction. The organizer of the round table considers questions for discussion.

Pedagogical advice

The Pedagogical Council is a permanent collegial body of self-government of pedagogical workers. With its help, the development of preschool educational institutions is managed.

The pedagogical council, as the highest governing body for the entire educational process, solves the specific tasks of a preschool institution. Its activities are determined by the Regulations on the Pedagogical Council of the preschool educational institution.

The topics of the teachers' councils are indicated in the annual plan of the preschool educational institution. If necessary, additions and clarifications are made to it.

The main issue on the agenda is the results of the work of teachers: the level of development of pupils, their state of health, the development of forms of joint work between teachers and parents.

The main goal of the pedagogical council is to unite the efforts of the preschool educational institution staff to improve the level of the educational process, to use the achievements of pedagogical science and best practices in practice.

The modern pedagogical council is polyfunctional (functions - lat., duty, range of activities, appointments).

Functions of the pedagogical council:

Determines the directions of educational activities of the preschool educational institution;

Selects and approves educational programs for use in preschool educational institutions;

Discusses the content, forms and methods of the educational process, planning the educational activities of the preschool educational institution;

Considers issues of advanced training and retraining of personnel;

Identifies, generalizes, disseminates, implements pedagogical experience;

Listens to the reports of the head on the creation of conditions for the implementation of educational programs.

Meetings of the council of teachers are competent if at least half of its members are present. A decision taken within the competence of the Council of Teachers and not contrary to the law is mandatory.

Pedagogical councils are divided into types:

installation, or analytical planning - is held before the start of the school year at the end of August and is dedicated to analyzing the results of the previous year, adopting a plan and focusing on solving upcoming problems;

the thematic teachers' council with intermediate results is dedicated to one of the annual tasks of the teaching staff;

final, or final - organizational - is held at the end of the academic year, it sums up the results of the year.

Meetings of the pedagogical council are convened, as a rule, once every two months in accordance with the work plan of the preschool educational institution.

Teachers' councils are also distinguished by the forms of organization:

Traditional - this is a teachers' council with a detailed agenda, held with strict observance of the regulations on each issue and with the adoption of decisions on them;

Teachers' Council using separate methods of activating teachers;

An unconventional teachers' council in the form of a business game, a conference, etc. Its preparation requires writing a script, dividing participants into teams and assigning roles.

The traditional structure of the teachers' council may include separate methods of activating teachers: collective viewing of classes and other events; use of video materials; display and analysis of the results of the educational process of the activities of preschoolers.

In the practice of preschool educational institutions, both in the preparation and in the conduct of teachers' councils, the following can be usedmethods and forms of activation of teachers:

imitation of a specific situation;

training in practical skills;

imitation of the working day of the educator;

solving pedagogical crossword puzzles;

brain attack;

design;

work with instructive and directive documents;

analysis of children's statements, their behavior, creativity;

intellectual, business and creatively developing games.

In recent decades, there has been widespread

distribution of non-traditional pedagogical advice. Consider some forms of their organization and conduct:

teachers' council - business game;

teachers' council - conference;

teachers' council - a round table;

teachers' council - discussion;

teachers' council - dispute;

teachers' council - scientific and practical conference.

When preparing a pedagogical council, it is necessary to plan the preliminary work correctly. Preliminary work is carried out, as a rule, in three directions. It:

self-training of the head of the kindergarten, the senior teacher and, especially, the chairman of the teachers' council;

team training;

public preparation (if parents, teachers, public organizations, etc. are invited).

During the preparation of the teachers’ council, the task is given to the teaching staff (specifically) to prepare for the teachers’ council, an exhibition is organized in the pedagogical office “Preparing for the teachers’ council” (literature, catalogs of manuals, technical equipment, mandatory recommendations on the topic, for individual ages, developed by the senior educator, materials from experience work of teachers, etc.).

In whatever form the teachers' council is held, decisions are made without fail.

The materials submitted for consideration are filed to the protocol: certificates, reports, projects, etc., which are drawn up as an application, put into folders, and stored for 5 years.

Seminars and seminars - workshops

Seminars and seminars - workshops are held for a deeper and systematic study of the problems of pedagogy, psychology, methodology.

Teachers acquaint colleagues with the results of their own research work on theoretical and practical issues, carried out under the guidance of specialists - scientists for a long time.

Consist of two parts:

Theoretical material (discussion of the problem, discussion, solution of questions) is supported by practical examples, showing individual techniques and ways of working.

During the seminar, the professional skills of teachers in a certain type of activity are improved, creativity and imagination are developed.

Practical (open classes, events).

Every year, in the annual work of the kindergarten, a seminar and a workshop are necessarily planned, which remain the most effective form of advanced training for educators. At the beginning of the academic year, a detailed seminar plan is drawn up, which may include one or more classes. The seminar can be permanent and temporary (for example, during the academic year, a study of a new program or technology is organized).

The seminar may consist of several sessions, which combine discussions of theoretical issues, practical problems, familiarization with the latest literature and best practices.

Seminar - workshop differs in that it includes practical tasks, observations of the work of colleagues with subsequent discussion.

For the workshop, educators are offered questions for discussion in advance. During the seminar-workshop, an opportunity is provided for discussing different points of view, discussions, creating problem situations, which eventually allow developing a unified position on the issue under consideration. The results of the seminar are formalized in the form of specific and realistic recommendations, and their implementation was under the control of the leader.

An important issue is the location of the seminar. It can be a methodical office of a kindergarten, a group room, a museum, an exhibition hall, a square, etc. depending on the tasks that the participants of this event must solve.

If the seminar is designed for several sessions, it is necessary to prepare a memo for its participants. It should indicate the topic, place and order of each lesson, a list of questions, a list of literature, which is useful to read in advance. It is important to consider ways to include all workshop participants in the discussion of the topic. For this, punched cards can be used, opposing points of view are considered, work is underway with regulatory documents, game modeling methods are used, etc. Based on the results of the seminar, an exhibition of teachers' works can be arranged.

Consultations for teachers

Group consultations are held on the main areas of work of the entire team, topical problems of pedagogy and psychology, and requests from educators. The main consultations are planned for a year. Preparation for the consultation involves:

Drawing up a plan for presenting the material;

Thinking through advice and recommendations on each issue;

Selection of methodological literature and described pedagogical experience.

It is possible to use questions to educators for collective discussion; various tasks during the consultation. Various methods of consultation should be used. With a problematic presentation of the material, a task is formed and a way to solve it is shown. When using the search method, educators actively take part in putting forward hypotheses, drawing up an action plan, and finding ways to solve the problem. Most often, when conducting consultations, the explanation method is most often used, which has a number of positive qualities: reliability, economical selection of specific facts, scientific interpretation of the phenomena under consideration, etc.

In order to stimulate the attention of educators and encourage them to follow the logic of the presentation, at the beginning of the consultation it is useful to formulate questions that will help teachers comprehend their experience, express their thoughts, and formulate conclusions.

When exchanging experience between educators, a heuristic conversation can be used, during which certain provisions of the studied methodological literature are revealed in more detail, explanations are given on issues that are more of interest to teachers, errors in judgments, the degree of understanding and assimilation of new information are revealed. However, the effectiveness of this method will be achieved under certain conditions. The subject of the conversation is better to choose a practically significant, topical issue that requires comprehensive consideration. It is necessary that educators have a sufficient stock of theoretical knowledge and professionalism. The one who prepares the consultation should draw up a reasonable plan that allows you to clearly imagine what new knowledge the educators will receive and what conclusions they will come to. When organizing a heuristic conversation, it is advisable to alternate the statements of experienced and novice educators.

The form and content of the discussion is close to the conversation. It also involves the choice of an important topic that requires a comprehensive discussion, the preparation of questions for educators, an introductory and closing speech.

However, unlike a conversation, a discussion requires a struggle of opinions, the posing of controversial issues. In the course of the discussion, many other additional questions must be asked, the number and content of which cannot be foreseen in advance. Therefore, the use of this method requires sufficient competence, pedagogical skills, high culture, and tact from the senior educator. The leader of the discussion needs to have the ability to quickly navigate the situation, capture the train of thought and mood of the participants, and create an atmosphere of trust. In conclusion, the speeches of the participants are briefly analyzed and the fundamental issues are clarified.

business games

Many problems of educational work in kindergarten can be solved by conducting business games with teachers. A business game helps both a beginner and an experienced teacher to master one or another technology of working with preschoolers. This method is valuable because it teaches the practical implementation of ethical professional norms and rules of conduct; it is a creative, free activity, which captivates its participants. Business games are often called simulation management games.

Preparing and conducting a business game is a creative process.

Direct development of business game materials includes the following steps:

Creation of a business game project;

Description of the sequence of actions;

Organization of the game;

Preparation of tasks for participants;

Equipment preparation.

When starting to develop a business game model, it is necessary to clearly formulate its goals: consolidating the acquired knowledge, developing the necessary skills; learning experience; formation of creative thinking; teaching a culture of relationships; improving the skills of making collective decisions, etc. In each game, their roles are allocated and the required number of players is determined. Roles can be professional and interpersonal, the performance of which contributes to the creation of problem situations ("leader", "conformist", "conservative", etc.).

Preparing a business game is not only thinking through goals, constructing a model, but also choosing technical, visual and other means of providing classes. The scenario should take into account where, when, by whom and what means will be used, what symbols, schedules need to be prepared.

It is important to consider how best to arrange the participants in the game, taking into account the requirements of the pedagogical technique of communication, to choose your optimal organization of the allotted space, in which the goal of communication is achieved clearly and freely.

Work with instructive and directive documents

The educator is offered to familiarize himself with this or that document in advance, apply it to his activities and, having singled out one of the directions, think over a work plan to eliminate the shortcomings. Everyone performs this task independently, and different approaches to solving the same problem are discussed at the teachers' council.

Creative microgroups

Creative microgroups arose as a result of the search for new, more effective forms of methodical work; are created voluntarily when it is necessary to master best practices, a new methodology or develop a promising idea; several teachers are united, taking into account psychological compatibility, creative interests. There can be one or two leaders in the group who take care of organizational issues.

Each member of the group independently studies the issue assigned to him, prepares brief information. Then everyone exchanges opinions, argues, offers options, implements their work into practice. Mutual attendance of classes, discussion of the best techniques and methods are organized. If necessary, a joint study of additional literature is carried out. Particular attention is paid to search and research activities. Joint creative development of new things occurs 3-4 times faster than in other ways. As soon as the goal is achieved, the group breaks up. The entire staff of the kindergarten gets acquainted with the results.

Pedagogy Week

During the teaching week, teachers demonstrate their practical skills in front of colleagues, followed by a discussion of what they have watched.

Open demonstration of the teacher's work

An important form of work with teachers is an open demonstration. It can be conducted by the senior educator himself, but if it is conducted by the group educator, they together prepare a summary and all the necessary manuals.

The educational open show is conducted by educators who have a good level of professional training, which is as follows:

The purpose of this event is determined, to teach educators the organization and conduct of children's experimentation;

The form and venue are chosen;

Together with the teacher, conditions, methods and techniques are thought out, a summary is drawn up;

Based on the selected content, preliminary work with children is planned, but the lesson itself is not “rehearsed”.

The senior educator thinks out tasks for those who will watch the open show. After all, they should not be passive observers, they came to learn, so it’s good if the task is thought out, for example, “appreciate the activity and interest of children, what methods the teacher used for this, etc. It is important to consider questions for discussion at the end of the open screening. Its discussion usually involves advising those present. In conclusion, each of them is invited to decide on the conduct of similar work with the children of their group.

Given that an open display can create some inconvenience for children and the teacher (due to the presence of strangers during the educational process), video recordings are increasingly being practiced, although it must be remembered that they do not always reflect the full picture of the educational process.

Master Class

An open show can be organized in the form of a master class.

Its main difference from the training show is in the target settings. With a teaching display, the main goal is to teach all teachers a specific method, technique or a new form of organizing work with children. The main goal, which is set by the senior educator when organizing a master class, is to acquaint with pedagogical experience, the system of work, author's findings, all that helped the educator achieve high results. Usually the master class consists of two parts:

Demonstration of work with children;

Working with teachers to translate teaching experience. Pedagogical excellence implies pedagogical abilities, general culture, competence, wide education, psychological literacy and methodological preparedness. All these components of mastery are manifested during the master classes. It is important not only to skillfully show the work with children, but also to discuss the results obtained with colleagues, to tell them with the help of what methods and techniques they were achieved. In his story, the teacher-master relies on methodological, scientific literature, which he studied and used in his work.

Work on a single methodological theme

With the right choice, a single methodological theme can really captivate teachers. There are a number of requirements that must be taken into account when choosing a single topic: relevance for a preschool organization, taking into account the achieved level of activity, interests and requests of teachers, close connection with specific scientific and pedagogical research and recommendations, pedagogical experience of other institutions. Such an approach is also not excluded, when the team itself conducts experimental work and creates methodological developments. Practice shows the feasibility of defining a topic for the future, broken down by years. A single methodological theme should run like a red thread through all forms of methodological work and be combined with the topics of self-education of educators.

Contests

The active involvement of teachers in creative activities and the increase of their creative potential is facilitated by such a form of methodological work as competitions - an interesting, creative competition, the next step to the top, the key to success.

Usually competitions are planned in accordance with the annual objectives of the institution and are organized for children and teachers.

The algorithm for preparing and holding the competition involves:

Choice and clear formulation of the topic;

Development of the regulation on the competition (goal, objectives, timing, place and conditions of the competition);

Determination of the composition of the jury, incentive prizes (diplomas, thanks, diplomas, souvenirs, etc.);

Summing up the results of the competition.

The competition promotes self-realization, professional growth of the teacher, gives impetus to further creative development; creates conditions for advanced training of preschool workers.

Methodical exhibitions, bulletins, wall newspapers

Methodological work involves the visual embodiment of its content in specific forms. In this regard, in accordance with the unified methodological theme of the preschool educational institution and the topics of pedagogical readings, methodological exhibitions are organized. Methodological bulletins with information for all preschool teachers about valuable methodological techniques and findings have become widespread.

School of Excellence. Group mentoring

This form of methodical work is practiced in a preschool educational institution if one or more teachers work in their team - masters of the pedagogical profession, whose best practices should be transferred to other teachers. The members of the preschool educational institution team get acquainted with the activities and activities of the mentor, his work plans and other methodological documents, invite him to their classes. Mentoring is a very important direction in the work of experienced teachers, requiring appropriate moral stimulation from the staff of the preschool institution.

3. Individual forms of work with teachers

Self-education of a teacher

Self-education helps to adapt to the changing social and political environment and fit into the context of what is happening.

Self-education is the independent acquisition of knowledge from various sources, taking into account the interests and inclinations of each particular teacher. As a process of mastering knowledge, it is closely related to self-education and is considered an integral part of it: a person develops the ability to independently organize his activities to acquire knowledge.

In order to keep up with the times, the teacher must constantly improve his knowledge, master progressive pedagogical technologies of education and training, and thereby provide an opportunity for his development.

Topics for self-education can be selected taking into account the individual experience and professional skills of each educator. The topic is always related to the predicted result (what we want to change) and is aimed at achieving qualitatively new results of work.

In the organization, the sequence of actions and the gradual solution of tasks are important.

Forms of self-education are diverse:

Work in libraries with books, periodicals;

Participation in scientific and practical conferences, seminars;

Maintaining your own file on the problem under study, etc.

The result of the efforts of the teacher is the improvement of work with children, the growth of his professional skills.

Creative reports on self-education, when each teacher has a plan of work, the terms and forms of the report are determined (master class, exhibition of manuals, entertainment, etc.).

Individual mentoring

This form is widely used by the head of the preschool educational institution, as well as the most experienced teachers in working with young people, teachers who have difficulty in solving pedagogical problems. A good knowledge of opportunities, strengths and weaknesses plays a big role in such work. Difficulties, personal qualities of the teacher, as well as the ability of managers and mentors to analyze the progress and results of teachers' activities, formulate specific recommendations and advice to teachers. Assistance to specific teachers can take on a daily, sometimes active nature, but a more promising approach is preferable - this is the creation of a long-term "creative teacher cultivation program". The presence of such programs is a sign of a high level of methodological work.

4. Non-traditional forms of methodical work

Design - stimulates the activity of all teachers, a way to test professional knowledge, pedagogical erudition.

In modern society, design is increasingly used in traditional areas and types of human activity. Why is this method good? What is its value? The name itself speaks for itself. Design method (project, make assumptions, plan). Such project activities are necessary to solve a variety of problems.

Briefing

A meeting at which the position on one of the topical issues is briefly stated. It can be conducted by a leader or a specialist who prepares in advance to answer questions on a specific topic and allows educators to be maximally activated.

Two teams are created: one asks questions, the other answers; the organizer asks questions, teachers answer.

Pedagogical fight

Pedagogical combat is used in the same way as an integral part of a consultation, seminar or teachers' council. This takes no more than 10 minutes. The participants are divided into two groups. The leader prepares questions in advance, each of which is addressed to both groups at once. 1 minute is given to think over the question, after which the answers are listened to and evaluated in turn according to a 5-point system, taking into account:

Speed ​​in preparing a response;

Its correctness, brevity and originality;

Ability to justify.

The group of winners is determined by the highest number of points.

Brain attack

In relation to the conditions of a kindergarten, one can consider a short-term one-time association of a group of teachers that arises in order to master a specific methodological idea or technique, or to find a new solution to an educational and methodological problem that has arisen. To implement this method, three conditions are necessary: ​​the maximum concentration of participants' attention on the chosen problem, the shortest possible time for its solution, and the active participation of all teachers. These conditions can be achieved in different ways. "Dive into the problem" can be achieved through the media, in particular television.

Relay race of pedagogical skill

Competitions between several groups of teachers, where one teacher begins to cover the problem, and the next continue and together reveal it. The last participant sums up, draws conclusions.

art piggy bank

The piggy bank, depending on the pedagogical tasks, may include reproductions of works of fine art, photographs, drawings of objects, animals, natural phenomena, diagrams, signs (any necessary information). A good way to attract the attention of children. The materials of the piggy bank can form the basis of the exhibition.

KVN

A great opportunity to show your creative abilities, theoretical and practical knowledge in the competition, quickly resolve the pedagogical situation, be able to objectively assess the knowledge of your colleagues. Stimulates the activity of participants in the acquisition and demonstration of knowledge, skills and abilities.

Musical lounge - one of the forms of aesthetic development, spiritual communication of teachers, children and parents, preservation of the best traditions and customs. Reception of the formation of a favorable microclimate in the team.

Thematic exhibitions. Presentation of visual materials: drawings, products, literature. Contribute to the enrichment of knowledge, are a meaningful form of exchange of experience of teachers.

Solving pedagogical crosswords in

Solving pedagogical crossword puzzles helps to expand the knowledge of educators on a specific topic, develops their horizons, and therefore affects the quality of work with children. Crossword puzzles can be used both in group and individual methodological events.

Review - competition

A way to test professional knowledge, skills, pedagogical erudition. Demonstration and evaluation of creative achievements of teachers. Involves the ability to evaluate results by comparing one's abilities with others.

Literary newspaper

An interesting form of work that unites employees. The goal is to show the creative possibilities of teachers, children and parents. All participants write articles, stories, compose poems, make drawings.

Thematic exhibitions

Presentation of visual materials: drawings, products, literature. Contribute to the enrichment of knowledge, are a meaningful form of exchange of experience of teachers.

In this way, organically combining collective and individual forms of methodical work, it is possible to promote the formation of creative activity and improve the professional skills of each teacher.