H. Sevostyanov Milyutinsky district
Municipal budgetary educational institution Rossoshanskaya basic comprehensive school.
"I approve"
Director of MBOU Rossoshanskaya OOSh
Ordynsky A.N.
Order from 30.08.2017 № ___89___
WORKING PROGRAMM
extracurricular activities "KTD"
Level of general education (class): basic general education, grade 7
Number of hours: 33
Teacher: Medvedeva Irina Alexandrovna
The program was developed on the basis of: federal state educational standard of basic general education.
Explanatory note.
This work program has been developed on the basis of the following legal documents:
the federal law“On Education in the Russian Federation” No. 273-FZ of December 29, 2012;
Order of the Ministry of Education and Science of Russia dated December 17, 2010 No. 1897 “On approval of the federal state educational standard for basic general education” (as amended on December 29, 2014 No. 1644);
SanPiN 2.4.2.2821-10 "Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions" (approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation on December 29, 2010 No. 189 (as amended on December 25, 2013);
Letter of the Ministry of Education and Science of Russia dated 12.05.2011 No. 03-296 “On the organization of extracurricular activities during the introduction of the federal state educational standard for general education”;
Approximate basic educational program of basic general education (approved by the decision of the federal educational and methodological association for general education(Minutes No. 1/15 dated April 8, 2015, included in the special state register of approximate basic educational programs, posted on the official website http:edu.crowdexpert.ru/results-noo).
The program "Collective creative work" is a variant of the program of extracurricular activities for the 7th grade. The classes provided by the program are designed for 13-14 year old children. The connection between the content of the program and such academic subjects as: history, literature, social studies, music, art, as well as with the educational plans of the school and class. Interdisciplinary links ensure the alignment of the content of a given program with specific subject areas. The program is designed for 1 year.
The program "Collective creative work" is built on the principle of the relationship of the family, the history of the small homeland with the history of the country. The creation of the program was the result of awareness of the importance and priority of knowledge about the culture of one's people, one's country in the upbringing of a child's personality.
This program creates conditions for social, cultural and professional self-determination, creative self-realization of the child's personality, its integration into the system of world and national cultures.
The program is pedagogically expedient, as it contributes to a more versatile disclosure of the child's individual abilities, which are not always possible to consider in the classroom, the development of children's interest in various activities, the desire to actively participate in productive, socially approved activities, the ability to independently organize their free time. Each type of extracurricular activity enriches the experience of the collective interaction of schoolchildren in a certain aspect, which together gives a great educational effect.
The hours allotted for extracurricular activities are aimed at the implementation of various forms of its organization, different from the lesson system. Classes are held in the form of excursions, round tables, conferences, disputes, quizzes, holiday events, class hours, competitions, exploratory research, etc. Also in these classes, preparation for school-wide events is carried out according to the school's work plan for the current academic year.
Principles and approaches underlying the program:
The principle of orientation to the ideal.
The ideal is the highest value, the highest norm of moral relations, superlative moral conception of what is right. In the content of the program of spiritual and moral development and education of primary school students, certain ideals that are stored in the history of our country, in the cultures of the peoples of Russia, in the cultural traditions of the peoples of the world should be updated. Educational ideals support the unity of the way of school life, give it moral dimensions.
The principle of following a moral example.
Following the example is the leading method of moral education. An example is a model for building a child's relationships with other people and with himself, an example of a value choice made by a significant other. The content of the educational process, extracurricular and extracurricular activities should be filled with examples of moral behavior. An example as a method of education allows you to expand the moral experience of the child, awaken moral reflection in him, provides the opportunity to build your own system value relations.
The principle of dialogical communication.
Dialogic communication of a student with peers, parents, teacher and other adults plays an important role in the formation of value relations. The dialogue proceeds from the recognition and respect of the student's right to freely choose and appropriate the value that he considers to be true. The development of one's own system of values is impossible without dialogic communication between a child and an adult.
The principle of identification (personification)
Identification - a stable identification of oneself with a significant other, the desire to be like him. On average school age figurative-emotional perception of reality prevails, mechanisms of imitation, empathy, and the ability to identify are developed. At this age, an orientation towards personified ideals is expressed - bright, emotionally attractive images of people. Personified ideals are effective means of moral education of a child.
The principle of system-activity organization of education
One of the founders of the system-activity approach A.N. Leontiev defined education as the transformation of knowledge about values into actually acting motives of behavior. The child's acceptance of values occurs through his own activity, pedagogically organized cooperation with teachers and teachers of additional education, parents, peers, and other subjects significant to him.
Thus, the program is based on the implementation of a personal approach in teaching and educating students, the integration of scientific knowledge and educational technologies. The social partners of the school are organizations providing additional education (museums, exhibition halls, libraries).
Extracurricular activities direct their activities to each student so that he can feel his uniqueness and relevance. By attending classes, students adapt perfectly to their peers, thanks to individual work leader, study the material more deeply, reveal and develop organizational and Creative skills which plays an important role in their spiritual development.
Goals and objectives
The program "Collective creative work" is designed to fulfill the following goals:
To form a humanistic orientation of the individual, an active civic position;
promote social and psychological adaptation of adolescents in the team;
to promote the importance of each teenager in society as a person capable of fulfilling his functions.
W adachi:
creation of conditions for self-determination and self-realization;
formation of a personality focused on cultural values;
actualization of the problem of building relationships between adolescents;
the formation of positive attitudes in adolescents in relationships with peers;
rendering psychological help adolescents in conflict resolution;
education of the qualities inherent in:
citizen: a sense of duty to the country, a sense of national pride, respect for the symbols of the state and laws, responsibility for the fate of the country, respect for the language, culture and traditions, social activity, respect for nature, respect for the rights and freedoms of another person, tolerance, legal awareness;
employee: discipline and responsibility, efficiency and organization, diligence and respect for working people, efficiency and enterprise;
family man: industriousness, culture of communication, ability to stay in society, healthy lifestyle, ability to organize your leisure time, knowledge of the norms and laws of family law, knowledge of psychology and ethics, the ability to raise your own children, respect for parents, the elderly.
Personal and metasubject results.
patriotism(love for Russia, for his people, for his small homeland; service to the Fatherland);
social solidarity(personal and national freedom; trust in people, institutions of the state and civil society; justice, mercy, honor, dignity);
citizenship(legal state, civil society, duty to the Fatherland, the older generation and family, law and order, interethnic peace, freedom of conscience and religion);
humanity(world peace, acceptance and respect for the diversity of cultures and peoples of the world, equality and independence of peoples and states of the world, international cooperation);
honor;
dignity;
Liberty(personal and national);
confidence(to people, institutions of the state and civil society);
family(love and fidelity, health, prosperity, honoring parents, caring for older and younger, caring for procreation);
Love(to relatives, friends, school and actions for their benefit);
friendship;
health(physical and mental, psychological, moral, personal, relatives and society, a healthy lifestyle);
labor and creativity(creativity and creation, purposefulness and perseverance, diligence, thrift);
the science(knowledge, truth, scientific picture of the world, ecological consciousness);
traditional Russian religions. Given the secular nature of education in state and municipal schools, the values of traditional Russian religions are appropriated by schoolchildren in the form of systemic cultural ideas about religious ideals;
art and literature(beauty, harmony, spiritual world human, moral choice, meaning of life, aesthetic development);
nature(life, native land, protected nature, planet Earth).
The process of transition of basic values into personal value meanings and guidelines requires the inclusion of a child in the process of discovering the meaning of a particular value for himself, determining his own attitude towards it, and developing experience in the creative implementation of these values in practice.
Results of the first level (acquisition of social knowledge by students, understanding of social reality and everyday life);
The results of the second level (the formation of a positive attitude of students to basic social values and to social reality in general: the development of value relations of students to their land, the history of the country and culture, people, nature);
The results of the third level (the acquisition by students of the experience of independent social action: the experience of research activities, the experience of organizing joint activities with other children).
Achieving three levels of educational results ensures the emergence of significant effects in the upbringing and socialization of children - the formation of communicative, ethical, social, civic competence and socio-cultural identity in schoolchildren in its national-state, ethnic, religious, gender and other aspects.
metasubjectpersonal
Awareness of the basic moral, aesthetic, labor values characteristic of the culture of the peoples of Russia; - development of ways of behavior in accordance with the accepted norms of labor, moral, aesthetic culture;
The use of various means of communication,
demonstrating readiness for dialogue, goodwill in correlating different positions;
Mastering the ways of working in small groups of various composition (pairs, fours, microgroups), resource circle; - mastering the ways of working with various sources (dictionaries, literary texts, etc.) to identify the initial context, the meanings of categories, concepts, phraseological units;
Mastering the ways of self-regulation of behavior, developing the skills to structure time, manage one's own activities, emotions.
Becoming positive basic settings individuals aimed at enriching their sociocultural experience in the field of interaction with nature, technology, people, in the organization healthy lifestyle life and self-development; - manifestation of skills to organize various affairs, actions aimed at the preservation and restoration of historical and natural monuments;
The development of the child's ethnic self-awareness, their experience of a sense of socio-cultural kinship with the outside world as a condition for self-realization, worthy of human life; -the child's awareness of the importance of traditions to ensure sustainable development society, successful professional and personal self-realization, the rooting of the family in their native land; -development of motivation for learning, cooperation with
teachers, parents, other students to achieve personally significant results;
The manifestation of readiness and ability for empathy, sympathy, complicity; - awareness of the importance of the basic values of the family, clan, population native land for personal development;
Development of motivation for self-determination in labor activity, responsibility for the preservation and development of traditions of work, recreation in the family, school, city, territory.
Collective creative work (according to Ivanov I.P.) is an educational tool, a way of organizing a bright, filled with work, creativity and communication life of a single team of educators and pupils, older and younger. Modern education with a student-centered approach makes the definition of KTD expanded and more in-depth, modifies this form of activity for children and adults, without losing its main advantages, becomes new step in the development of the educational process as a whole.
The proposed KTD are aimed at the development of cognitive activity, independence, a positive attitude towards cognition, the acquisition of knowledge. The widespread use of various forms of cognitive and educational activities, as studies show, significantly increases interest in individual items on the part of children, and especially children of the "risk group".
Basic principles of work:
Person-centered approach;
Humanistic approach;
Systems approach;
Positive approach.
The essence of a person-centered approach: Every person has personal potential. Each person has a sense of self-worth and dignity, the ability to direct own life and move in the direction of self-actualization, self-realization, personal growth.
essence humanistic approach : each person is considered as a value of society.
the meaning of the principle of consistency: manifested in the light of the idea of the mutual determinism of personality and
interpersonal relations in a team, according to which the style of communication, the nature of interaction, the type of education, on the one hand, and the personal characteristics of each member of the team, on the other hand, form a closed, constantly reproducing cycle.
positive approach: each person has a number of abilities that form the potential inherent in each individual, regardless of his physical and psychological health, social status.
Program implementation forms
Festive events.
Cool hours, hours of communication.
Competitions.
Exploratory research.
Stories of the teacher and children.
Conversations, discussions.
Meeting interesting people.
Excursions. Contests, quizzes.
Round tables.
Conferences.
Location of classes:
children's and school libraries;
hometown, district, region.
observation, recording and photographing;
conversations, discussions;
interview;
collection method (collection of newspaper articles);
methods of questioning and survey.
The form of summarizing the work.
festivals, themed holidays, collective creative activities;
photo exhibitions;
oral journals, conversations;
speeches to peers, parents based on the results of the work done;
design and research activities of students;
participation in games and events of the school, city, district; presentation of students' and teacher's projects to the public;
surveys of parents and students.
KTD according to "SDA"
"CORNER OF SECURITY"
Release of leaflets-appeals on traffic rules before spring break
KTD on the prevention of terrorism, suicidal behavior, extremism and the education of tolerance
"Youth for a culture of peace, against terrorism", "Our strength is in unity"
"What is extremism"
KTD for the prevention of drug addiction and negative addictions
Publications in school newspaper"CLASS news" on healthy lifestyle
Competition of newspapers and posters bad habits- NO!"
Holiday "Our health is in our hands"
"Heroes of Russian Sports"
"Bad Five and Useful Ten"
KTD on health protection, culture of communication, career guidance
"Russian nuggets"
"What is business success"
KTD for Nature and Environment Protection
"On the verge of ecological catastrophe"
"Water is a wonderful gift of nature"
KTD for preparing for the holidays
Festive concert dedicated to Teacher's Day “Your day, Teachers! ... "(Dedicated to Teacher's Day)
Competitive game program "Autumn leaf fall"
Quiz game "National Unity Day"
"New Year's Kaleidoscope"
New Year's performance "New Year's miracles"
Folklore holiday "Wide Maslenitsa"
"We are friends of nature"
Competition-congratulations "Guardians, forward!"
Anniversary rally Great Victory
Thematic planning
Forms of holding
Student activities
“We must not forget about this” (on the anniversary of the tragic events in Beslan)
Problem-value communication
“We are your children Russia or what is tolerance”
Problem-value communication
"Youth for a culture of peace, against terrorism"
Dispute (level 2 results)
Problem-value communication
Preparing for Teacher's Day
KTD (level 2 results)
Creative activity
"Rules traffic during the autumn holidays"
Creative activity
"Day of national unity"
Quiz game (level 1 results)
Game activity
this year)
"Heroes of Russian Sports"
Messages about
athletes (level 2 results)
Excursion to rural library:
Preparation for the competitive game program "Autumn leaf fall"
KTD (level 2 results)
Creative activity
"The culture of relationships between boys and girls"
Round table (level 2 results)
Problem-value communication
Preparation of material for publication in the school newspaper "KLASSnye Izvestia" on healthy lifestyles
Mini-project "Modern Man" (level 2 results)
Project activity
Preparing for " New Year's holiday.
KTD (level 3 results)
Creative activity
"What is extremism"
Conversation-dialogue (level 1 results)
Photo exhibition (level 3 results)
cognitive activity.
"Russian nuggets"
(level 1 results)
cognitive activity
Preparing for the class hour "Bad Five and Useful Ten"
KTD (level 2 results)
Research activity.
Project work
"It's never too late to get smart!"
Discussion (level 2 results)
Problem-value communication
Preparation for the competition
"Midshipmen, forward!"
KTD (level 3 results)
Creative activity
KTD (level 3 results)
Creative activity
Competition-congratulation "Beauty girls - clever and craftswomen"
Event for students in grade 7 (level 3 results)
Leisure and entertainment activities
Leaflets-appeals on traffic rules before spring break
Issuance of leaflets (level 2 results)
Project work
Preparing for the holiday "We are friends of nature"
KTD (level 3 results)
Project activity
"No Bad Habits"
Poster release (level 3 results)
Creative activity
"Water is a wonderful gift of nature"
Conference (level 2 results)
Project activity
Concert rehearsal for the Great Victory Day.
KTD (level 3 results)
Creative activity
Preparing for the class hour "What is business success"
KTD (level 3 results)
Creative activity
Preparing for class
"That's what we are!"
KTD (level 3 results)
Creative activity
Reflection "Turnip" or what qualities I have grown in myself "
KTD (level 3 results)
Creative activity
KTD is also a game. Games help to understand what the child can do, what not, what is good, what is not.
The process of the game is controlled by the teacher-leader, it is also desirable to involve an observer, who has an important role to play. Observers can be: a psychologist, social teacher, teachers who do not cause a negative reaction in children. They must monitor the obligatory observance of the rules by all participants in the creative process. Each game is accompanied by musical accompaniment, music helps the participants to emotionally tune in to the creative process and gets a charge of vivacity. At the end of the game, there must be incentives (prizes, diplomas, medals, postcards)
Expected results:
Development of communicative abilities of children.
Increasing the level of psychological well-being among children.
Development of a systematic approach to strengthening relationships among children.
Diagnostics
Studying the characteristics of students, understanding the motives of their behavior make it possible to anticipate their reactions in different situations which, in turn, makes educational work more rational and economical.
Directions of diagnostics:
general information;
capabilities;
temperament;
type of personality in communication;
self-esteem;
success in activities;
level of education.
sociometry;
socio-psychological climate in the classroom;
general information;
capabilities;
temperament;
type of personality in communication;
self-esteem;
success in activities;
Studying individual features student identity:
Exploring interpersonal relationships:
Questionnaire "What are you interested in?";
Questionnaire "Interests and leisure";
Questionnaire "Cognitive needs of a teenager";
Methodology D.V.Grigorieva "Personal growth".
N.E. test Shchurkova “Thinking about life experience”;
Methods "Unfinished thesis", "Situation of free choice".
Integration of educational and extracurricular activities:
Formation of moral potential:
This work presents guidelines on the organization of KTD in the educational system of the class teacher. The work can be widely used class teachers, teachers of additional education, counselors.
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Methodology of collective creative work
(KTD)
In the field of education, collective activity and collective creative deeds (CTD) have been occupying their special place for decades. This is a wonderful technique, a technology that perfectly takes into account the psychology of adolescence and youth, was born in the mid-60s of the twentieth century in the city of Leningrad (now St. Petersburg).
Business is a set of certain actions for the common benefit and joy.
Collective - planned, prepared, performed and discussed by pupils and educators.
Creative - at each stage of its implementation, a search is made for the best ways, methods, means of solving a common vital practical problem.
- daily care for each other;
- common deeds for the benefit of oneself and other people;
- the teacher is a friend and adviser;
- main work in micro-collectives;
- the whole process of education is active in nature;
- the formation of micro-collectives occurs only through the opening of the perspective of the case;
- strengthening the commonwealth of seniors and juniors;
- alternation of traditional and creative assignments.
KTD is a social creativity aimed at serving people, the homeland, it is the creativity of self-building of the individual. The motive of children's activity is their self-affirmation, self-expression, self-realization.
By type of activity, KTD are classified as socio-political, labor, educational, artistic, sports and others.
When organizing, such forms as a game, competitiveness, joint activities of children and adults are widely used, in which all members of the group participate in planning, preparing, conducting, and analyzing the CTD.
The main methodological feature of CTD is the subjective position of the individual
In the process of KTD, students acquire communication skills, learn to work, share success and responsibility with others, learn a lot about each other. Thus, two important processes are going on simultaneously - the formation and rallying of the team and the formation of the student's personality. In the process of common work, interaction of people takes place different ages the older ones help the younger ones, the younger ones learn from the older ones
During the planning and organization of the CTD, adults and children gain a lot of experience in organizational skills, everyone can submit an idea, propose a new way of action, take on the organization of a certain stage of the CTD.
KTD is the right way to connect and create a school community for a long time, to create and expand a space conducive to personal development.
KTD makes it possible to:
Student:
- realize and develop their abilities;
- expand knowledge about the world around;
- acquire design skills;
- demonstrate organizational skills;
- consolidate communication skills;
- to form the ability to reflection (analysis).
Teacher:
- develop creative potential;
- improve organizational skills;
- study the team
- unite pupils, teachers, parents;
- manage the process of development of the personality of schoolchildren;
- develop reflective abilities.
In the preparation and conduct of CTD, the main thing is that these are cases in which children and adults are united common goals, common vital concerns, and their relationship was based on the principles of cooperation and co-creation.
When organizing any creative competition, it is always necessary to remember the ten main components of success:
Interesting tasks.
Beautiful decoration.
Material support.
Musical accompaniment.
Resourceful leader.
competent jury.
Emotional viewers.
Executive Assistants.
Prepared teams.
Prizes for winners.
Stages of organizing and conducting KTD
1. The emergence of the idea.
At the first stage, a starting conversation is held, at which the guys are brought to the idea of holding a specific KTD. After the decision to hold the event is made, a discussion takes place on the following questions: what is better to do, for whom, when, where, who will participate, who will be the organizer. At the same time, the teacher should not impose his opinion, he should discuss these issues with the children, only helping them if necessary.
2. Collective planning.
To implement collective planning, the guys are divided into micro-collectives at will or by lot. Then each micro-team once again discusses the outlined issues and makes its own additions and proposals on each of them. After that, one of the representatives of each micro-collective makes proposals developed by the group to all members of the KTD organization. Such discussions are called gathering, start. at this stage, a case council is selected, which consists either of representatives from each micro-collective, or one of the micro-collectives is elected by the case council. The Council of Affairs discusses the ideas and proposals put forward by each micro-collective and makes a final decision. After that, the guys move on to the implementation of the third stage of the organization of the KTD.
3. Collective preparation.
The Council of Affairs organizes assistance in the preparation of the CTD and overt or covert control over the preparation.
4. Carrying out KTD.
5. Analysis of the CTD.
The results of the KTD are summed up. The discussion is based on the following questions: What worked out, what didn't work out, what needs to be remembered for the future, whom to thank. A discussion of the KTD can be organized on the day of its holding only if the KTD did not carry a strong emotional charge.
6. After the action.
This stage of the organization of the KTD is carried out by adults, teachers, who determine which educational tasks have been implemented. Also, teachers outline the following educational tasks, the implementation of which will need to be achieved when organizing and conducting the next KTD.
The preparation and conduct of the CTD can take from one day to several weeks in duration.
The sequence of actions of the presenter
1. First of all, you prepare in advance everything that needs to be cooked. You draw, cut out, invent, write tasks, arrange benches or chairs, decorate the “stage” and “hall”. Decide on the presenter and the jury, get or make awards. Of all the above, the most difficult thing is to come up with tasks. Tasks should be the same in direction and complexity. If one gets; “Depict a monument to the victims of gluttony,” and to others: “Jump like grasshoppers,” it will not be equivalent. Offer only those tasks that awaken the imagination, liberate the flight of thought.
2. The next thing you need to do is to gather all the future contestants and spectators, i.e. your squad, and address them with a speech. With this introductory word, you should create an emotionally positive attitude for the upcoming business among the guys. Just do not start your appeal with the words: "Dear guys, now we will hold an interesting event." It’s better to say: “Well, people, we haven’t had fun for a long time.” Better yet, play one of the so-called "Variety Games".
3. And when you understand by the sparkle in children's eyes that the guys are inspired and eager to fight, you need to create micro-teams, that is, groups that will compete with each other in the future. There are dozens of ways to form such groups. From lining up everyone in one line and counting on the “first-second” or “first-fourth” to cutting two or four postcards into parts with distribution of these parts to the participants and further work on collecting the fragments into a whole. But if stable groups already exist in the detachment (links, crews, chambers, fractions), such teams can also be allowed to compete. It is best if the entire detachment is the participants, and then it will also be a collective spectator.
4. Preparation time should be short - from 5 to 20 minutes, and how much you should announce in advance. Your task at the preparation stage is to run from team to team, finding out how things are going, providing moral support and providing ideological assistance in case of emergency.
5. As soon as everyone is ready, the culmination of the whole affair will begin - the show. But here, do not rush, seat everyone, warm up with another short speech, draw lots and introduce the jury, even if it will be personified in your only person. And only after observing these "formalities" start watching. The pauses that inevitably arise between speeches are naturally filled, for example, with comic comments.
6. After everyone has completed the first task, you can offer the second, third ... It is quite possible that the guys will have the strength and desire to continue, but remember: sweets should always be a little lacking.
7. And when everything is over, the laughter and applause subside, you, as the organizer and presenter, will make another speech. In it, you express your gratitude to all the participants, mark someone especially, and give this “someone” a “modest reward”. But the results can be summed up in another way: each team determines within itself the most active, most resourceful - these guys will be especially encouraged. And if you had spectators, then you can approve the "audience award" and give it to the one who delivered the most joyful minutes to observers from outside. And you can use all forms of honoring at once.
8. The final word and the presentation of gifts could be put an end to. But then who will arrange the furniture, clean up the decoration? Therefore, your creative competition will be considered completed only after the collective putting the scene in order.
If you do not do this, some sheet or towel will surely be “lost”, and at the end of the shift, when you return the linen, you will find a shortage that you will have to pay for from your own salary.
Five conditions for the pedagogical success of KTD
The first condition is jointness, cooperation, assistance.
We must learn to include each pupil as our younger comrade in joint actions for the common joy and benefit: in the search for things that people need; in the selection and discovery of the best means of solving vital problems; in the practical use of acquired knowledge and skills; in exchange of experience of creating good; in overcoming difficulties in the implementation of the plan; in the fight against everything that prevents goodness and beauty from establishing itself in our lives; in assessing what has been done and drawing lessons for the future. To educate means to act together with the pupils as co-workers in a common creative concern. After all, it is only in such care that a civic attitude to the surrounding life - people, nature, culture - as a source of common joy and benefit, a responsible attitude towards themselves is born and strengthens among the children.
The second condition is common concern.
The educator always shows an inner, spiritual attitude towards the pupil as a younger comrade. Such an attitude is characterized by the unity of respect and exactingness. The starting point is respect: faith in creative forces, the possibilities of man as an increasingly skillful and enthusiastic participant - in the present and in the future - in the common civic care; understanding of the strengths and weaknesses of a person, the desire to reveal, develop the best sides and overcome shortcomings and weaknesses. From respect follows the exactingness of actions for the common joy and benefit, in which you need to participate in order to improve the life around you and at the same time improve, improve yourself as a friend of other people. Then there is a reciprocal attitude of pupils to the teacher, which makes each of his influences significant and successful. The "true authority" of an adult is created and strengthened. This is an attitude in which the respect and exactingness of the pupils to the educator as an older comrade are inextricably linked: younger family members to relatives, students to the teacher.
The third condition is the unity of thoughts and actions, will and feelings.
Influence in such a way as to develop in unity all three sides of the personality of a growing person: cognitive, emotional-volitional and effective. Excite and strengthen high feelings, aspirations, interests, needs. To form skills and abilities, habits and character traits.
The fourth condition is a single team.
Influence in such a way that the methods of influence of educators on pupils would be both ways of influence of the educators themselves on themselves, as well as ways of influencing children on each other, on educators and each pupil on himself. Then the educational process proceeds in the unity of all its links: the education of students by teachers, their self-education. Then each person is brought up by a single educational team - older and younger, influencing common life improving and ensuring its educational effectiveness.
The fifth condition is creativity, not a pattern.
Influence so as to use in unity different kinds educational impact, but be sure to use it creatively, avoiding formalism and dull monotony that kills originality. Then schoolchildren are not only objects of education. First of all, they participate in the creative solution of vital practical tasks common with teachers. An open educational influence, which is directly aimed at achieving one's own educational goals, becomes a means necessary for solving common and personally significant practical problems. Such an open influence becomes necessary not only for educators, but for the children themselves, it is used not only directly, by the teachers themselves, but also indirectly, through the pupils.
Personal orientation KTD
With the change in the paradigm of education in modern conditions there was a need to rethink the methodology of collective creative activity. The essence of this rethinking is to give a personality-oriented character to any collective undertaking. In this logic, the collective work is seen as an activity to help in the development of each pupil.
To this end, emphasis is placed on some new techniques at all stages of QTD. For example, S.D. Polyakov suggests the following methods:
When communicating with children, the goals of activity and the choice of business with questions like: “Why do we need it, you, me?”, “Can these things change, develop, improve something in ourselves?”;
The right of children to make an informed choice in which cases to participate and in which not;
Emphasizing the value of all ideas, including those not accepted;
Recognition of the contribution to the common cause not only of the authors of ideas and proposals, but also of critics, organizers, technical workers;
Ability to develop alternative projects and cases;
Assignments, both group and emphatically individual;
Maximum variety and individualization of assignments, up to the introduction of special roles for specific students;
Emphasis on voluntary participation in all matters;
Combination of group and individual competitions;
Public recognition of the achievements and contribution of everyone to the common cause; individual original awards;
When analyzing the CTD, asking questions like: “What gave you participation in the case?”, “What feelings and thoughts did the case cause in you?”; identification of personal points of view and assessments; various forms of expressing assessments, etc.
Thus, in modern conditions, CTD perform two tasks:
1) develops relationships in the team;
2) allows you to help individual students in their development and self-actualization.
Forms of organization and conduct of KTD
KTD "Romashka"
Two or more teams participate. The leader has a model of a chamomile with tear-off petals. The team captains, in turn, tear off the “petals”, with the tasks written on the bottom side.
A selection of competitions for primary school age:
1. Depict (for the audience to guess): - an iron, - an alarm clock, - a kettle, - a telephone, - a coffee grinder.
2. Depict the gait of a person: - having had a good dinner, - whose shoes are tight, - unsuccessfully kicking a brick, - with an acute attack of sciatica, - alone remaining at night in the forest.
3. Depict with facial expressions and sounds: - an alarmed cat, - a sad penguin, - an enthusiastic rabbit, - a gloomy eagle, - an angry pig.
4. The melody of the song "Solar Circle": - bark, - meow, - mumble, - quack, - crow (crow).
6. Jump like: - sparrow, - kangaroo, - frog, - grasshopper, - hippopotamus.
7. Draw an animal or plant that never existed and give it a name.
8. The song "A Christmas tree was born in the forest" is sung by: - African natives, - Indian yogis, - Caucasian highlanders, - Chukotka reindeer herders, - Apache Indians, - English gentlemen.
9. The song "There was a birch in the field" is performed by: - the choir of the Red Army, - the choir of labor veterans, - the choir kindergarten, - Cossack Kuban choir, - choir of the seminary.
10. Pantomime the proverb: - "Don't open your mouth at someone else's loaf", - "If you chase two hares, you won't catch one", - Don't look at a gift horse, - " kind word and the cat is happy.
11. Come up with a new use for objects: - an empty tin can, - a holey sock, - a bursting balloon, - a burnt out light bulb, - an empty rod from a pen.
12. Depict a dance: - with a mop, - with a chair, - with a suitcase, - with a kettle, - with a pillow.
13. Make up a story from cut newspaper headlines.
14. Dance: - little kittens, - puppies, - foals, - piglets, - monkeys.
15. Come up with a dance composition: - "I again got a deuce", - "They bought me a soccer ball", - "I broke my mother's favorite vase", - "Guests will come to me today", - "I lost the key to the apartment".
16. Noise orchestra. You are a vocal and instrumental ensemble. They should perform any popular song, but you will accompany yourself on the material at hand, that is, on what you find indoors: on a mop, pots, etc. Preparation time - 5 minutes.
17. To depict with sounds and movements: - an orchestra of Russian folk instruments, - a symphony orchestra, - a rock band, - a military brass band, - a jazz band.
18. "Conduct" an orchestra performing: - a waltz, - a symphony, - a military march, - a modern dance tune, - a Russian folk song.
19. Without changing the meaning, but in other words, say the phrase: - the fly sat on the jam, - there is a glass on the table, - the clock strikes 12 times, - the sparrow flew in through the window, - the detachment walked along the shore.
20. Make up a story from movie or video titles.
21. Add two more lines:
a) The dog was walking on the piano,
Talk like this...
b) Have you heard? At the farmer's market
Miracle bird for sale...
C) An elephant is crying in the zoo -
He saw a mouse...
d) People are surprised -
Why is Fedot angry?
e) The king issued the following decree:
"To all the boyars at the same hour..."
22. Come up with verses with rhymes: - a cat, a spoon, a window, a little, -
glass, banana, pocket, deceit, - run, century, snow, man, - mug,
girlfriend, frog, ditty, - horse, accordion, fire, palm.
23. Come up with a new end to the fairy tale: "Gingerbread Man", "Ryaba Hen", "Teremok", "Turnip", "Wolf and Seven Kids".
24. Write a story about: - a dog that lived in a refrigerator; - a crow who loved to ride a bike; - a pike that played the guitar; - a birch tree that wanted to learn how to swim; - May
a beetle who was very afraid of heights.
25. Come up with new names for lessons: - mathematics, - music, - history, - labor, - physical education, etc.
26. Bring a chair: - completely without touching the floor with your feet, - without help
hands, - as if it were a basin of water, - as if you were Charlie Chaplin, -
like you're walking through a minefield.
A selection of competitions for middle school age:
1. Depict the sculptures "Victims of Sports": - a weightlifter who did not manage to jump off the bar in time; - the goalkeeper who caught the puck with his teeth; - a parachutist who forgot what to pull; - a gymnast who did not leave the triple pirouette in time; - a skier who did not run away from an avalanche.
2. Write a letter to Vanka Zhukov from: - an extended day group, - a music school, - a children's hospital, - a sports section, - a camping trip.
3. Create a ditty, beginning with the words: "I wish we..."
4. Create costumes: - worker - Baba Yaga, - parade-day off - Ivan the Fool, - home - Gorynych the Serpent, - sports - Koshchei Immortal, - winter - Vodyany.
5. Before you - pictures. Describe how events unfolded after 3 minutes. Pictures: - "Barge haulers on the Volga", - "Again deuce", - "Ivan the Terrible kills his son", - "Hunters at rest", - "Three heroes".
6. Name 5 types of goods in the store: - "Everything for losers", - "Everything for truants", - "Everything for sluts", - "Everything for repeaters", - "Everything for malicious non-porters of changeable shoes".
8. Come up with text and an image for a poster at school: - on the wardrobe, - above the director's office, - on the doors of the school cafeteria, - near the carpentry workshop, - at the entrance to the school attic.
9. Create a hairstyle: - Attack by the left flank, - Uncompressed band, - Explosion at the pasta factory, - Bakhchisaray fountain, - Snow avalanche.
10. Depict the plot of the fairy tale "Ryaba the Hen" in relation to historical times: - primitive communal system, - slave era, - middle feudal centuries, - early capitalism.
11. Draw a monument on the topic: - Truth is born in a dispute, - All ages are submissive to love, - I would gnaw out bureaucracy like a wolf, - Do not have a hundred rubles, but have a hundred friends, - A well-fed hungry is not a friend.
12. Demonstrate the manufacture, use and name of the medicine for: - liars, - lazybones, - crybaby, - sneak, - brawlers.
13. Depict the fairy tale "Gingerbread Man" in the genre: - comedy, - tragedy, - opera, ballet, - horror film.
14. Complete the story:
A) "The woodpecker stuck his head out of the hollow ...
A destroyer entered the bay."
B) "The rain washed away all traces ...
There was a jackhammer on the bed."
C) "The fire went out a long time ago ...
The balcony was painted green.
D) "The cactus dropped its thorns ...
The lunar eclipse has begun.
D) "The iceberg towered over the sea ...
The flies hid in the cracks.
15. Act out situations: - A thief in someone else's apartment, - A composer composes music, - A controller in public transport, - The director at the rehearsal of his play, - The surgeon in the operating room.
16. Think of a hat for: - Winnie the Pooh, - Piglet, - Owls, -
Rabbit, - Donkey Eeyore.
17. Include a new character in the fairy tale: - "Little Red Riding Hood" - a traffic light, - "Puss in Boots" - a drill, - "Cinderella" - a bulldozer, - "Bluebeard" - a radio receiver, " Thumb boy"A fire truck.
18. A bouquet for a celebrity: - to an athlete: "Blow! Another blow!", - to an astronaut: "5 minutes! Normal flight!", - to a people's deputy: "4th microphone is on", - to an artist: "Applause! Applause!" , - to the teacher: "The lesson is over."
19. Monument and speech at the opening: - "To the first collector of salvage materials in Russia" - Plyushkin, - "The first OSVOD activist" - grandfather Mazay, - To the first representative of the Red Cross Society in Africa "- Dr. Aibolit, - "The first organizer of sports competitions" - Balde, - "The leader of the weaving industry" - the Frog Princess.
20. Decipher the name of the squad:
RHOMBUS, CIRCLE, ZIGZAG.
Pivot, bagel, syrup.
CHUR, OH, Hurray.
BALDA, TRYUKHA, FUCK.
LOG, ROUND, LOG.
A selection of competitions for senior school age:
1. Silent movies: - "Crow and Fox", - "Dragonfly and Ant", - "Quartet", - "Wolf and Lamb".
2. Excursion to: - the house-estate of Kisa Vorobyaninov, - the mushroom places of the nearest grove, - the historical fences of the city, - the museum of civil defense.
3. Retell the fairy tale "Thumbelina" using the vocabulary: - military, - medical, - legal, - pedagogical, - political, - prison.
4. A complex of gymnastics for: - a traffic controller, - guards of private security, - conductors of folk instrument orchestras, - conductors of long-distance trains, - crane operators of tower cranes.
5. Come up with a hymn: - lovers of kefir, - lovers of scratching their heads, - lovers of corn sticks, - lovers of sniffing, - lovers of semolina.
6. Speech: - workers of a tobacco factory, - workers of the traffic police, - workers of the canteen, - workers of the city executive committee, - workers of hairdressing salons.
7. The avant-garde artist draws up the envelope of the record: - the Red Army Song Ensemble, - the folk group "Russian Balalaika", - "Fly-Tsokotuha", - the large children's choir "Ostankino", - the St. Petersburg club of the author's song "Vostok".
8. Come up with a fable: - "Fire extinguisher and hose", - "Spindle and tailstock of a lathe", - "Margarine in a frying pan", - "Brick on the roof", "Bear at work".
9. Sign a postcard of a famous person on the occasion of: - 170 years since the discovery of Antarctica, - 200 years since the opening of the Saratov pasta factory, - 191 years since the founding of Uryupinsk, - Day of morality and law, - 294 years since the Decree of Peter 1 o the use of a handkerchief - 50 years of the trial of the Stakhanovite radish experts.
10. Names and rules of the game, where both are used:
- puck, racket and scuba gear;
- basketball, core, barbell;
- boxing gloves, bicycle, hockey stick;
- motorcycle, tennis ball, skis;
- high jump pole, soccer ball, athletics hurdle.
11. A poem about: - a combine harvester, - a concrete crusher; - rail layer; - walking excavator; - metal-rolling mill.
12. Label:
- goose feathers blanched in oil;
- acorns in tomato sauce;
- radish pate with nutmeg;
- tobacco gobies in the garlic bay;
- May beetle wings in their own juice.
13 Aerobics, which is carried out by: - A. Shirvindt and M. Derzhavin, - A. B. Pugacheva, - L. Yarmolnik, - L. Yakubovich, - A. Malinin, - A. Kashpirovsky, - Yu. Nikolaev, - A. Makarevich.
14. Invent a way:
- prevent freezing of the nose in winter,
- removing nail polish
- prevention of sneezing,
- determination of body temperature without a thermometer,
- opening a can of canned food.
15. Come up with a new zodiac sign and a horoscope for it.
16. A parody of the property of the mind: - clever, - fool, - stupid, - dodgy.
17. Perform a ditty, chant, puff on the topic: - birthday, - love, - deceit, - laughter, - failure.
18. Excursion around the museum: - sports, - historical, - museum of products, - museum of flowers, - museum of painting.
KTD "Tic Tac Toe"
The main idea is a game within a game. It is an authentic game of tic-tac-toe. Develops interest in the creative search for original solutions, speed of reaction and ingenuity. In the game, both the competitive system itself with a clear, understandable task is important, as well as the ever-increasing interest in the game, the excitement of the struggle, which encourages children to think, act, and apply their knowledge in practice. Competitive tasks should be creative, exploratory in nature, designed for the speed of reaction and thinking, orientation and looseness of the child, and also work for team cohesion. The main idea of the competitions: the success of the whole team depends on the ability of each.
Preparing for the game.
1. A field is drawn. The cells of the playing field are numbered and filled with the names of any 9 contests. The number 9 serves as a symbol of the game.
2. 2 teams of 9 people are formed. Creative team presentations (or "business cards") are being prepared for 2 minutes.
3. The composition of the jury is determined, which should include 9 people.
4. The host, who is able to dynamically lead and skillfully create an emotional mood, prepares assistants, props.
5. Prepare the contents of 9 breaks between competitions. They should be short in time (no more than 3 minutes).
Rules or conditions of the game.
The team that won the competition puts its sign on the playing field, crossing out the cell with the name of the competition won. The team that lost the competition has the right to choose a new cell on the playing field, thereby determining the game in the next competition. The winner of the game is the team that manages to line up (horizontally; vertically; diagonally) three of their signs in a row during the game. If the teams fail to fulfill this condition, then the tasks of all 9 contests are completed, "X" and "O" fill all the cells of the playing field and the team that has the most signs on the site wins. If, nevertheless, any team puts three of its signs in a row, then the game immediately stops and the rest of the contests are not played.
Game progress.
1. The sign of the team is determined by lot. Some participants in the game become "zeros", others - "crosses". The host of the game gives the teams decals (for example, ribbons on the head, where "X" and "O" are drawn).
2. The members of the jury are introduced. Each of them is given a brief (preferably humorous) description in order to raise the authority of the panel of judges. Jury members can not only judge competitions, but also conduct them.
3. Each member of the jury is given two cards: one has an "X" sign, the other has an "O". These will be competitive scores.
4. The presenter introduces the conditions for judging competitions:
- at the end of each competition, all members of the jury raise cards with the sign of the team that is given the victory in the competition;
signs are counted. And since the jury consists of 9 people (an odd number), in the general case, one of the teams will score more of their signs.
5. The host introduces the rules (or conditions) of the game.
6. The right to choose a cell on the playing field is played out, the teams show their creative idea (or " business card"). The jury evaluates the performance of the teams. The team that has scored the most of its signs chooses the cell of the playing field, the first competitive task.
7. There is a competitive program on the playing field according to the rules (or conditions) of the game. After each competition there are small breaks (for example, concert numbers, performances of jury members, interviews with the audience, musical screensavers, advertising of team sponsors, etc.).
8. At the end of the game, the winning team is determined. Awards are given.
Councils to the organizers of the game.
1. Children of any age can play tic-tac-toe. The content of the competitions is developed depending on the age of the children playing.
2. The game needs the effect of surprise. It is advisable to come up with original names for the contests so that nothing suggests the content of the tasks. This gives the free right to choose the cells of the playing field and removes the stereotype of thinking developed in children. (You don't have to do this: if the competition is somehow related to drawing, then the title is written "draw a picture" or "artist competition", etc.).
3. Think about the colorful design of the playing field. It sets the mood for the game. Therefore, it must be placed in the center of the stage so that everyone can watch the game: both participants and fans.
4. The convenience of the Tic-Tac-Toe game form also lies in the fact that instead of competitive tasks, you can insert questions, tasks on any topic. Whether it's getting to know each other at the camp, reviewing the material covered at school, etc. But do not forget that assignments must be creative. It is possible to use this form on the School Day. Then the playground will be filled with the following competitions: Music Lesson, Physical Education Lesson, History Lesson, Drawing Lesson, etc. Tasks of competitions are invented and given by teachers of these subjects. But judges still evaluate, among which there should be both adults and children.
Approximate content of competitions.
1. PICTURE. Team members must draw a picture that could be hung, for example, in the office of a doctor, director, in the dining room, etc. The guys depict the plot of the picture, and one of the participants, being a guide, tells what is shown in the picture.
2. LIVED - WAS. It is with these words that Russian fairy tales begin. The host tells a fairy tale (preferably Russian) with different characters. The teams beat her. The host periodically stops his story (in those places where new characters appear in the fairy tale), invites an actor from different teams and continues his story. Teams play this fairy tale in parallel with each other so that there are no repetitions. The facilitator must come up with roles for all team members.
3. VIDEO CLIP. The phonogram of a very popular song is turned on (it is desirable that the included phonogram be known to many children). And while the song is playing, the guys are preparing a video clip.
4. I + YOU = WE. This competition is designed for quick response, orientation, team cohesion. The host invites the clap teams to quickly reorganize:
a) by hair color (from light to dark),
b) alphabetically by the first letters of the names,
c) by shoe size (from smallest to largest),
d) eye color (from dark to light),
e) according to the color of the sock (according to the color of the rainbow).
After the teams complete each task, the leader must check the correctness of the construction of each team. It is also estimated how quickly the guys complete the tasks.
5. BROKEN TV. Participants of one of the teams stand in one line at the back of the head to each other. Some device common in everyday life is called in the ear of the last participant (an option is possible: the name of the device is written on a piece of paper, which is then shown to the audience and, of course, to the jury members. This increases interest in the competition). The last of the participants comes up and turns the 2nd member of his team towards him. The 1st must depict this object with gestures and facial expressions (only without sounds!). If the 2nd participant understood what was shown, then he nods his head "Yes", but if he did not understand, then the 1st participant has the right to repeat it again. But after that, he must step aside. The 2nd participant turns the 3rd towards him and shows what he understood. 3rd shows 4th, etc. The last, 9th participant, must name the object that, as it seems to him, was named to the 1st participant. The competition evaluates not so much the correctness of the answer, although this is important, but the artistry of the guys, how quickly they understood each other.
6. LA-LA-LA, ZHU-ZHU-ZHU. The leader has a set of cards with letters of the alphabet in his hands. He invites the representatives of both teams to pull out one card each. 30 seconds are given so that the teams can prepare and sing some part, perhaps only the chorus, of a song, the content of which is indicated by the letter on the card taken by the guys. For example:
a- gambling, atasnaya
b - stormy, delusional
c - harmful, free
g - rough, walking
d - oak, rustic
c - Christmas tree, nonsense
g - plaintive, vital
s - downhole, voiced
and - playful, hysterical
k - goat, Komsomol
l - loving, inquisitive
m - marine, courageous
n - unusual, persistent
o-dinner, dangerous
p - Papuan, adventure
r - Russian, robber
s - canine, scary
t - dance, quiet
y - trendy, killer
f - naval, hacienda
x - cunning, predatory
c - royal, tsoevskaya
h - Chukchi, human
sh - chic, shukharnaya
e - squadron, eskimo
yu - humorous, southern
I am caustic, sneaky.
Each of the teams should sing approximately three songs of different themes. Artistry, team cohesion is evaluated.
7. BLACK BOX. A black box is brought onto the stage, in which there are two packages with something (one for one team, the other for the other team). You need to guess what is in the black box. Competition conditions: in turn, each team member asks only one question to the leader, to which he can only answer with the words "Yes" or "No". After asking nine questions, the team, after conferring for a minute, will name what they think lies in this black box for their teams. (For example, questions: "Is it edible? Do we use it? Every day? Is it possible to throw it? Is there enough for all team members? Etc.) The main thing, if the guys do not guess correctly, is to follow their logic of questions and orientation in the answers. Evaluated also - whether the questions are repeated, how quickly the guys supplement the questions of the previous team members with their questions.
8. WHY. We constantly hear questions that begin with the word "Why?". Now we will try to answer some questions together. Each participant in the game will be asked a question, only one, to which he must answer correctly. The word "I don't know" should not be used. The leader asks the first question to the first team member, and subsequent questions are formed from the answer of the previous team member. For example: "Why doesn't our school have a VCR?" - the answer is "Because they are not on sale in stores." Question to the 2nd participant: "Why are they not on sale in stores?" - answer: "Because there is no non-ferrous metal in the country." Question 3 - "Why is there a lack of non-ferrous metal?" - answer: "Because there is not enough raw material." Question 4: "Why are there no raw materials?" - the answer is "Because people don't collect cans." Question 5: "Why don't people collect cans?" - the answer is "Because there are no canned fish for sale." Question 6: "Why is there no canned fish for sale in the country" - the answer is "Because there is no fish." Question to the 7th: "Why is there no fish?" - the answer is "Because the water is dirty and poisoned." Question 8: "Why is the water dirty and poisoned?". The answer is "Because people don't fight for water purification." Question 9: "Why don't people fight for water purification?". The answer is "Life is like that!".
So it turns out: "The school does not have a VCR, because that's how life is." Each player has 30 seconds to think of an answer. The teams are asked different questions. The cohesion of teams, their artistry and ingenuity are evaluated.
9. I WANT TO HOME. All players are blindfolded. In discord put on the stage. The host asks everyone to follow his commands: "All around, step forward, to the right, two steps to left side etc. "Then, at the signal of the leader, the music turns on, and all the players must gather in their teams, join hands, thus return to the" HOUSE ".
A version of the game "Tic-Tac-Toe" for younger students, based on all your favorite fairy tales.
COMPETITION 1. "Mary the Artisan" (Russian folk tale).
As you know, Mary the Artificer was distinguished by her ability to embroider carpets of amazing beauty. In the corresponding competition, it is proposed to draw portraits of the heroes of folk tales: Baba Yaga and Koshchei the Immortal.
Each team is given a piece of drawing paper, cut into 9 parts. Each team member has his own part. The parts are numbered in the same way as the field of play. Each of the participants must draw their part of the overall portrait. After that, the sheet is folded according to the numbers.
Condition: You cannot confer during the competition. During the work of the teams, music sounds or some kind of concert number is played.
At the end of the competition, the jury evaluates the quality of the painted portrait. For comparison, it is possible to use pre-prepared portraits of their heroes.
COMPETITION 2. "Winnie the Pooh and all, all, all" (A.A.Miln).
The main character of the fairy tale, Winnie the Pooh, loves to talk about himself very much. various stories. In this competition, the teams are offered the following task: the teams line up in two columns on both sides of the leader.
The first member of the starting team begins the story on given topic and continues it for 20 seconds. After that, the word is passed to the opposite team, which begins its story with the last phrase of the previous narrator, and so on. Each team should develop only its own plot.
In this competition, the "cross" team talks about how Winnie the Pooh went to visit the Rabbit. The story must be conducted on behalf of Winnie the Pooh. The team of "zeros" talks about how Kanga washed Piglet. The story is told from the perspective of Piglet. After all the players take part in this competition, the jury evaluates wit, resourcefulness, plot coherence, etc.
COMPETITION 3. "Little Muk" (W. Gauf).
If it weren’t for Little Anguish’s ability to correlate various events and put everything in its place, he would never have been able to get rid of donkey ears. Participants of the competition are invited to try their hand at solving the same problems. Both teams are given an empty crossword grid without numbers:
Next, the teams (at an average pace) are read five words that they need to guess and place in this grid. Teams are warned that the competition is held for a while, and word definitions will not be repeated.
Word definitions (fabulous):
1. A device for moving through the air. (carpet)
2. An event that took place between Uncle Fyodor and his parents and caused him to leave for Prostokvashino. (argument)
3. The material from which the soldier was made. (tin)
4. Silk fabric, from which the dresses of the merchant's daughters in the fairy tale "The Scarlet Flower" were sewn. (atlas)
5. An object that makes a person invisible. (a cap)
The team that completes the task more quickly and completely wins.
COMPETITION 4. "Humpbacked Horse" (Yershov's fairy tale).
Many questions had to be answered by the Little Humpbacked Horse for the sake of his master. Participants of the game must answer a number of questions. Questions are asked to all participants in the game in turn; to the first member of the starting team, then to the first member of the opposite team, etc. No more than 10 seconds to think:
Question options:
1) What word Dunno could not come up with a rhyme for? (Tow)
2) In what city did Dunno live? (In the Flower City)
3) Where did Winnie the Pooh find the tail? (On the door at the Owl)
4) Who got Winnie the Pooh stuck in the door? (At the Rabbit)
5) In which subject did Volka Kostylkov pass the exam and fail? (By geography)
6) What was the name of the boy whom Old Man Hottabych forced to bark? (Goga)
7) What medicine did Carlson prefer? (Jam)
8) Favorite animal Freken Bok? (Cat Matilda)
9) How much did Pinocchio pay for lunch at the Three Minnows tavern? (Not soldo)
10) How many days did Pinocchio's money lie on the Field of Miracles? (Not a day)
11) What was the ransom for Mowgli's life? (Buffalo)
12) What was the name of the wise jungle dweller? (Elephant Hathi)
13) Whom did Alice run to wonderland? (Behind the rabbit)
14) Who was presented in the teapot? (Mouse Sonya)
15) Whom did the little robber give to help Gerda? (deer)
16) A fragment of what got into Kai's eye? (mirrors of trolls)
17) Who helped Chipolino release his friends from prison? (Mole)
18) Why was Chipolino's father put in jail? (He stepped on Prince Lemon's corn)
The team with the most correct and detailed answers wins.
COMPETITION 5. "Flint" (G.-H. Andersen)
In the dungeon where the flint and money were hidden and where the soldier descended, three dogs were sitting. They were sure that anyone who entered the dungeon was superfluous. In this competition, participants must determine the odd one out of the four named words. The facilitator reads out four words, and the first two participants from both teams must name the odd one in their opinion. After that, the words for the second pair of participants are read out, etc.
Word options:
Milk river, Apple tree, stove, Baba Yaga (Baba Yaga is a negative character)
- Christopher Robin, White Rabbit, Troubadour, Kid (White Rabbit is not human)
- Pan Blueberry, Count Cherry, Grape, Leek (not a berry)
- Artemon, Tortilla, Pierrot, Malvina (Tortilla is not a doll)
- "Ole Lukoye", "The cat that walked by itself", "Mowgli", "Rikki-Tiki-Tavi" ("Ole Lukoye" - the author is not Kipling)
- "The Tale of the Fisherman and the Fish", "Aibolit", "Twelve Months", "The Tale of the Golden Cockerel" ("Twelve Months" is not a poem)
- Ellie, Stella, Gingema, Bastinda (Ellie is not a magician)
- "Seven Simeons", "Snow White and the Seven Dwarfs", "The Tale of the Dead Princess", "Seven Underground Kings" ("The Tale of the Dead Princess" - in verse)
COMPETITION 6. "Town in a snuffbox"
Until Misha got into the snuffbox and asked his questions to the Bell Boy, he could not find out what was inside the snuffbox.
In this contest, the players must guess what is in the "Black Box" using questions to which the host can only answer "yes" or "no". First, one team asks its questions for its subject (each member of the team can ask their own question), and then another. The participants of the game are warned that the box contains items that are directly related to Russian folk tales. For one team, a tablecloth (self-assembled tablecloth) was prepared in the box, for the other - a needle (the life of Koshchei the Immortal). The team that guesses their object wins. If none of them managed to give the correct answer, then the team that was closer to the correct answer wins. This is determined by the jury.
COMPETITION 7. "Baby and Carlson". (A. Lingrend)
In this tale, Carlson constantly boasts and boasts about his abilities. By the end of the tale, we get the impression that he really is the most well-mannered, moderately well-fed, etc. What is this, if not good advertising. And in this competition, teams are invited to advertise two items that they receive from the host.
Item options: a) a broom, b) a ball of wool.
Teams are given one minute to prepare the competition. At the end of the competition, the jury evaluates which team coped better with the proposed task.
COMPETITION 8. "Dunno and his friends" (N. Nosov).
Dunno learned a lot of interesting things during his adventures. Participants of the competition are invited to list the names of fairy tales in which one of actors is the king (king). Participants of the competition give answers in the same order as in competition No. 2. The team with the most such stories wins.
COMPETITION 9. "Apis in Wonderland" (L. Carroll).
Curious Alice always tried to get to the bottom of the issues. Sometimes she got a very interesting logical chain. The rules of this competition are similar to the rules of the "Why" competition (see the 1st version of the game "Tic-Tac-Toe"). The wittier the answer of the participants, the higher the scores of the jury. Variants of questions for teams: "Why does Baba Yaga have a bone leg?", "Why did Pike fulfill Emelya's wishes?", "Why did the Little Humpbacked Horse help Ivan the Fool?"
The Tic-Tac-Toe game form is simple and easy to repeat. It is convenient to use it in the lessons of a generalizing-repetitive topic. One has only to make a little mental effort and this game will help you out in the most difficult cases.
List of used literature
- Afanasiev, S.A. Children's holiday at school, camp and at home: tips for the organizers of leisure activities [Text] / S.A. Afanasiev, S.I. Comorin. - N. Novgorod, 1997. - 123 p.
- Afanasiev, S.A. One hundred detachment cases [Text]] / S.A. Afanasiev, S.I. Comorin. - Kostroma, 1993. - 68 p.
- Afanasiev, S.A.. What to do with children in a country camp [Text]] / S.A. Afanasiev, S.I. Komorin.. - M., 1994. - 134 p.
- Afanasiev, S. A. Trista creative competitions[Text]] / S.A. Afanasiev, S.I. Comorin. - M., 1997. - 84 p.
- Titov, S.V. Hello summer! [Text]: Activities in the children's country camp / S.V. Titov // - Volgograd: Teacher, 2003. - 132 p.
- Titov, S.V. Hooray, holidays! [Text]: counselor's library / S.V. Titov. - M.: TC Sphere, 2002. - 128 p.
- Shmakov, S.A. Summer [Text] / S.A. Shmakov. – M.: Master, 1993. – 148 p.
- Leisure Encyclopedia [Text]: a book for children and adults. - M.: AST - Press, 1999. - 157 p.
The children's team plays an important role in the upbringing of the child. The self-esteem of the student, his life position largely depends on how relations develop in the class. It is good if the guys are friends with each other, if their leisure is filled with games, competitions, socially useful work, if everyone has the opportunity for self-realization. in effective ways development of schoolchildren are a variety of creative activities (KTD).
Definition
This term originated in the 60s of the last century. The creator of the technique is considered to be Dr. pedagogical sciences I. P. Ivanov. He was a follower of A. S. Makarenko, scrupulously studied his heritage and concluded that it was the "pedagogics of cooperation" that helped to avoid such distortions in education as excessive guardianship, authoritarianism of the teacher, or, conversely, permissiveness.
CTD technologies are widely used in primary school among teenagers and youth. The name itself contains a transcript:
- Case - i.e. activities designed to improve the lives of the class or those around them.
- Collective, because the whole class is involved in it. Children and adults together come up with, plan, prepare and conduct an event.
- Creative, because schoolchildren do not act according to a template, but independently look for ways to solve a problem, make "discoveries", and generate ideas.
Goals
It is assumed that the children themselves choose the types of KTD that interest them, come up with the course of the event, assign roles, design and organize. At the same time, there is a task for each child. Someone generates ideas, others distribute tasks, others carry them out. The teacher becomes an equal partner for schoolchildren, helps to realize their plans, but at the same time does not press with their authority.
During these activities:
- children learn to interact with each other, work on overall result;
- their need for communication is satisfied;
- there is an opportunity for creative self-realization, both individual and collective;
- the personality of each child develops, new talents and abilities are revealed.
Types of KTD
I.P. Ivanov proposed the following classification:
- Cognitive deeds that develop the inquisitiveness of the mind, awakening interest in solving secrets, riddles. This includes tournaments of experts, quizzes, evenings of entertaining problems, game trips, defense of independently developed projects.
- Labor affairs. They encourage schoolchildren to take care of other people, to improve the surrounding reality. Labor landings, surprises, workshops, etc. are widely used.
- Artistic business. They develop aesthetic taste, allow children to join the art. At the same time, schoolchildren participate in art competitions, put puppet shows preparing for concerts.
- Sports affairs develop physical qualities guys, as well as perseverance, discipline. This includes sports days, "Health Days", tournaments.
- Public affairs are usually timed to coincide with holidays ( New Year, May 9, February 23, etc.). They expand children's ideas about the history and culture of their country.
- Ecological affairs bring up love for native nature desire to take care of her. Schoolchildren make expeditions around the region, clean up garbage in parks, save streams, study birds, plants, arrange an exhibition of forest gifts.
- Leisure activities allow you to make the life of the team bright, joyful. This includes balls, discos, all kinds of games, carnivals, competitions, holidays, birthday parties and tea parties.
Stages of preparation
Participation in KTD makes students independent. Events are prepared jointly, taking into account children's interests, which significantly increases motivation. The following stages of the organization of KTD can be distinguished:
- Preliminary work. To get started, you need an idea. Children share their ideas, defend them, brainstorm. The teacher can give examples of CTD from his practice, but you should not impose them. The children must understand why or for whom the event is being held, what will change in the world or class after it is held. The teacher sets pedagogical goals, determines the ways of their implementation.
- Collective planning. At this stage, the form and content of the common cause are determined, responsibilities are distributed, and specific deadlines are set. Children exchange their opinions in microgroups, then bring them up for a general discussion. As a result, the final decision is made on how best to organize everything. An initiative group is selected, on whose shoulders lies the development of the scenario and the delegation of responsibilities.
- Collective preparation. The initiative group distributes assignments to other students. Each child or microgroup is responsible for their own episode. Costumes, props are prepared, music is selected, rehearsals are organized. Often at this stage, some participants give up, faced with difficulties, someone does not want to take part in the common cause, the organizers do not cope with their duties. The teacher should act as a senior, experienced comrade who helps to avoid conflicts. It is necessary to provide students with support, but not dictate their terms to them.
Carrying out KTD
The class looks forward to this event with joy and excitement. It is important that everyone is aware of their contribution. Of course, mistakes are possible along the way. Children do not have the organizational experience that an adult has. Try to make them learn from mistakes, draw conclusions. It is equally important to notice successes, even the smallest ones, to rejoice at them.
There are many types of KTD, and after each, the results are summed up at the general meeting. It is necessary to teach schoolchildren to analyze the acquired experience, to draw conclusions from it. Sometimes anonymous surveys are conducted, which allows you to take into account the opinion of each child. When organizing the next collective case, all the mistakes made must be taken into account.
KTD in elementary school
In their work, teachers take into account the age characteristics of pupils. So, junior schoolchildren are not yet able to organize an event on their own. The teacher assumes the role of leader or coordinator, giving children more and more autonomy over time. It is important to take into account their opinions, to encourage the initiative. Sometimes it is helpful to delegate the leadership role to parents or high school students.
After developing the scenario, the class is divided into microgroups, each is given a task. It is important that children learn to do their part of the work on their own, with minimal help from adults. When holding sports and art competitions, provide a large number of nominations so as not to offend anyone.
KTD in middle and high school
The older the children, the more independent they become. When it comes to teenagers, the teacher can safely take on the role of an observer. This should:
- Intervene immediately in case of conflict.
- Each time, re-form micro-groups for the event so that the children enter into new types of relationships.
- Provide a change of activity for each pupil, conduct different types KTD.
- Involve inactive schoolchildren, trying to find something for them to their liking.
There are many successful examples of QTD; they are described by IP Ivanov and his followers. The main thing is not to act according to a template, so that the joint business becomes an improvisation, a flight of the soul and fantasy.
Position: Methodist
Educational institution: SP GBOU secondary school "Ots" with. Rich Center for Extracurricular Activities
Locality: s. Rich Samara region
Name of material: General education program
Topic: According to the method of I.P. Ivanova "Collective creative work"
Description:
The general education program is designed for students aged 11-15. The term of education is 3 years. A teenager is on the eve of entering into life, so it is so important to help him establish communicative connections, to instill the ability to find a common language with peers. Comprehending the basics of collective creative work, the child becomes not only richer spiritually, but he can be fascinated by further moral self-improvement, creative work.Link to publication:
http://website/dopolnitelnoe/index?nomer_publ=3173Published on 03.03.2016
Text part of the publication
General education program
according to the methodology
I.P. Ivanova "Collective creative work"
The program is designed for students
11
-
15 years
Term of education (training)
3 years
Program author:
Moiseeva Olga Grigorievna -
Methodist
Rich - 2016
The educational program of the club association was compiled according to the method of I.P. Ivanova
"Collective creative work" and is designed for teaching adolescents aged
from 11 to 15 years old.
Introduction
The main features of adolescence is the search for new contacts and the desire for collectivism. A teenager is on the eve of entering into life, so it is so important to help him establish communicative connections, to instill the ability to find a common language with peers. Comprehending the basics of collective creative work, the child becomes not only richer spiritually, but he can be fascinated by further moral self-improvement, creative work.
EXPLANATORY NOTE.
The purpose of the collective creative work is to create the most favorable conditions for the identification and development of creative inclinations in children. This is a special form of stage action that allows you to combine educational knowledge with the personality of the child, present them figuratively, enrich the program material, increase cognitive activity schoolchildren. During the preparation and conduct of the KTD, the team improves interpersonal relationships, creating an atmosphere of common enthusiasm and creativity. This program provides for theoretical and practical classes, participation in collective creative activities (KTD). The whole program is designed for 3 years of study, based on the age characteristics of children, their perception of this type of activity. The orientation of the program is social-pedagogical. The relevance of the program is that through the collective creative work, the socialization of the child's personality, its integration with society takes place. It is formed by the child himself as a perspective interesting life. KTD does not mean any activity, but a vital, socially necessary matter. It is collective, because it is planned, prepared, performed and discussed together with the pupils and the teacher as senior and junior comrades, united by a common practical concern. It is creative, because it is planned, prepared and discussed each time in a different way. It is the result of a search for the best ways, means of solving certain vital tasks. In the process of creative activity, students acquire the experience of organizational work. And the accumulation of experience is a progressive movement. The individual becomes the subject of concern for the collective. And organized group activity is permeated with the warmth of emotional experience. It also contains mutual control, since the work that is done in front of everyone is supportive and inspiring. In the process of activity, each group and micro-group of children is charged psychologically. Communication between peers occurs without intrusive adult intervention. Interviews with educators, teachers, parents showed that KTD, key activities, their preparation and implementation, reflection of class life events can be effectively carried out by the teachers themselves. Collective creativity is fantasy, improvisation personality, at the same time, various forms of leisure are reasonably combined and the problem of improving children's health is solved. A characteristic feature of the program is that from year to year the topics of the classes do not change, but the content becomes more complicated. Teenagers with different interests and abilities are accepted into the club association. It will help each of them realize their right to be a subject of social protection, to realize their life potential, and at the same time, this is the sphere of communication for children (teenagers).
For the implementation of the program material, the following are involved: a music worker, a choreographer and a psychologist (if possible). The activities of this club association are diverse and multidirectional, helping teenagers enter the changing world as civilized people and at the same time occupy their leisure time. Participation in KTD expands the cultural space of self-realization of a teenager, forms humanistic value orientations of a developing personality, at the same time, various forms of leisure are reasonably combined and the problem of improving children's health is solved. The program is designed for 3 years of training for 144 hours per year. The team accepts children from 11 to 15 years old.
The first year program is designed for adolescents aged 11-12, weekly
the load on the group is 4 hours, 144 hours per year.
Tasks.
- Introduce teenagers to the methodology of I.P. Ivanova "Collective creative work" - Contribute to the acquisition of the necessary knowledge and skills in conducting KTD With the help of a teacher, choose a KTD according to your age - Select the necessary material - Learn to work with a text - Prepare a KTD with the help of a teacher - Contribute to the rallying of the class team - Educate diligence, dedication, demanding of oneself and the desire for self-improvement.
The program of the second year of study is designed for adolescents aged 12-13, weekly load
per group – 4 hours, 144 hours per year.
Tasks.
- Further acquaintance with the methodology of I.P. Ivanova "Collective creative work" - Improve your knowledge and skills in conducting KTD actively participate in the choice of forms for conducting KTD - Mobilize a team of children during the conduct of KTD; - Provide effective support to each other during the KTD. - Learn to use intonations that express basic feelings. - Conscientiously carry out the assigned work. - Cultivate goodwill and trust in relationships.
The program of the third year of study is designed for adolescents aged 14-15, weekly
the load on the group is 4 hours 144 hours per year.
Tasks.
To teach: - Navigate in the methodology of I.P. Ivanov "Collective creative work". - Independently choose the right form and be able to draw up a CTD - Improve the skills and abilities acquired in two years of study - Be able to place yourself on the stage stage Be able to find keywords in separate phrases and sentences. - To form a clear, competent speech and be able to express their opinions. - Develop communication skills and the ability to communicate with peers and adults, taking into account different life situations. GOALS AND OBJECTIVES OF THE PROGRAM.
This program should contribute to the emancipation of the individual, the formation
civic self-awareness, the development of his abilities for social creativity,
education of socially active creative personality on the basis of universal
values that can multiply the public culture
. Achievement of this goal is ensured by the solution of the following main
tasks:
unleash the inner potential of adolescents; master the skills of communication and collective creativity; increase the effectiveness of social adaptation of adolescents, if necessary, provide pedagogical support; develop in adolescents cognitive and social activity, collectivism and partnership, independence, responsible and creative attitude to business; organize reasonable leisure and recreation for teenagers; Ensuring the emotional well-being of the child; familiarization of students with universal human values; creation of conditions for personal and professional self-determination of students, prevention of antisocial behavior. The program consists of "cases": - cognitive; - artistic; - traditional; - organizational; - etudes and exercises. The educational and thematic plan is valid in the 1st year of study, in the 2nd year of study, in the 3rd year of study. Only the forms and methods of conducting KTD are changing, taking into account the age interests, capabilities and needs of students. The program provides for conducting not only group classes, but also individual ones, depending on the need for this. Individual classes are held during the development of CTD with individual students in order to help them self-realize as individuals. In the process of learning,
competencies:
creative
social
analytical
communicative
practical
No. Types of classes Number of hours 1st year of study 2nd year of study 3rd year of study 1. Group 112 104 104 2. Individual 32 40 40 TOTAL: 144 144 144
EDUCATIONAL THEMATIC PLAN.
No. Name of topics Total Number of hours Theory Practice 1 Introductory lesson 2 2 - 2 I.P. Ivanov's methodology “Collective creative work”. 2 2 - 3 The owner - the team (alternating instructions) 2 2 - 4 Methods for conducting KTD 2 2 - 5 Cognitive affairs "Experts win." 6 2 4 6 Artistic deeds “Go for it - you are talented” 21 2 19 5. Traditional deeds “Let's make a holiday” 85 4 81 6. Organizational deeds 12 2 10 7. Etudes, exercises 12 2 10 TOTAL: 144 20 124
CONTENT OF THE PROGRAM TOPICS
Cognitive affairs "Connoisseurs win."
The essence of cognitive collective creative work is the discovery of the world for the joy and benefit of each other, close and distant people. Here, the development of a civic attitude in adolescents to such aspects of life that are not sufficiently known, full of secrets and mysteries, comes to the fore. Another important role of cognitive CTD is the formation of the need for knowledge, a conscious, enthusiastic, effective attitude to the direct sources of the discovery of the world: to a book, teaching, various means of self-education. Cognitive CTDs have the richest opportunities for the development in adolescents of such personality traits as the desire for knowledge of the unknown, purposefulness, perseverance, observation and curiosity, inquisitiveness of the mind, creative imagination, comradely caring, and sincere generosity. The children begin to be interested in the events of social and political life, are fond of art, strive to penetrate into the "secrets" of health and the human psyche. All this works for the formation of spiritual needs, the expansion of cultural horizons, intellectual development - An evening of fun tasks; - Evening trip; - An evening of unsolved and unsolved mysteries; - Story relay race; - Meeting-dispute; - Tournament-quiz; - Tournament of connoisseurs; - Oral journal, etc.
Organizational affairs: The owner is the team.
- Collective planning. - Alternating creative assignments. - Relay of friendship. - Newspaper "Lightning". - Team birthday. Any practical matter becomes creative only in a lively joint organizational activity.
Collective planning
- creative organizational work, when each member of the team participates in the search for the choice of common affairs, in the development specific plan such cases.
The alternation of creative assignments makes it possible to:
- to rally the team in practical matters (successful fulfillment of assignments is impossible without the participation of everyone, without mutual support, without strengthening friendship); - to make each member of the team a participant in various activities for the benefit and joy of their friends; - make friends with children and parents.
Artistic works "Dare - you are talented."
Artistic KTD of a wide variety of options allows you to purposefully develop the artistic and aesthetic tastes of children and adults; strengthen the craving for spiritual culture, art and the need to discover beauty to other people, awaken the desire to try oneself in creativity; educate receptivity and responsiveness, nobility of the soul; enrich inner world person. Creating and embodying the idea of their artistic reviews, which combine dramatization and poetry, various types of fine art, singing, music and dance, adolescents apply (and consolidate, expand, deepen) knowledge of literature and art. Classes are held both collective and individual. Different forms of carrying out KTD are used: - relay race "Daisy"; - literary and artistic competitions;
- relay race favorite activities; - ringing of songs; - concert "Lightning", etc.
Traditional deeds: "Let's make a holiday."
Transfer of social and cultural heritage transmitted from generation to generation and preserved in society for a long time. Traditions are certain social norms of behavior, values, ideas, customs, rituals, etc. - Mother's Day - Autumn Ball - Birthday - New Year's holiday. - Fatherland Defense Day. - International Women's Day 8 March. - May Day. - Victory Day. -
STUDIES AND EXERCISES.
An etude is a small piece of stage life created by the imagination - “if only”. The structure of an etude necessarily includes an incident through which a certain meaning is expressed. Of course, the etude is only a link in a complex educational and creative process, but it is the most essential, since it teaches you to work on the role. Etude, as a means of the creative process, is used in two directions. The first direction is a training study. In teaching, an etude is approached through exercises. An etude is also an exercise in which there is the content of life, a segment of the life process. It can last thirty seconds and half an hour, this is not important, it is important that it should contain a meaningful segment of life.
In the third year of study, students, having mastered the skills and abilities of conducting a collective creative work, can choose a personality-oriented CTD.
Features of the organization of CTD of different types
№ Stages of carrying out
Socially significant KTD
Personally
oriented KTD
1. Collective goal-setting Social grounds for choosing a business Business as a potential for personal development 2. Collective planning Emphasis on group work, ensuring group work Emphasis on individual goals and 3. Collective preparation Emphasis on the constructiveness of group work Emphasis on voluntariness, the initiative of each 4. Conducting collective creative activities Participation of groups, teams in a common action as the implementation of skills, interaction skills that determine the success of a common business Opportunities for the manifestation of the personal qualities of participants, the structure of the case takes into account the importance of self-determination of each 5. Collective analysis The main questions of discussion: “How did we organize the business? How did we achieve success? What helped us? What is the contribution of each to the common cause? Questions for discussion emphasize the importance of the case for understanding, manifestation, development of oneself as an individual. 6. Aftereffect Projects, programs of social orientation Implementation of individual The greatest difficulties for students are the organization of a personality-oriented KTD. The goal is to develop the participants' interest in themselves and their comrades. The key word in this formula is "interest", which expresses readiness, a positive attitude towards knowing oneself and one's comrades. Demonstration of this attitude in the form of sincere statements, assessments, actions is an indicator of the achieved goal-result. The degree of depth, stability of this interest, mastering the means of self-knowledge is not a result, but effects that are different for different children and different conditions for conducting this KTD).
goal setting
. It can be organized in the form of a conversation or a conversation plus a review of a pre-filled questionnaire about each other (for example, in the form of the so-called "informometry"), the performance by participants of several group psychological tasks. It is important that by their actions the organizer (pupil), the host of the KTD creates a problematic situation in which the participants would discover the fact of ignorance of each other and themselves. Discussion of this fact by the facilitators allows us to develop the theme of importance. complete knowledge about each other. Having a common agreement on this issue allows you to move on to possible cases that directly address mutual understanding. The list of such cases usually appears in the mode of a general “brainstorming” or fixation of ideas, proposals of groups, personal proposals. The selection of KTD, which takes place on the principle of "Here and Now", can take place either in the form of the work of "experts" (as the second stage of "brainstorming"), or in the form of a general discussion. In the afternoon case, it is easier for the presenter to support (or even contribute, based on the materials of the “Me and Us” questionnaires).
Collective planning
. And at this stage, the leader (pupil) invites micro-groups and those who wish to individually answer questions in order to choose the “Council of Affairs”. "Council of Affairs" works with proposals, fixing their authorship. Then, at a general meeting, the team offers a choice of group and individual assignments. As a result, on the basis of self-determination of the children (you can act in two forms at once: group and individual), the taken
to work assignments. (Perhaps the "case council" conducts such work with each group separately, "in secret") The "case council" organizes the common work, advises, helps, coordinates and controls the quality of the preparation of materials and conducts it itself or instructs someone ( individually). Carrying out such a CTD is, first of all, a presentation of the case.
Collective analysis
takes place in a general circle in the form of statements in a circle or outwardly unstructured discussion (in micro-groups). Approximately the following questions are discussed: “What did we learn about each other?”, “What did we learn about ourselves?”, “What feelings, thoughts did this cause?”, “What of what everyone learned about the guys or about themselves turned out to be the most unexpected, surprising?”, “What is the continuation of the collective creative work in the future.” In accordance with the position set by the CTD technology, the presenter also answers some of these questions, demonstrating the concealment of his feelings and opinions to the participants in the common cause. It is possible to use questions: “for understanding”, “for clarification”, “in fact”. Aftereffect issues are related to the effectiveness of the results of a collective creative work, they help to coordinate both individual goals, tasks, activities of participants, and the correction of goals. social activities participants.
Methodological support of the program The method of collective creative activity of Ivanov IP was taken as the basis of the program. (minimum technology). The main content unit of this technology is a collective creative work (CTD), which includes work about oneself, about a friend, about one's team, about near and far seas, about society and the state in specific practical social situations. KTD algorithm: search for an object of constructive application, goal setting, business organization, forecasting and planning, implementation of the plan, analytical and reflexive activity, consequences (implementation of decisions). Principles of technology of collective creative activity: - priority of success (every child is talented); - taking into account the subjectivity of the child's personality; - the priority of ethical values over awareness (the main guidelines: kindness, love, diligence, conscience, etc.); - humanization, cooperation, democracy, partnership; - collective and socially significant activity. The forms of conducting KTD are determined by the age level, interests, cultural level and social orientations of adolescents.
STRUCTURE
COLLECTIVE CREATIVE BUSINESS
In expanded form, the collective creative work (according to I.P. Ivanov) includes six stages: - joint decision and conduct of the case; - collective planning; - collective training; - carrying out the case; - collective analysis; - a decision about the consequences. The club association works according to the minimum technology of KTD - this is a description of the chain, collective planning, preparation, implementation, collective analysis. Its essence is as follows: after a decision is made to conduct a collective case, the primary team is divided into groups. The groups develop proposals for the organization of the case and nominate their representatives to the temporary group of organizers (“council of the case”). The Council of the case develops, based on the proposals of the groups, a draft TTP, gives tasks to the preparation groups, assists the groups and coordinates their efforts. After the end of the case, a joint analysis of the cases is carried out, organized so that all participants in the case can express their attitude, their opinion, feelings about the past event. Planning of affairs proceeds from the needs of this team KTD are needed in order for the children's team to develop, and with it the personality of each child develops. How nice it is to rejoice with the parents that the child has voluntarily learned to take responsibility for the task that he was assigned. The form of the creative work is chosen by the guys. The teacher should only suggest to the children how to organize a joint business not according to a template, not according to a given scenario, but with an invention, a fantasy, a game. At the first meeting - a conversation with the guys it turns out what they are interested in, what they would like to learn. Knowing the desires and capabilities of the adult and children's groups, it is proposed to break into small creative groups: two or three people create a business council. The Council develops a plan for the KTD, gives tasks to the members of the group, and assumes the functions of a coordinator and organizer. As long as the children do not have the experience of collective creativity, the teacher actively participates in the work of the case council as an equal member of it. The teacher leads a group discussion
the group's proposals, puts forward unifying ideas. At first, the teacher is constantly with the children, showing them how their desires and ideas come true. The case council completes the work on the development of the CTD and tasks for the groups, helps and coordinates their efforts. After the end of the case, a joint analysis of the cases is carried out, organized so that all participants in the case can express their attitude, their opinion, feelings about the past event.
For a successful CTD
Analyze the current situation children's association at the moment at the levels: relations, activities, orientation of the interests of the participants; gather a group of guys, active participants who can help in solving a number of important issues: choosing a team of participants, the need to invite someone, designing a venue; plan the preparatory, main, final stages of work;
Methods used in the work of the children's association
:
OPEN DIALOGUE METHODS:
In dialogue, children are the subjects of education. Dialogue with a teacher brings a teenager into a dialogue with life. Dialogue encourages pluralism of opinion and there should be no fear that children will say something wrong. An open dialogue as a method of influence and communication allows you to lead the interlocutor after you, bring the teenager closer to our level, convey your thoughts to him and learn something from his thoughts. In dialogue, the child reveals himself, reveals to us the true in himself. An open dialogue is a flight of the mind, the formation of positions. This is the exaltation of the child in his own eyes. The method of open dialogue creates conditions for equality and respect for one's comrades. All conversational activities can and should be a dialogue.
IMPROVISATION METHODS.
"Improvisation" in Latin means unexpected. Improvisation - performance, action with something not prepared in advance. The method of improvisation is a method that comes from "I". The child receives a spontaneous and natural space for self-expression, where there is no direct prompt - a pointer. In the yards, on the street, at home, children improvise all the time. This is their way of reflecting reality.
THEATERIZATION METHODS:
Romantic natures of teenagers love theatricality. Her stories, roles, costumes, props. Theatricalization provides food for invention, the opportunity to learn a lot of new things. One "light" can pass like a Russian gathering, another like an evening, a third - like a literary ball by candlelight, a fourth - like a meeting in the cabins of the company.
GAME METHODS:
This is an independent and important type of activity for children, a method of organizing collective affairs. The spirit of the game, its magical “seems to help the children to master the world of adults, feed their imagination. Play is the largest and most wonderful field of higher and free creativity. The game is the creation of your own world, in which you can establish laws that are convenient for you, get rid of many everyday difficulties, surrender to a dream and the joys of physical or intellectual stress.
The game, as you know, is an absolute, eternal category. And games are a shaky concept that changes its content and forms over time. Every century, every era, every particular generation has its favorite games. The game is a sphere of cooperation, commonwealth and co-creation of children and adults at home and outside. The game is a unique and sovereign world of Childhood, living according to its eternal laws, keeping priceless relics of the past. The game can be safely attributed to the greatest invention of people for the richest potentials that it has historically. Laid down by the wisdom of the people, its enduring values of human education.
COMPETITION METHODS:
Adolescents are initially characterized by competitiveness in labor and artistic creativity, ingenuity, and physical strength. Competition methods create conditions for the socialization of adolescents, guarantee personal growth in a variety of activities, form creative activity, help to discover and consolidate their abilities. Competitiveness is a way of organizing joint activities of teachers and pupils, which makes children seek, dare, take risks. And it is not at all necessary that there are winners and “firsts”. It is important to notice the success of each group of children, each child. Competitiveness is the inner spring of many collective affairs, which pushes for self-realization. The method of competitiveness offers a combination, a set of tools that make you want to test yourself, find your own maneuver, your own approach to a creative task, surpass others in originality, courage of a solution. Competitiveness works on the quality of activity and on the "star" status of the child: each of the guys wants to be a star of the first magnitude at least in something. The method of competitiveness expands the springboard for such self-expression. Competition is a short-term stimulus, it is local and extremely specific, one-dimensional. The competition is complex, multidimensional and lengthy. Competition is a kind of collective activity. Competition is its specific technique and method. Competitions impress the guys, primarily because the results can be obtained quickly, sometimes immediately. The guys are the designers of the competitions, they develop their conditions and rules. The teacher suggests whether a competitive approach is needed or not in this case. Healthy competition is healthy passion. Pupils of the club association have the right: - to take part in all KTD held in the club association; - to express their suggestions and comments in the classes of the club association; - refuse to participate in the KTD, if they consider that it is unnecessary for him (her); - to be just a spectator and only participate in games, contests; - continue to attend classes of the children's association, having completed the entire course of study.
LOGISTICS AND TECHNICAL SUPPORT.
Great importance in the organization of educational educational work with teenagers and improving its quality, technical means can tell: a tape recorder, a microphone, etc., didactic materials, handouts, a media library, as well as a bright spacious room with tables and chairs.
CONTROL AND PERFORMANCE.
In the children's association "Harmony" forms of control are used: competitions, concerts, competitions, quizzes, theatrical performances, holidays, etc. These KTDs show the professional and personal growth of the student, the result of the work of the teacher. Each teenager participating in such a KTD can independently evaluate himself, his peers, analyze the pros and cons, outline further activities to obtain new
results. Adolescents who have completed a course of study in this program may remain in this association.
LITERATURE:
1. I.P. Ivanov Encyclopedia of collective creative affairs. M. "Pedagogy", 1989. 2. M. Davydova, I. Agapova. Holiday at school. Scenarios, contests, quizzes. For students in grades 1-5. M. "Iris-Press Rolf". 2000 3. M. Davydova. I. Agapova. Holiday at school. Scenarios, contests, quizzes. For students in grades 6-11. M. "Iris-Press Rolf". 2000 4. Teachers' Council. 5. Magazines "Education of schoolchildren" .. "Primary school". "Last call". 6. Repertoire for children's amateur performances. M. "profizdat", 1973 7. Scenarios school holidays. Collection. M. Enlightenment, 1990 8. Games, fun. M. "Young Guard", 1994. 9. Hobbit games (finds, problems, ideas). M. 1992 10. For you guys. M. "Soviet Russia", 1976. 11. V. Petrov, G. Grishina, L. Korotkova. "Autumn holidays, games and fun." M. 1998 12.V. Petrov, G. Grishina, L. Korotkova "Spring holidays, games and fun." M.1999 13.V. Petrov, G. Grishina, L. Korotkova. "Winter holidays, games and fun." M. 1999 14.R.I. Penkov. Technology for managing the process of educating youth. Tutorial. S. 1994 15.З. Korogodsky. Sketch and school "Soviet Russia". 1975 16. B. Vulfov. Organizer of extra-curricular and out-of-school educational work. M. Enlightenment. 1983
One of the effective means of developing the children's team at school is collective creative activity. The most detailed method of its organization was developed by I.P. Ivanov and his followers, who put forward the idea of “Pedagogy of common care”. It is based on the following principles: the socially useful orientation of the activities of children and their mentors, the cooperation of children and adults, the multi-role nature and romanticism of forms of activity, and creativity.
Each collective creative work (KTD) is a manifestation of the practical concern of pupils and educators about improving the environment and their own lives. Therefore, this is a vital, socially necessary matter.
It is collective, because it is planned, prepared, performed and discussed jointly by pupils and educators - both junior and senior.
It is creative, because it is planned, prepared, performed and discussed each time in a new version, as a result of the search for the best ways, means of solving certain vital tasks.
Through collective creative activity, the development of the collectivist foundations of life, independence, the initiative of children, self-government, active civic attitude towards other people, the world takes place.
KTD is a way of organizing a bright, filled with work and play, joint creativity and personal joy, life.
Types of KTD:
Socio-political;
Labor;
cognitive;
Artistic and aesthetic;
Organizational;
Sports and recreation;
Structure of KTD
Stage 1 - preliminary work of the team (the teacher or educator determines the specific educational tasks of the KTD, outlines the initial guiding actions, captivates schoolchildren with the joyful prospect of an interesting and useful business, creative search for solving several important tasks - questions.
Stage 2 - collective planning (gathering-start, work in microgroups on planning KTD).
Stage 3 - collective preparation of KTD.
Stage 4 - conducting KTD.
Stage 5 - collective summing up of the KTD (what was good? What did not work? Why? How to make it better?)
Stage 6 - the stage of the immediate aftereffect of the CTD (implementation of conclusions and proposals when conducting the results of the work done; often it is the start of a new CTD)
Each selected KTD will be successful if the following conditions are met:
1. All-round development of relations of the creative community between educators and pupils.
2. All-round development of relations of the creative community between pupils of the older and younger generations.
3. All-round development of relations of the creative community between the pupils themselves.
KTD technology.
The abbreviation KTD (collective creative work) is familiar to almost all pedagogical workers. Usually this phenomenon - a collective creative work is considered in the context of the pedagogy of common care (communal pedagogy). There, in the pedagogy of common care, KTD is a rigid organizational form tied to a certain direction of activity - benefit, joy to people. Yes, in practice, quite often this orientation of the KTD disappears and is replaced by other aspirations: for communication, for cognitive activity. This is usually interpreted as a deformation, distortion, reduction of communal pedagogy.
Result
What is the reliable result of the implementation of collective creative deeds, regardless of their orientation?
This is a positive activity of schoolchildren, and not a spectator one, but an activity one, accompanied to one degree or another by a sense of collective authorship (not “we did it, arranged it, did it”, but “we did it, decided it, did it”).
Structure
The technology of "classical" CTD has been described many times. Therefore, we confine ourselves to a brief reminder of what is the structural scheme of QTD.
In expanded form, the collective creative work (according to I.P. Ivanov) includes six stages:
joint decision to conduct the case;
collective planning;
collective training;
carrying out the case;
collective analysis;
consequence decision.
In real teaching practice the first "joint decision" is rare. The matter is more often given from the outside (assignment to the class, detachment) or "jointness" comes down to the children's reaction to the teacher's proposal. The last stage - the “decision on the consequences” is clearly not mandatory, also because this is not an independent stage, but part of a conversation, a discussion following the results of the case. Secondly, the result of a successful CTD may be a decision not to continue the ideas of the case.
So, the minimum technology of KTD is a description of the chain, collective planning, preparation, implementation, collective analysis. Its essence is as follows: after a decision is made to conduct a collective case, the primary team is divided into groups (teams, links, brigades). The groups develop proposals for the organization of the case and nominate their representatives to the temporary group of organizers (“council of the case”). The Council of Affairs develops, based on the proposals of the groups, a draft KTD, gives tasks to the preparation groups, helps the groups and coordinates their efforts. Conducting a collective creative work, again, to one degree or another, relies on the activity (performances, actions) of groups, connecting schoolchildren's competitiveness, game and improvisation to activate. After the end of the case, a joint analysis of the cases is carried out, organized so that all participants in the case can express their attitude, their opinion, feelings about the past event.
The well-known scheme of the QTD structure is as follows:
Solve-
o Council Collective
conductive
denia analysis
affairs
The adaptability of KTD is explained by the “tuning” of the chain of collective creative work on powerful psychological mechanisms already mentioned in show technology: competitiveness, duality of play, improvisation. But there are other mechanisms at work in the KTD, and above all, the inclusion of schoolchildren in the full structure of activity (from decision to analysis), which give rise to a sense of collective and individual authorship that is extremely significant for a teenager. Let us pay special attention to the collective analysis, which is to some extent a reflexive act (“attitude, understanding of what has already happened to me”).
Reflection, as you know, enhances the feeling of belonging to the subject of reflection.
It is necessary to single out two types of CTA, which as a result create two types of schoolchildren's activity: classical CTA and personality-oriented CTA. The activity of schoolchildren in the classical KTD is perceived by schoolchildren and teachers as “ours”, common.
In a personality-oriented CTD, the result is still the same - positive activity, but the emphasis is different - "my activity", "my contribution", "work for me".
What are the technological differences between the two types of collective creative work?
In the collective goal-setting (the decision to conduct a case) - in the traditional KTD, there are social criteria for choosing a case (benefit, joy for people, unity of one's team, etc.), in a person-oriented one there is another layer - the choice of cases that are significant for the personal development of everyone. For example, in the form of a discussion of the question: will this work help each of us understand something in ourselves, change, develop, improve ourselves?
And in order for such a turn in goal-setting to take place, it is necessary to show interest in mutual recognition of goals, values, interests by some means (by a preliminary questionnaire, game methods at the very starting general meeting, the same “live profile”, etc.). the method of fixing in a graphic image the idea of development, personal growth as a guideline of the team is also good.
In collective planning with the personal orientation of the KTD, along with the preservation of the general idea “from the proposals of each to general plan affairs” new accents are added: emphasized authorship of ideas, proposals, planning by the council of affairs based not only on the projects of microgroups, but also individual projects(and, therefore, at the planning stage, it is necessary to provide the guys with the opportunity to choose whether they work in a group or individually), an emphasized recognition of the value of both accepted and not accepted ideas for implementation (for example, in the form of creating a “bank of author's spare ideas”), recognition of the contribution to collective planning not only of the authors of ideas, but also of children who performed other roles: critics, organizers of group work, technical workers; the possibility of developing (and maybe even launching in parallel) alternative projects that work for a common idea adopted at the goal-setting stage.
In the collective preparation of a personality-oriented CTD, the same accents as in planning, plus an emphasis on the voluntary acceptance of instructions for preparation, up to the possible exclusion of any fragment of the case, or the teacher taking it upon himself in the absence of “volunteers” (this is not excludes collective understanding of this situation in the joint analysis of the past case); assignments not only group, but also emphatically individual (but on behalf of the collective, through the council of the case); the maximum variety and individualization of assignments up to the introduction of special (seemingly not mandatory for the case) roles for specific students.
