1986 Shalva Amonashvili, Lena Nikitina, Simon Soloveichik, Sofia Lysenkova, Vladimir Matveev, Boris Nikitin, Viktor Shatalov, Vladimir Karakovsky, Igor Volkov, Alexander Adamsky, Galina Aleshkina, Evgeny Ilyin
Photo: Mikhail KUZMINSKY

In October 1986, teachers gathered in Peredelkino near Moscow, who were then called "innovators".

These were teachers who started an unusual school practice in the late 1950s: Viktor Shatalov (the idea of ​​reference signals), Sofya Lysenkova (the idea of ​​learning ahead of time), Shalva Amonashvili (teaching without coercion) and others. Their ideas, experience and results were reflected in the text, which Simon Soloveichik called "Pedagogy of cooperation", highlighting the main principle of the new school: cooperation between a child and an adult as the basis of school success and success.

In "Pedagogy of cooperation" one can see the reliance on the works of Russian psychologists L. Vygotsky, D. Elkonin, V. Davydov, teachers V. Sukhomlinsky and I. Ivanov.

Many teachers, inspired by the "Pedagogy of cooperation", began in the 90s to create their own educational projects, schools, innovative networks, came to educational policy with new ideas and plans.

Many of us have been actively involved in school changes: as teachers, scientists, managers, experts, and almost 30 years after the publication of Pedagogy of Cooperation, we, the authors of the Manifesto, have gathered on the Web to think together about how the school has changed during this time what ideas are driving education today.

The world is changing fast.

Technologically, socially, economically, psychologically, culturally. Even the patterns of change themselves are changing. There are no more familiar schemes and trajectories, everything is unpredictable and dynamic.

The school is changing slowly.

She is behind the times. And the consequences affect everyone. The school either prepares a person for changes, accustoms to the multidirectionality of the ongoing changes, or leaves the graduate alone with the new and unexpected. Often the consequences of this stupor are sad: nostalgia for the past, allergy to everything new, rejection of development, deification of the idea of ​​security (not the conditions of normal life, but its only goal!). We are witnessing an escape from freedom, a slide into the archaic, consolidation on the basis of fear, a search for enemies and those to blame.

Problems are piling up. Politicians, managers, some teachers try to solve them mechanically: adding one more subject to the schedule, fixing compulsory knowledge in the standard, promoting the idea of ​​uniform (basic) textbooks, strengthening checks, destroying diversity, creating monopolies to provide the school teaching aids, shape, whatever. As a result, children are not interested; managers tremble in anticipation of the next commissions; teachers are crushed by accountability: they simply have no time to deal with children.

It is not only officials or politicians who are to blame for this. Society itself is conservative. It seems to many that if we return to the Soviet experience, everything will work out by itself. This is self-deception.

We decided to offer teachers, parents, all citizens interested in development of education,- an alternative image of the future of the school, to expand the idea of ​​​​where it can move.

We are teachers, managers, scientists and experts who share the views of humanistic pedagogy - a pedagogy of dignity.

We are confident that society can move forward only based on faith in man, on a culture of dignity. Education is a great power. It is able to form a new generation that will not be afraid of the present and that will respond to the challenges of the future. Based on humanism, on Pushkin's "independence of man", education will allow the child to take place. The pedagogy of cooperation is a pedagogy of hope. Our humanistic manifesto is aimed at the creative consolidation of the country.

The new task of the school is to teach lifelong learning

In times of rapid change, many are looking for an island of stability. Someone - in the Soviet experience of total control: they say, then the level of education was higher. Someone is in the modern managerial dictatorship: they say that in our country it is impossible to do otherwise. The preservation of a single educational space is often opposed to variability.

This is worse than a mistake. Managerial dictatorship only provokes paperwork. And an attempt to cut the school one size fits all is fraught with dangers.

The monolith is unstable; when time accelerates, only a flexible model can withstand.

Therefore, the answer to the challenge of a dynamic era is obvious: diversity as a norm of life. Only it will ensure the individualization of education, a personal approach, without which the school will turn into a dead - and completely useless institution of violence. Hope for the same materials, the same type of techniques, a single " speech mode”, a textbook, schedule and programs for all 40 thousand schools in Russia - at least naively. At the very least, dangerous. Only a variety of programs, schools, textbooks, methods, teaching practices will give different children, with different abilities, inclinations, opportunities, from different cities, villages and regions - equal chances.

School missions are changing. If earlier the school was obliged to prepare for life, now it will no longer be possible to study for the first 25 years of life, and then apply ready-made knowledge. new reality Lifelong learning from task to task, from experience to experience.

We are convinced that the school is able to teach you to learn independently, set tasks for yourself for learning, develop the main competence - constant updating of competencies!

The central figure in such a school is ... the student himself, his motives and attitudes. The task of the teacher is to help the student discover these needs, choose a path and help move along this path.

The voice of the student is essential in setting goals and determining the means of education. This presupposes not only equal rights, but also shared obligations. The student gradually, step by step, takes on more and more responsibility for what happens to him, for his own personal development and for the space in which he lives - his city or village, his region, his country and the planet as a whole . The school forms such a picture of the world, such a system of values ​​that aims at this. But he offers the student some ready-made tools, although the main thing is to teach how to create new ones so that the task is solved.

But the over-centralized management of schools, insanely bureaucratic, built on strict control and endless accountability,  slows down the process. 40,000 schools are despondently waiting for a command, the same for all, to change their way of life and methods: "It's time to experiment"! But who will react faster and more adequately to changes? School staff or department in Moscow? The answer is obvious.

The Soviet principle "If you want to live, know how to obey" and the philistine bazaar formula "If you want to live, know how to spin" are being replaced by the formula "If you want to live, know how to learn."

Transition to an ecosystem of mass personal education

Actually the sphere school education is no longer subject to centralized decisions made by one person or even a group of people. Not because there is sabotage, but because the archaic model is powerless. The more rigid the management vertical, the less manageable are the processes. Investments in school are growing, and satisfaction with education is falling!

This does not mean that there are not and will not be common approaches and a single educational space. Strategies should be clear to all; one of them is a direct link between the skills that a person gets from school and labor markets. But false standardization is unacceptable, when the student is adjusted to the educational scheme, and not the scheme is adjusted to the student.

We are one step away from the era when mass and personal education will be built on the principle of individual trajectories, personal programs that are implemented taking into account personal motives, abilities and needs of a person at every stage of his development.

We are one step away from the era when "lifelong learning" ( lifelong learning) will become a reality when education accompanies a person everywhere, from birth to the very last days.

We are on the verge of an explosive growth of "off-system" providers working with the help of new technologies - remotely, using augmented reality, creating game universes ... Online education is not YouTube videos. Imagine your own personal extravaganza, such as Cirque du Soleil or the ballet at the Bolshoi Theatre, a 7D cinema fully customized to your individual tastes. This is what online education will look like, and in just 10-15 years.

Thanks to the inevitable coming era of pluralism, diversity, and variability, unified approaches will form themselves. As it happens in the financial markets, where hundreds of thousands of traders trade, each within the framework of his own strategy, but according to general rules. The economy is an example of a self-organizing system.

Another example of natural self-organization is ecosystems. Such as the forests of central Russia. There is no centralization in them, but each element is correlated with another. AT social system mutual coordination of priorities, harmonization of strategies, goals, wills - this is not a matter of the management vertical, but of all participants. Having embarked on the path of interaction of strategies, they will be able to act in common interests, not destroying each other's undertakings, but supporting them.

This is what humanistic pedagogy, which was born more than a century ago, calls us to. The great movement for cooperation between adults and children will manifest itself more than once. Not without reason, the new Law "On Education" supports the joint developmental activities of children and adults, sealed by their mutual understanding. But in order to implement these humane principles, the school must comply with certain conditions that are far from always obvious.

Child in a world of uncertainty

Today's children easily solve heterogeneous, sometimes incompatible tasks, keep several problems in the spotlight at once - they show an amazing ability to multitask. And the school still requires the student to consistently perform single tasks.

The current child is constantly building multi-channel communication. Perceives the world as a complex open system. It is with him, with other people and with himself in constant dialogue. And the school continues to offer a single channel for perception, an authoritarian monologue.

Children do not so much receive information as they live in its flow. It is impossible to hide from this stream. People of the 21st century need filters to filter out the unnecessary, the dubious and the dangerous. Navigators and road maps are needed to choose a reasonable movement strategy. And the school offers an established view of the world, a ready-made and immovable concept. While almost any knowledge today is subject to verification. Checking what was heard, said in the lesson is not only possible, not only important, but also very interesting. Only this creates educational motivation, the modern child is increasingly asking questions: why? for what? and why?

The new baby is still vulnerable. He trusts the adult world - and is acutely experiencing deception.

School of learning with passion

We must find an image of the school that will inspire children, teachers, parents, caregivers, partners to create a new reality.

On what principles will the new school be built?

— Globality and identity.

- Teaching throughout life.

— Diversity, variability, developing education.

— The school is the center of open education and the center of the local community.

— A culture of cooperation and dignity.

— A teacher is a tutor, a navigator in the ocean of information, a creator of motivation for education.

— The priority of motivation over coercion.

— The independence of the school and the freedom of the teacher.

— The openness of the school and the involvement of parents as partners.

— Institutional educational policy instead of manual vertical school management.

The main goal of the new school is to give the skill of branched interaction with the world, knowledge, oneself, as a result of which a semantic picture of the world is born.

The main condition: focus on the personal interest of the student and teacher, on their motives, following the formula: interest is a springboard for knowledge.

From the model of competitive relations (between students, classes, ages), we propose to move to a model of cooperation, cooperation. That is, to build a humanistic pedagogy around joint action aimed at overall result but done by personal choice. What is important is not how the student fits the system and criteria, but how accurate and voluminous they are. What modern models can and should the school be guided by? There are many and they are varied.

The school is a laboratory for the study of life.

In such a school, the teacher is not a translator of knowledge, not a controller-evaluator, but a teacher-researcher, a creative creator of motivations for self-study, the main assistant, the student's senior friend. Or, speaking in learned language, the organizer of a free educational activities children, the main function of which is the development of universal educational activities.

School is a space of self-determination for children and adults.

Such a school is designed to create conditions for the student's educational growth, for personal self-determination. Climbing the steps of age, each time he individually chooses the trajectory of his education. The teacher helps him in an independent way of comprehending the foundations of science and culture.

School is a space of dignity, a platform for cooperation between adults and children.

Humanistic pedagogy recognizes a person as the highest value. For such a school, the main thing is to affirm and develop the dignity of the individual, support his rights and freedoms, unleash the potential of the unique individuality, abilities and gifts of everyone and direct this unique wealth for the benefit of other people and the whole society.

School is a space of respect and trust.

Today, the teacher's task may be not only the direct transfer of life experience and knowledge to an unintelligent child, so to speak, in a ready-made package, as if the child himself, due to inexperience, cannot obtain them. A person is born to explore, study, master his environment and improve the world based on the experience gained. We must respect children and trust them fully. And to support real steps to humanize the space of the school.

School as Technopark.

One of the possible examples of the new school goes back to the ideas and principles of STEAM (the integration of science around technology, engineering, artistic thinking, collective creativity and entrepreneurship). In the new school, as in a real technopark, it is interesting and convenient for children to study together, discover new things and make this new available to others.

These are just a few possible directions. We artificially described them as different, but in real school All these models complement each other, although they manifest themselves differently in each school. They are united in that they set the task not only to give specific knowledge, but also to develop universal skills: choice, interaction, reflection, they teach to understand what exactly, when and why the student himself needs, where and how to acquire the necessary information, how to use to society its unique gift.

free teacher

Today, many teachers are experiencing a drama: they want pedagogical creativity, but in fact they have become subject trainers. It is important to redefine the teacher's place in school and in life, to offer him a meaningful role.

What might these roles be?

Moderator teacher. Students must learn to cooperate, be able to express their position and listen carefully to the other. So, a discussion platform moderator is vital. The ability to moderate is a special art; the moderator hears everyone, warms up the dispute with questions, but does not impose his own interpretation too harshly. He gradually leads the debaters to general conclusions. This role is incompatible with authoritarianism, when the teacher makes final judgments about right and wrong.

Tutor teacher. He relies primarily on the inclinations, inclinations, abilities of the child, he knows how to find what the student is most successful in, and builds his educational program on this. Based on success, such a teacher develops the child in those areas where he is still weak, achieving results not by coercion, but by enthusiasm and success.

Project organizer. The teacher is looking for interesting task in the surrounding world, plans project work and conducts creative research together with students. Doesn't give answers, but asks questions and launches a live search for answers through the school curriculum, bringing the school closer to the local community.

Game teacher. The game is not just a way to have a good time and not even just a means to captivate students  - it is an opportunity to deeply, truly live any topic, to germinate knowledge in oneself. The game gives rise to a whole fan of roles: it must be developed, run, and perform the functions of characters. And in this sense, modern gaming technologies are not a threat to pedagogy, but another opportunity for the development of the child.

subject teacher. He is a high professional who understands the features age development child and superbly oriented in his subject area.

In reality, the teacher uses all these roles in different situations and to varying degrees.

And there is no need to be afraid of virtual space. With a humanistic approach, the machine will remain machine, and man - human. Standard (routine, repeatable) in the educational process can be performed by a computer, and the teacher should focus on creative and interpersonal interaction. There is nothing more valuable than the joy of human communication and the possibility of joint creativity and knowledge - this will be the main content of a living pedagogical work. The pedagogy of cooperation in the 21st century can be implemented and replicated only with the use of advanced technological tools. They do not suppress, but, on the contrary, strengthen personal beginning in the work of the teacher; a lively interest in the subject, in the student, in the dialogue is a non-alternative condition. This is in conflict with the "factory" education system, starting with the training of the teachers themselves.

We are confident that in the new school, each teacher individually and the team of teachers as a whole will be able to communicate directly with those students who are interested in him and who are interested in him.

The role of methodologists and authors of textbooks will be preserved and strengthened in the ecological educational system. They will perform a supportive function, just like online education.

Today, the teacher not only explains the material and conveys it to the students in an exciting way. new information(Google easily does this for him), how much he can motivate students, build relationships between them, organize educational environment in which creative research and appropriation of educational material becomes possible.

It is important for a new teacher to be able to independently choose educational material.

How to teach a teacher

It is more efficient to train such teachers in creative workshops, as well as representatives of any other creative profession. This is how they will learn to recognize their own and others' interests, create original programs, understand the children with whom they are currently working, and support each child in the group.

The classic approach to teacher training “from theory to practice”, with the development of a finite number of teaching methods approved by universities, is a thing of the past. The characteristic scholasticism of university textbooks on pedagogy, cramming and teaching no longer help future teachers find an approach to children.

On the other hand, a wide range of pedagogical competencies has become in demand far beyond education. Communication skills, the ability to correctly formulate a problem, set a task, achieve understanding - all this has become important in the most different areas activities: recruitment, organization of staff development, consulting services, administration and management, organization of public relations. It turns out that professionally trained teachers can work far outside the school. But not only the potential of a teacher training university can be used in the preparation of a teacher. Alternative trajectories of teacher training are becoming more and more popular: pedagogical bachelor's degree and subject master's degree; subject bachelor's degree and pedagogical master's degree; various advanced training courses that allow teachers to master methods of working with gifted children, with children with handicapped health, with children from migrant families; use constantly updated Information Technology. Mixed career trajectories are becoming effective, involving, for example, work at school, in other humanitarian practice, back at school, in the management system, participation in research work, re-work at school and other possible combinations. This opens education to other modern areas of activity, allows you to borrow and master new educational technologies from various humanitarian practices, constantly improve working methods, use the latest equipment.

Pedagogical education has gone beyond the school. Museums, libraries, clubs, Internet projects and other humanitarian practices become part of the school.

The school goes beyond

In educational policy, in the relationship between people and institutions, there have been important changes.

Young people are eager to work in education, but avoid school.

Increasingly, young people organize various pedagogical projects(and participate in them) outside the traditional secondary school and acquire core teaching competencies outside of traditional teacher education.

This is a positive symptom for society as a whole. This means that there is someone to rely on in the inevitable and imminent reforms. But it means that we need to look for answers to the most important questions:

— How should initiative projects be supported so that they develop, are relatively sustainable and become a place of learning and practice for everyone more young people interested in this?

— How to achieve recognition of new forms of training for future teachers — outside the framework of the traditional university system?

Several paths are possible. By analogy with business incubators, establish a system of pedagogical incubators. Launch educational workshops when a well-known master in the field of pedagogy recruits a group of young people for an educational project.

More and more parents are not sending their children to school.

Today's school is increasingly unsatisfactory for adults and children. And behind every refusal is a search! The “homeschooling” movement is growing powerfully, when parents pick up their children from school and try to build autonomous routes for their education. They need a school where everyone moves at their own pace. A school in which teaching is connected with practice and corresponds to the psychological age of the child, the educational process is based on the interests of a particular student - schoolchildren are able to negotiate, set standards and respect each other. And if there are such schools, parents are happy to cooperate with them.

So the future enters our lives and sets tasks:

- construction new system pedagogical education of parents;
— infrastructural support for home education.

We are convinced that the total standardization of education and the emphasis on "control and accounting" did not justify itself. Achieving a standard in various subject areas does not guarantee the formation of a complete picture of the world. The division into separate academic subjects and educational, knowledge units was carried out masterfully. But not a single subject program, not a single school does the reverse assembly - into a three-dimensional picture of the world.

As a result, the resources of additional personal education are often an order of magnitude more effective than the resources of the main one. The personal order for education becomes more significant than the official one. There has been a sharp increase in the number of people who educational standard provided by the state becomes simply not needed. Need - superior, specific, or different.

It is no coincidence that extracurricular educational resources are far superior in effectiveness to in-school. Freed from strict total control, resources on the Internet are developing. Here the explanation of the material is often better and more accessible than in most schools. Because here teachers are free from dull controllers. Such correspondence schools and courses can be afforded by modern didactic principles(for example: modular organization of subject material). A technological breakthrough that took place in last years allows for a personalized education for everyone. It also provides the possibility of forming an individual educational trajectory and moving along it.

All over the world, the very concept of school is being transformed. More and more schools (already at the state level in various countries) open the educational program outside, including programs and courses offered by organizations additional education and distant courses and programs, and count them as educational achievements of the student.

There is such a thing as an “educational quarter” (when a city, district, microdistrict becomes an educational structure). There is a transfer of attention from the achievements prescribed by the standard to the child's own achievements. The student and the family turn themselves into an educational institution. They are the customers of an individual educational trajectory.

New educational policy: not control, but support

The total control that has permeated the entire school system today can be explained quite simply. The authorities do not trust teachers and parents to implement education on their own. But 25 years of successful experience in private schools has shown that teachers and parents can be trusted in choosing educational programs, and in their provision, and in achieving the indicators of the state standard.

They know how to work with both gifted children and children with special needs.

This means that in the implementation of state policy, the emphasis should be shifted from total control to independence and support for initiatives.

We are convinced that the rejection of manual vertical management of the school is a key condition for its development. The living life of the school, rather than administrative circulars and verbal directives, can determine institutional norms. Their source is the school, not the administrative apparatus. The basis of change is innovative experience and experimental practice pedagogical communities, the ability to choose a school according to needs.

Educational policy and pedagogy cannot oppose each other - one must submit to the other. As long as authoritarian educational policy opposes humanistic pedagogy, the school will not be able to break out of the past, will not be able to meet the demands of the times. And if humanistic pedagogy determines educational policy, then education will become truly modern and will be able to meet the challenges of the future. And then the new generation has a chance.

Alexander ADAMSKY, scientific director Institute for Problems of Educational Policy "Evrika".
Alexander ASMOLOV, Academician of the Russian Academy of Education, Head of the Department of Personality Psychology, Lomonosov Moscow State University M.V. Lomonosov, director of the Federal Institute for the Development of Education (FIRO).
Alexander ARKHANGELSKY, writer, literary critic, tenured professor at the National Research University Higher School of Economics.
Vladimir SOBKIN, Academician of the Russian Academy of Education, Director of the Institute of Sociology of Education of the Russian Academy of Education.
Isak FRUMIN, Scientific Supervisor of the Institute of Education, National Research University Higher School of Economics, Honored Teacher of the Russian Federation.
Igor REMORENKO, rector of the Moscow State Pedagogical University.
Pavel Luksha, Professor of Practice at the Moscow School of Management SKOLKOVO, Member expert council Agency for Strategic Initiatives.
Elena HILTUNEN- Expert of the Association of Montessori Teachers of Russia.
Sergey VOLKOV, Literature teacher at School No. 57 in Moscow, editor-in-chief of the Literature magazine (First of September), member of the Public Council of the Ministry of Education and Science.
Tatiana KOVALEVA, President of the Interregional Tutor Association, Head of the Department of Individualization and Tutoring of the Moscow State Pedagogical University.
Dima ZITSER, Director of the Institute for Non-Formal Education (INO).
Mikhail EPSHTEIN, CEO of the School League.
Anatoly SHPERKH, Informatics teacher, School League expert.
Elena USHAKOVA, teacher at the School of Dialogue of Cultures.

Project curator - Ludmila RYBINA, columnist for "New"

On October 24, 2015, in Moscow, as part of the traditional autumn interregional conference "Author's School" Evrika ", a panel discussion "Unified Educational Space and Personalization of Education" was held. Moderator – Alexander Adamsky, Scientific Director of the Evrika Institute for Educational Policy Problems; participants - Alexander Asmolov, director of FIRO, academician of the Russian Academy of Education, Isak Frumin, scientific director of the Institute of Education of the National Research University " graduate School economy".

Alexander Adamsky began the discussion by identifying the points of discussion:

• Today, the problem of a single and individual educational space has become acute, the problem of the possibility of bringing them together. It is impossible to solve the problem of educational policy forever, each generation solves it independently;
• the specificity of the present moment is that education has inevitably become open: the activities of a child, a teacher, a school exist in the global educational space;
• the possibility of manifestation of the individual capabilities of the child today is greatly enhanced by technological tools.

The discussion was based on a discussion of the materials of the manifesto on the subject of a unified educational space and personalization, which recorded the ideas of humanistic pedagogy formulated in the pedagogy of cooperation 30 years after the appearance of these ideas.

When discussing the materials of the manifesto, two approaches are combined:

1. Understanding a single educational space and personalization as a stamp, behind which there is nothing;
2. Fixing the central moment of the development of the innovation movement is the possibility of an autonomous educational policy in each school or kindergarten.

Alexander Asmolov turned to the manifesto in the context of a coordinate system, where we are all hostages of one or another egocentrism (nothing prevents you from seeing like a point of view).

The changes concerning the value of the appearance of this manifesto relate to the question - to be or not to be a civil society - a society of equals, a society of citizens, and not a society of subjects. The discussion about values ​​when choosing the path of development, according to the expert, should be based on the thesis that a single educational space is a homogeneous space, a space without development, inert, closed. And equality is born in a balanced environment.

Value orientations manifest:

• humanization - from a culture of utility to a culture of cooperation;
• personalization of society - a society where the value of a person is higher than the value of the system in which he is located.

Isak Frumin emphasized that our society has not yet been “satiated” with humanism. In a humanistic society, the highest value is a person, where not a person for the economy and the state, but vice versa. But we all live together, and then how valuable is our “hostel”? How respectful is the difference and dissimilarity of people? In this perspective, the idea of ​​the unity of the educational space is seen by some as a "barrel with iron hoops." The question of a unified educational space is a question of understanding the space without "iron hoops". It must be understood that, firstly, the basis of a single or common educational space is the availability of quality education for everyone. Another understanding of unity is as connectedness, exchange of meanings, cooperation. It is important for a person, especially a growing one, to understand the connectedness, his inclusion in organized networks.

A unified educational space is not like a hoop put on from above, but connectedness and cooperation in space.

Continuing the discussion, Alexander Adamsky suggested discussing the indicative fact of the appearance of similar trends in different school educational systems, when in different countries educators discuss similar issues. There are internal laws in education, determined by the nature of the activity itself - the universality of the activity itself in education: motives, means of implementation, they are evaluated according to similar mechanisms. There is something in common, and this arises due to the universality of activity, and not due to given external, uniform requirements. What is given externally - kills the essence of the common space. Is a reasonable combination of internal initiative, the activity of schools and kindergartens, and external regulation possible?

Can the regulatory framework become an incentive for cooperation? Answering this question, Isak Frumin emphasized that the production of norms and the expansion of these external norms are felt quite strongly - the activities of schools are extremely regulated. The number of regulators turns into a punitive restriction.

Fixing two positions, Alexander Asmolov indicated that there are no contradictions: unity - diversity, control of unity - control of diversity. Any system is a system of cooperation and connectivity, unity - the integration of various forms and various types of capital through networks, symbols. Integrity is a space where parts acquire unique individual properties. As long as there is symbiosis, connectivity, there is a space for constructing universal paths.

Without an understanding of values, there will be no understanding of unity. A single space is a super-complex system, not homogeneous. The value, ethno-cultural and universal components of the identity must be united in order to create conditions for the development of the individual.

Isak Frumin suggested that the idea of ​​multiple identity is difficult to implement. Our society is not ready to negotiate how to move from one state to another with a different set of identities. At the same time, connectivity can be built on cultural unities - on mathematics, for example, that is, on a language that is recognized by everyone: music, fine arts.

At the end of the discussion, Alexander Adamsky highlighted three key conclusions:

• separating educational activity hurts unity. It is necessary to involve children in an interesting common cause (collective-creative affairs), which can serve as a prevention of negotiation and tolerance;
• There are two subject spaces: the first is how the system actually develops, the second space is a reflexive, elite-expert, the space of system construction. It is important to understand how big the gaps are between abstract construction and existing reality;
• a person must determine for himself who he is, or he perceives it as a kind of given. Between these two poles, education plays its role.

Erzheni BUDAEVA

modern school– professional opportunity space teacher growth.

What is a modern school?

This is a new building with modern equipment, Internet access, local network, distance learning, swimming pool, modern classrooms, laboratories…???

Yes. But still the main students and teachers in the school. And it is the teacher who is key figure modern school

Modern teacher... What kind of teacher can be called modern? What should it be? This question has always worried and worries people. He should be the most - the most ... But such a teacher should always be - both in the past, and in the present, and in the future. Because he is a teacher! D.S. Likhachev has wonderful words that “ teaching is an art, a work no less titanic than that of a writer or composer, but more difficult and responsible. The teacher addresses the human soul not through music, like a composer, not with the help of colors, like an artist, but directly. He educates with his knowledge and love, his attitude to the world.”
The country is changing before our eyes, the school is changing too. The life of the modern student is also changing. And these are not the same students who read exciting novels, worry about the fate of the heroes of the Great Patriotic War. These are children who freely communicate on the Internet, who own tablets and smartphones. And the teacher should not lag behind this seething life, should correspond to the times.

L.N. Tolstoy once said that "it is enough for a good teacher to have only two qualities - great knowledge and a big heart." I think that these words of Lev Nikolayevich are relevant both in the past, and in the present, and in the future. The main task of the teacher at present is to help children acquire new knowledge using modern information technologies and effective methods learning, as well as be able to form in the student information competence, develop curiosity, cognitive and creative interest.
In other words, a modern teacher does not just pass on the knowledge he has on a certain subject, but teaches children to think, reason, defend their opinions and respect the opinions of other people, using the knowledge gained in the classroom at school. And of course, how not recall words of Adolf Disterweg: “The most important phenomenon in the school, the most instructive subject, the most living example for the student is the teacher himself. He is the personified method of teaching, the very embodiment of the principle of education.

Today p before the teacher is not quite simple task– create conditions for development creativity, development in students of the desire for a creative perception of knowledge, teach them to think independently, realize their needs more fully, increase motivation to study subjects, encourage their individual inclinations and talents. No one doubts that the future of our society depends on the children sitting at the school desk. It is necessary that students learn not only to answer the questions that the teacher puts before them, but also to independently formulate them for themselves in the process of studying the material.
A modern teacher not only has to teach children, but he himself is able to learn from his students. After all, a teacher is a person who stands between science and a small person. He is erudite and educated, he knows his subject: only a large store of knowledge gives the right to teach others.
A modern teacher is a professional who owns a set of qualities that contribute to the successful transfer of knowledge. He is the conductor who determines how the class – the orchestra – will sound.

This is what a modern teacher should be like.

The professional development of a teacher is a complex, multifaceted process. The school must create all conditions for the professional growth of the teacher.

What should and should the school administration do?

In my opinion, it should first of all strive to create a creative atmosphere in the school, goodwill, cooperation between teachers and students, cultivating interest in initiatives and innovations in the teaching staff, creating conditions for the adoption of various innovations. And such an atmosphere has been created in our school.

Even traditional events in our school are bright and enchanting. Teacher's Day always becomes a surprise gift for the team. Originally decorated teacher's room, which on this day can transform into a grandmother's hut with a samovar and hand-knitted rugs, and a Chinese living room with wishes cookies. Unforgettable comic congratulations, various tasks on quests for teachers, where our children show their organizational and acting skills.

The long-awaited and favorite holiday since childhood New Year could not leave anyone indifferent. In addition to the traditional poster competition, a New Year's Doors competition was held. The corridors of the school have become truly fabulous. Each class decorated the office door not just with tinsel and snowflakes, but tried to make a decoration for the plot of a certain fairy tale. The team of teachers also did not remain in debt: on the eve of the holiday, our teachers appeared at the lessons ... in New Year's costumes, which caused a storm of positive emotions among our children. Immediately, the council of students organized a vote for the best teacher's New Year's costume.

Almost all work at the school takes place in close cooperation with children. We are comrades-in-arms and comrades in everything: whether it is a banal cleaning of the territory, or the long-awaited Health Day, whether it is a Rally and a social action or an unforgettable graduation. It is not difficult for a teacher to transform into a princess or Baba Yaga, to be funny or serious. By our example, we once again show the children that before trying on any role for them, giving them any task, the teacher is ready, first of all, to put such experiments on himself.

It is important for the school administration to create conditions for the professional growth of teachers, the participation of teachers in professional competitions and conferences.

Work to improve the skills of teachers of our school is carried out through:

1. Continuous scientific and methodological support for the development of professionalism, through the provision of assistance methodical associations, individual teachers in the organization of activities at the school level. In order to improve pedagogical skills, a competent methodical work. Teachers work in creative groups, teachers-mentors are appointed by order for young teachers, master classes, open lessons, methodical weeks, methodological seminars, the experience of teachers is summarized in pedagogical councils. Almost all teachers of the school are covered by one form or another of methodical work.

Yes, in this academic year For the first time, a meta-subject week was held at the school on the theme “In Union with Nature”. Within a week, 8 open lessons. All lessons were united by the common task of environmental education of students. However, the main goal of the open lessons was to analyze the work of school teachers in the formation of UUD students, their personal development.

The result of the joint creative work of students, class teachers and subject teachers were conducted extracurricular activities:

Literary and historical drawing room "The fate of nature is my fate."

"Math Cafe"

Theatrical performance "The trial of a man

Cognitive and competitive event "Health Cocktail" All lessons and activities were held at high level and replenished methodical piggy bank schools.

Teachers and students of schools took an active part in the holding of the meta-subject week, showing creativity.

Much attention is paid to the quality of the teachers' councils. In particular, work in groups, in pairs is used, computer presentations are offered to the attention of the meeting participants. One of the conditions for the effectiveness of methodological work is reliance on the interests, capabilities and abilities of the teacher, therefore we are constantly studying the difficulties of teachers, taking into account the analysis of which methodological work is planned.

2. self-education. The desire to comply with the developing education and adapt to it causes teachers to strive for self-education, personal growth, and professional development. Each teacher draws up a self-education plan and strives to fulfill it during the year.

3. Development of professionalism through advanced training courses. This form was implemented in person and remotely. For the second year, school teachers participate in the All-Russian project "School of the Digital Age". This year, many teachers of the school went through remote CPC on various issues on the basis of the OU Foundation " Pedagogical University"First of September". Certificates for these courses will be received in July 2017.

Conclusions: Thus, advanced training courses were completed by all teachers of the school. teachers primary school received training on inclusive education. However, subject teachers need to be retrained in additional programs(work with gifted children, organization of project

4. Stimulation of teachers. The system of incentives for teachers has been created at the school and has shown its effectiveness. Each teacher receives an award for his creative work.

The teachers of our school have sufficient creativity, introduce new methods and technologies of training and education. The proof is the participation of our teachers in various competitions and conferences of the regional and all-Russian levels.

Every year, school teachers take part in the "Teacher of the Year" competition.

In the 2015-2016 academic year Koporova A.A., a teacher of Russian language and literature, became the winner of the district level and a participant in the regional level of this competition. In the 2016-2017 academic year, the primary school teacher Belyaeva Zh.M. won the municipal competition "Teacher of the Year".

Primary school teacher Kozlova V.P. became the winner of the regional competition methodological developments in the defense industry and a diploma winner of the first degree of the remote All-Russian review-competition "Constellation of Pedagogical Thoughts" (Irkutsk)

This year Kozlova V.P. accepted became the winner in the competition of the best teachers Russian Federation within the framework of the priority national project "Education".

Ivanova L.Ya. presented her experience