Self-education of the teacher fk. Program of professional self-education. Self-education, motives, stages, achievements

Self Education Plan

Ivanova K.V.,

physical culture teachers

MBOU "Basic comprehensive school No. 37"

« Never stop your self-education work

and don't forget that no matter how much you study,

no matter how much you know, knowledge and education

there are no borders or limits. »

Theme of self-education:

"Development of educational, upbringing and health-improving potential of students at physical culture lessons"

Explanatory note

I am sure that, as a teacher, I should not be an ordinary consumer of finished products, but, having brought new knowledge through myself, having comprehended them, I must create my own product that will be understandable only to me, but effective for my students. To do this, I must be able to choose the direction of research and formulate a topic that will become relevant for me, and its development will bring me theoretical novelty and practical interest. As a topic for self-education, I chose "Development of the educational, upbringing and health-improving potential of students in physical education lessons."

I divided the work on this topic into three semantic parts: the development of educational potential, the development of educational potential, the development of health-improving potential. Throughout the year I have been working with literary sources. Work on any topic begins with a problem.

Schoolchildren's Health magazine revealed in more detail contemporary issues physical culture in the formation of schoolchildren's health. I got a lot of literature on the psychology of physical education and its current trends from the scientific-theoretical journal “Scientific Notes of the University named after P.F. Lesgaft", No. 1,2 (120) - 2015.

Relevance of the topic

Improving the quality of education and upbringing in elementary school directly depends on the level of training of the teacher. This level must constantly increase, since the effectiveness of advanced training courses, seminars and conferences will not be valid without the teacher's self-education process. Self-education is a need for a creative and responsible person in any profession, especially for professions with increased moral and social responsibility, such as the profession of a teacher.

Here is how the concept of "self-education" is defined pedagogical dictionary: "self-education – it is a purposeful cognitive activity controlled by the personality itself; the acquisition of systematic knowledge in any field ... Self-education is based on the interest of the student in an organic combination with independent study material."

Self-education of a teacher is a necessary condition professional activity teacher. Society has always made and will make the highest demands on the teacher. In order to teach others, you need to know more than everyone else. The teacher should not only know his subject and master the methodology of his teaching, but also have knowledge in nearby scientific fields, various fields public life, navigate to contemporary politics, economics. The teacher must learn constantly, because in the faces of his students in front of him every year the time stages change, the ideas about the world around him deepen and even change. The ability for self-education is not formed in a teacher along with obtaining a diploma. This ability is determined by the psychological and intellectual indicators of each individual teacher, but, to no lesser extent, this ability is developed in the process of working with sources of information, analysis and introspection, and monitoring one's activities.

Target:

1. Increasing professional readiness and, as a result, increasing the effectiveness of teaching physical culture to younger schoolchildren.

Tasks:

Plan the educational process in physical education, physical culture and health and sports work, taking into account the specific conditions of the institution;

Creatively apply professional and pedagogical knowledge in solving specific educational and educational tasks, taking into account the age, individual, socio-psychological characteristics of students;

To form the interest of students in physical education;

To organize educational work with students at the level of modern psychological, pedagogical, biomedical, didactic and methodological requirements;

Choose and creatively apply methods, means and organizational forms of educational, educational, physical culture and health and other types of activities of students in accordance with the tasks to be solved;

To form the knowledge, skills and abilities necessary for students to independently use the means of physical culture in the process of their self-improvement.

Establish pedagogically appropriate relationships with students, teachers, administration of the educational institution;

Take into account and evaluate the results of work in order to determine the tasks for the future;

Argument social and personal significance chosen kind activities.

Main directions	Actions and events
Professional	1. Systematically get acquainted with the ongoing changes in the field of teaching the subject "Physical Education". 2. Get acquainted with new exemplary and author's programs in physical culture, teaching concepts, their assessments. 3. Study new literature on physical culture and teaching methods. 4. Timely improve skills by participating in problem-oriented seminars, webinars, professional competitions. 5. To take part in the work of the city, and in the future, the regional methodological association of teachers of physical culture. 6. Take part in competitions, competitions of various levels. 7. Attend the lessons of colleagues and participate in the exchange of experience. 8. Periodically conduct a self-analysis of your professional activities by filling out a portfolio. 9. Be systematically interested in the events of modern economic and political life. 10. Raise the level of your erudition, legal and general culture. 11. Conduct open lessons for analysis by colleagues.
	12. Systematically watch sports TV shows. 13. Attend seminars, conferences organized at different levels.
Psychological and pedagogical	1. Improve your knowledge in the field of classical and modern psychology and pedagogy. 2. Study modern psychological techniques.
methodical	1. Get acquainted with new pedagogical technologies, forms, methods and techniques of teaching through subject publications: “Physical Education at School”, “Sports at School”, “Theory and Practice of Teaching Physical Education. 2. To study the progressive experience of colleagues in organizing various forms of lesson and extracurricular activities on physical culture. 3. Develop different forms of lessons, extracurricular activities, educational materials. 4. Embed in educational process new forms of assessment physical condition students: Assessment of physical fitness 2 times during the academic year; 5. Create a set of didactics on the subject ( individual plans training, the optimal-minimum level (standard) of physical fitness of students, control tests-exercises). 6. Create a bank of lesson development using ICT technologies.
ICT	1. Review on the Internet of information on the subject taught, psychology, pedagogy, pedagogical technologies. 2. To study information and communication and health-saving technologies and introduce them into the educational process.
Health protection	1. Timely conduct briefings on TB at physical education lessons. 2. Implement in educational process health-saving technologies. 3. Lead a healthy lifestyle, play sports, exercise.
Interests and hobbies	1. Keep Powerlifting 2. Participate in competitions of various levels.

Expected result:

1. Improving the quality of the taught subject ( GPA in the subject not lower than 4.8, the absence of poor students).

2. Reports and speeches at pedagogical councils and methodological associations.

3. Development didactic materials.

4. Development and conduct of lessons using modern educational technologies.

5. Development and implementation of extracurricular activities on the subject.

Progress Report Form

1. Presentation of experience at meetings of the methodological association of teachers of physical culture of the school and the city.
2. Submitting a report to the school administration full analysis about the work done, in order to improve their own skills.

Literature

Report on the topic of self-education: "Modern forms and methods of conducting a physical education lesson in the conditions of the Federal State Educational Standard"

Content
INTRODUCTION………………………………………………………………….....3
CHAPTER 1. Forms of organization of the educational process………………5
1.1. Physical education lesson……………………………………....5
1.2. Physical culture and recreational activities ………………7
1.3. Extra-curricular forms of organizing classes.…………………..... 8
Conclusions on the first chapter………………………………………………..9
CHAPTER 2
2.1. Specific methods…………………………………………..10
2.2. General pedagogical methods……………………………………….10
Conclusions on the second chapter……………………………………………… 13
References……………………………………………………….14
INTRODUCTION
The topical issue for today is what should be the lesson in modern conditions. V.A. Sukhomlinsky connected the lesson with the pedagogical culture of the teacher:
“The lesson is a mirror of the general and
teacher's pedagogical culture,
measure of his intellectual wealth,
indicator of his horizons, erudition”.
Many books, articles, dissertations have been written about the lesson, discussions are underway. The goals and content of education are changing, new means and technologies of education are emerging, but no matter what reforms are carried out, the lesson remains the eternal and main form of education. It kept the traditional and stands modern school. Whatever innovations are introduced, only in the classroom, like hundreds and thousands of years ago, participants in the educational process meet: a teacher and a student.
Any lesson has a huge potential for solving the problems set by society. But these tasks are often solved by means that cannot lead to the expected positive result. For both students and the Teacher, a lesson is interesting when it is up-to-date in the broadest sense of the word. Modern is both completely new and not losing touch with the past, in a word - relevant.
Actual [from lat. actualis - active] means important, essential for the present time. And yet - effective, modern, directly related to the interests of a living person today, vital, existing, manifesting itself in reality. In addition, if the lesson is modern, then it certainly lays the foundation for the future.
Target modern education: the formation of competence - the ability to learn; formation of a creative self-realizing personality, ready for self-development, self-improvement.
In accordance with GEF general education target school education in physical culture - the formation of a versatile physically developed personality, able to actively use the values ​​of physical culture to strengthen and maintain their own health for a long time, optimize labor activity and organization of active recreation. In the main school, this goal is specified: the educational process is aimed at the formation of sustainable motives and needs of schoolchildren in respect for their health, the holistic development of physical and mental qualities, the creative use of physical culture in the organization healthy lifestyle life.
The educational process in the field of physical culture in the basic school is built in such a way that the following tasks are solved:
health promotion, development of basic physical qualities and increasing the functionality of the body;
formation of a culture of movements, enrichment of motor experience with physical exercises with a general developmental and corrective orientation, technical actions and techniques basic types sports;
mastering knowledge about physical culture and sports, their history and modern development, roles in the formation of a healthy lifestyle;
training in skills and abilities in physical culture and health-improving and sports and health-improving activities, independent organization of physical exercises;
upbringing positive qualities personality, norms of collective interaction and cooperation in educational and competitive activities.

CHAPTER 1. Forms of organization of the educational process

1.1 Physical education lesson

Physical education lessons is the main form of organization learning activities students in the process of mastering the content of the subject.
Compared with other forms of physical education, a physical education lesson has a number of advantages, since it:
a) is the most massive form of organized, systematic and compulsory classes for schoolchildren;
b) is carried out on the basis of scientifically sound state program designed for long periods of study;
c) is carried out under the guidance of a teacher, taking into account age-sex and individual features schoolchildren;
d) contributes to the comprehensive and harmonious physical improvement of all students, regardless of their motor abilities, sports results, distribution to medical groups, etc.
Physical education lessons in a comprehensive school are held 3 times a week for 40 minutes each. Their main content is motor activity.
In the basic school, physical education lessons are divided into three types:
- lessons with an educational and cognitive orientation,
- lessons with an educational orientation,
- lessons with an educational and training orientation.
Lessons with an educational and cognitive orientation give students the necessary knowledge, introduce them to the methods and rules of organization self-study, teach skills and abilities for their planning, implementation and control. An important feature of these lessons is that students actively use textbooks on physical education, various didactic materials (for example, cards) and methodological developments of the teacher.
Lessons with an educational and cognitive orientation have other features. Firstly, the duration of the preparatory part of the lessons is short (up to 5-6 minutes), it includes both previously learned thematic sets of exercises (for example, to develop flexibility, coordination of movements, the formation of correct posture), and exercises of a general developmental nature that help increase efficiency , activity of the processes of attention, memory and thinking. Learning activities in this part of the lesson can be organized frontally, by study groups, as well as individually (or with a small group of schoolchildren). Secondly, in the main part of the lesson, the educational and motor components are distinguished, respectively. The educational component includes the comprehension of educational knowledge by children and familiarity with the ways of physical activity. Depending on volume educational material The duration of this part of the lesson can be from 3 to 15 minutes. The motor component includes teaching motor actions and developing the physical qualities of students. The duration of this part of the lesson will depend on the time required to solve the tasks planned in the educational component. Between the educational and motor components of the main part of the lesson, it is necessary to include a mandatory warm-up (up to 5-7 minutes), which by its nature should be correlated with the tasks of the motor component. At the same time, if the lesson is conducted according to the type of the target lesson, then the entire study time of the main part is given to the violation of the corresponding pedagogical task. Thirdly, the duration of the final part of the lesson depends on the duration of the main part, but does not exceed 5-7 minutes.
Lessons with an educational focus are used primarily for teaching practical material, which is contained in the section "Physical Improvement" (gymnastics with the basics of acrobatics, athletics, etc.). In the same lessons, students also master educational knowledge, but only those that relate to the subject of training (for example, the names of exercises, a description of the technique for their implementation, etc.). In the basic school, this type of lessons is carried out according to the type of complex lessons with the solution of several pedagogical problems. Distinctive features planning these lessons:
planning of learning tasks is carried out in the logic of the phased formation of a motor skill: initial education, in-depth learning and consolidation, improvement;
planning the development of physical exercises is consistent with the tasks of training, and the dynamics of the load - with the patterns of a gradual increase in fatigue that occurs in the process of their implementation;
planning the development of physical qualities is carried out after solving the problems of training in certain sequence:
1) flexibility, coordination of movements, speed;

2) strength (speed-strength and proper strength abilities);
3) endurance (general and special).
Lessons with an educational and training focus are used to develop physical qualities and are conducted as part of a targeted physical training.
In the basic school, such lessons are conducted mainly as targeted lessons and are planned on the basis of the principles of sports training: firstly, in compliance with the ratio of training load volumes in general and special training; secondly, with the systemic cyclic dynamics of increasing the volume and intensity of the load; thirdly, with a focus on achieving a specific result in the corresponding cycle of training lessons. In addition to the targeted development of physical qualities, in these lessons it is necessary to provide schoolchildren with relevant knowledge, form their ideas about physical fitness and physical qualities, physical activity and its impact on the development of body systems. In addition, in the lessons with an educational and training orientation, students are taught how to control the magnitude and functional orientation of physical activity, as well as how to regulate it in the process of completing educational tasks. Features of these lessons:
- ensuring a gradual increase in the amount of physical activity throughout the main part of the lesson;
- planning a relatively long final part of the lesson (up to 7-9 minutes);
- the use of developing (pulse up to 160 bpm) and training (pulse over 160 bpm) modes as the main load modes;
- ensuring an individual (differentiated) selection of educational tasks that are performed by students independently on the basis of monitoring heart rate and individual well-being.
In general, each of the types of physical education lessons has an educational focus and, if possible, should actively involve schoolchildren in various forms of independent activity (independent exercises and study tasks). At the same time, the knowledge and skills acquired by students in the classroom should be included in the system of homework, during which they are consolidated.

1.2. Physical culture and recreation activities

Physical culture and health-improving activities in the mode of the school day. In the process of physical culture and health-improving activities, the following tasks are solved: activation of the motor regime during the school day and the introduction of physical culture into the daily life of schoolchildren; maintaining an optimal level of performance in educational activities
Morning exercises before training sessions. Its goal is to promote an organized start to the school day, improve well-being and mood, and increase the efficiency of students in the first lessons. The basis of gymnastics before classes is a set of 7-9 physical exercises of a dynamic nature that affect various muscle groups.
Physical education minutes and physical education pauses in the classroom. Their goal is to relieve fatigue, increase the productivity of mental or physical work, and prevent postural disorders. Physical education sessions are held at general education lessons when the first signs of fatigue appear (disordered attention, decreased activity, etc.)
Games and physical exercises during extended breaks are a good means of active recreation, health promotion and restoration of students' working capacity during the school day. Important conditions for conducting physical exercises and games during the break are the availability of well-prepared places for classes, a sufficient amount of inventory and equipment. As a rule, children participate in all games voluntarily, at will.

1.3. Extra-curricular forms of organizing classes

Extra-curricular forms of physical education of schoolchildren include:
1) sports sections by sports;
2) sections of general physical training;
3) sections of rhythmic and athletic gymnastics;
4) school competitions;
5) tourist trips and rallies;
6) holidays of physical culture;
7) days of health, swimming, etc.
The purpose of extracurricular activities is to:
a) contribute to the successful and complete mastery of the program material in the subject "Physical Education";
b) to satisfy the interests of schoolchildren to go in for mass sports and, on this basis, to identify children who have good abilities to go in for certain sports;
c) provide healthy, active, meaningful rest.
The content of classes in various forms extracurricular activities determined taking into account the age, gender and interests of students.
Chapter 1 Conclusion
All this variety of forms must necessarily be supplemented by a complex of independent physical culture and sports activities as part of the implementation of forms of family and “yard” physical culture: morning hygienic gymnastics, hardening, sports and outdoor games in the yard and in places of recreation, doing homework in physical culture, hiking weekends, preparation and participation in competitions such as “Dad, mom, I am a sports family”, etc.
The lesson is the main form of organization of the educational process in physical education.
Types of lessons according to the Federal State Educational Standard of the II generation:
I-educational-cognitive;
II-educational-training;
III- educational and training.

CHAPTER 2

2.1. Specific Methods

In physical education, two groups of methods are used: specific (characteristic only for the process of physical education) and general pedagogical (used in all cases of training and education).
Specific methods of physical education include:
1) methods of strictly regulated exercise;
2) game method (use of exercises in a game form);
3) competitive method (use of exercises in competitive form).
With the help of these methods, specific tasks related to teaching the technique of performing physical exercises and educating physical qualities are solved.
In the system of physical education, the game is used to solve educational, health-improving and educational tasks.
The essence of the game method lies in the fact that the motor activity of those involved is organized on the basis of the content, conditions and rules of the game.
The competitive method is a way of performing exercises in the form of a competition. The essence of the method lies in the use of competitions as a means of increasing the level of preparedness of those involved. A prerequisite for the competitive method is the readiness of those involved to perform those exercises in which they must compete.
In the practice of physical education, the competitive method is manifested:
1) in the form of official competitions of various levels (sports games, competitions in various sports;
2) as an element of organizing a lesson, any physical culture and sports activity, including sports training.
The competitive method allows:
stimulate the maximum manifestation of motor abilities and identify the level of their development;
identify and evaluate the quality of possession of motor actions;
provide maximum physical activity;
contribute to the development of strong-willed qualities.

2.2. General pedagogical methods

General pedagogical methods include:
1) verbal methods;
2) methods of visual influence.
The following verbal methods are used in physical education.
Didactic story. It is a presentation of educational material in narrative form. Its purpose is to provide a general, fairly broad idea of ​​any motor action or integral motor activity. The most widely used in the process of physical education of children of primary and secondary school age. IN primary school, especially in grades I-II, physical exercises are interesting (emotionally) if they are carried out in the form of "motor, didactic stories": individual actions-episodes are sequentially deployed according to the teacher's story. These actions are united by some common plot story, which children accompany with actions that are accessible to their imagination and motor experience.
The older the students, the wider the description, explanation of the educational material and the lecture are used instead of the story.
Description. This is a way of creating an idea about the action in the trainees. The description provides for a clear, expressive, figurative disclosure of the signs and properties of objects, their size, location in space, forms, a message about the nature of the flow of phenomena and events. With the help of the description, students are mainly informed of factual material, it is said what should be done, but it is not indicated why it should be done. It is used mainly when creating an initial representation or when studying relatively simple actions, when students can use their knowledge and motor experience.
Explanation. The method is a consistent, logically strict presentation by the teacher of complex issues, such as concepts, laws, rules, etc. In practice, the explanation is characterized by the proof of the statements, the soundness of the put forward provisions, the strict logical sequence of the presentation of facts and generalizations.
In physical education, an explanation is used to familiarize students with what and how they should do when performing a learning task. When explaining, sports terminology is widely used, which is typical for this section of the program (athletics, gymnastics, etc.). The use of terms makes the explanation more concise.
For children of primary school age, the explanation should be figurative, vivid comparison and specific.
Conversation. Question-answer form of mutual exchange of information between the teacher and students.

What does a teacher do What do students do
Logically correctly formulates questions, determines their sequence. Monitor student responses and make adjustments. Summarizes the conversation. Formulates conclusions. They comprehend questions, delve into their content. Recall the facts and generalizations necessary for answers. Correctly logically and competently formulate answers and generalizations. Make sense of the conclusions

Debriefing is a form of conversation conducted by a teacher with students after completing any motor task, participating in competitions, playing activities, etc., in which the analysis and evaluation of the achieved result are carried out and ways for further work to improve what has been achieved are outlined.
Instruction is an exact, specific presentation by the teacher of the task proposed by the student.

Methodical topic on self-education:

"Mobile games as a means of developing physical qualities" (violation of posture).

2. Conditions for the emergence, the formation of experience.

3. Techniques for developing the skill of correct posture:

Game exercises, outdoor games.

Exercise for the formation of the skill of correct posture.

Non-standard forms of conducting a lesson of physical culture.

Success in work as a technique for developing the skill of correct posture.

4. Applications.

5. List of references.

1. Theoretical interpretation.

Physical culture is a unique academic subject. Its uniqueness lies in the fact that it provides students with important knowledge about a person, about his development, information on anatomy, physiology, hygiene, and pedagogy. It solves the problem of educating students with the necessary motor skills and abilities.

Today's day of physical education is not a pursuit of results, but the painstaking work of teachers and parents to improve the health of children. Health is the most important condition for the harmonious development of the child, the most important factor his working capacity, on which the effectiveness of his upbringing and training ultimately depends.

In children of primary school age, posture disorders are often observed. Posture is the habitual position of the body when performing natural types of movements. It is closely related to the physical development of a person and his motor fitness. Posture can be correct or incorrect. Correct posture is determined by the following features:

The head and torso are held straight;

The chest slightly protrudes forward, and the shoulders are laid back, the stomach is tucked up;

There is a forward bend in the lumbar region;

Legs are straight.

Posture depends on the condition of the spine, on how smoothly the muscles that support the body in an upright position work. If all the muscles are equally well developed in a person, then his posture is beautiful, correct. A student with a good posture can be said without error to be physically harmoniously developed. After all, correct posture is both a certain symmetry in the development of the muscles of the shoulder girdle, and the optimal level of development of endurance, muscle strength, and flexibility of other physical qualities.

Most often, posture disorders occur in children with a weakly or unevenly developed muscular system. Particular attention should be paid to harmonious physical development, since violations in physical development, as a rule, are accompanied by posture disorders. For example, you can often meet schoolchildren whose shoulder width or height is different. The reason for this is uneven loading.

With incorrect posture, there is an inharmonious development of the muscles of the body that take part in maintaining and maintaining certain postures.

Among schoolchildren, the following types of posture disorders are most common. Stoop - the cervical curvature of the spine is increased, and the lumbar is smoothed, the shoulders are lowered and somewhat brought forward, the chest is sunken, the head is lowered, the legs are half-bent at the knees, the arms hang along the body. Often there are scoliotic posture disorders (scoliosis), when one shoulder is higher than the other. The reason is the lateral curvature of the spine. Today, scoliosis accounts for 8-12% of all orthopedic pathology (according to the Central Institute of Orthopedics and Traumatology). In violation of posture, the physiological curves of the spine change. Begin to worry about back pain, fatigue, appears headache, and this inevitably affects the performance of children in school. Incorrect posture not only spoils the figure, it can adversely affect life critical systems body, and primarily on the work of its internal organs.

good remedy the formation of correct posture and the prevention of its violations are complexes of gymnastic exercises with objects (sword, stick, hoop, sandbag). These complexes include back bends, side bends with a hoop, squats, walking on all fours, exercises “bike”, “fish”, “rocking chair”, exercises in the hangs on the crossbar. Swimming is an excellent preventive measure. Rationally used physical exercises are an effective means of not only preventing, but also treating posture disorders.

I believe that my task, as a teacher, is to develop students' ability to independently perform sets of physical exercises aimed at developing the habit of correct posture, and for this it is necessary to educate them in learning, the need for knowledge.

2. Conditions for the emergence, formation of experience.

It is known that most diseases are laid in childhood. The physical education of children and adolescents greatly contributes to the preservation of health. To a large extent, the task of preserving children's health should be addressed in physical education lessons at school. Currently, there is a constant increase in the incidence of the child population, and with age, the number of "unhealthy" children increases. If, upon entering school, only 30% of children have a violation of posture, then by the end of it, already 70-80%.

Doctors state that more than 60% of schoolchildren who need special corrective gymnastics, as a rule, acquire spinal curvature not under the influence of the disease, but as a result of the asymmetry of habitual positions and movements. Scientific evidence suggests that asymmetries increase with age, and may become significant.

Observing schoolchildren, I noticed that some children had posture defects: lowered and shifted forward shoulders, slightly lowered head, protruding stomach, shoulder asymmetry. Many of them do not know how to hold on beautifully, maintain the correct posture. Upon careful observation, I noticed that the children lower their heads, take uncomfortable postures. Some children also take the wrong posture when walking: they bend the body forward, swing it to the sides. Required for correct posture corrective work both in the classroom and in free activities. Therefore, I set myself a specific task - to constantly work to strengthen the strength and endurance of large muscle groups and develop a stable reflex of the correct body position of children. And for this it is necessary to determine which methods and techniques to choose, which are most conducive to the formation of the skill of correct posture.

This prompted me to choose a topic for self-education: "Outdoor games as a means of developing physical qualities" (violation of posture). The presentation is attached.

3. Techniques for the formation of the skill of correct posture.

1. Game exercises, outdoor games.

Unlike adults, for whom the natural environment for communication is language, the natural environment for communication for children is the game. Play is the only activity of the child that takes place at all times and among all peoples. Play is a way for children to learn what no one else can teach them.

The outstanding Russian scientist P.F. Lesgaft considered games as one of the most important means of physical education, he emphasized that during the game the child learns to overcome the obstacles that are encountered in life. During the game, children learn about the world and, with a high emotional load, learn to act independently in various situations.

The main feature of outdoor games is the pronounced role of movement in the content of the game (running, jumping, throwing, throwing, passing and catching the sword). These motional actions are aimed at overcoming various obstacles, difficulties set in the way of achieving the goal of the game. Achieving the goal requires active motor actions from students, the implementation of which depends on the creativity and initiative of the players themselves (quickly run to the goal, throw it faster at the goal).

The most important result of the game is joy and emotional upsurge. It is thanks to this remarkable property that outdoor games, more than other forms of physical culture, are adequate to the needs of a growing organism in movement, contribute to a comprehensive harmonious physical and mental development children, the development of coordination of movement, dexterity, accuracy.

Outdoor games occupy a large place in the physical education of children of primary school age, as they favor the comprehensive improvement of motor skills, normal physical development, strengthening and maintaining health. Outdoor games have a beneficial effect on the cardiovascular, muscular, respiratory and other body systems. Since the child develops in the game, the games contribute to the comprehensive development of the child. Games expand the range of his ideas, develop observation, ingenuity. Of educational importance are games related to the motor structure of a separate sport (sports games, athletics, gymnastics).

The importance of outdoor games in the education of physical qualities is great: speed, agility, endurance, flexibility. In outdoor games, these same qualities in children develop in a complex.

In the first part of the lesson, games can solve problems of organizing children, improving in various formations and rebuildings. In the second, main, part of the lesson, the games solve a variety of pedagogical tasks of an educational and general educational nature, including the improvement of motor skills and abilities. In the third and final part of the lesson, the following techniques are used:

Change the duration and number of repetitions;

Increase or decrease in area;

Changing the weight of inventory (from small balls to large stuffed balls);

Simplification or complication of rules;

Decreasing or increasing the number of actions;

Introduction or elimination of breaks.

Based on the above, it can be concluded that:

The game is a means of knowing the child in reality.

In the game, students learn to analyze their activities, evaluate their actions and capabilities, the ability to act in a team, and fight for the honor of the class.

Children are more active.

The game facilitates interpersonal communication.

In the game, the knowledge gained in the lessons is consolidated and applied in a non-standard setting.

The game is educational.

Games and game exercises I try to choose not for the sake of fun and entertainment, but aimed at the comprehensive improvement of motor skills.

2. Sets of exercises of a game nature, aimed at developing the skill of correct posture.

Among the important tasks of physical education at school, one should read the task associated with the formation of motor skills and abilities in students in the process of outdoor games. The inclusion of games in the lesson creates a cheerful mood in children and facilitates overcoming difficulties.

So, when conducting a gymnastics lesson in the 6th grade, she used lead-up games for training tasks with balance, vaults, and acrobatic exercises.

Running with various jumps.

Purpose: development of speed, agility.

Organization. The class is divided into two teams, lined up in columns one at a time. At 15m, stands are placed in front of each column, and a gymnastic bench is installed in the middle. On a signal, the first players of the columns run forward, jump on the bench and jump on the right foot to the end, jumping off it, run to the counter, go around it on the left, return to the bench, move along it on their left foot, reach the second player of their team, touch it with your hand and stand at the end of the column. Those who made a mistake must go back and continue the game from the place of the mistake. The team that completes the task first wins.

Catching grasshoppers.

Purpose: development of strength, speed, dexterity, attention.

Organization. At a distance of 10-12m, the starting and finishing lines are drawn. Another line is drawn 1.5m ahead of the starting line. The class is divided into two teams, one of which stands behind the starting line and takes emphasis crouching, relying on hands. At 1.5m from them, the players of the other team take the same position. On a signal, all participants begin jumping forward like a grasshopper, pushing off with their arms and legs. The task of the rear players is to catch up and, with a touch of the hand, spot as many grasshoppers of the front team as possible until they reach the finish line. And the task of the front ones is to ride off as quickly as possible and not let yourself be tagged. Those jumping without relying on their hands are eliminated from the game. The team that catches the most grasshoppers wins.

Jump and somersault.

Organization. The class is divided into two teams, the players line up in columns. At 7 meters in front of each column, gymnastic benches are placed, behind which two gymnastic mats are placed. On a signal, the first players run to the gymnastic benches, jump over them, then - somersault forward on the mats, having reached the wall, touch it with their hand and run back to the right of the benches and with a touch of the hand pass the baton to the next player. The team that finishes the relay fastest wins.

In physical education lessons, I use game exercises that help prevent postural disorders. The exercises are accessible, easy to learn and highly effective.

(Annex 1).

It is desirable to consider game and competitive methods as the main ones. This path can be considered the leading one: from the game and competition to motor skills, increasing the level of physical fitness. The main thing - both in educational and extracurricular activities - is to create an atmosphere of interest in physical education.

Children do not like to listen to explanations for a long time, sit on benches waiting for their turn. Nothing contributes to the development of laziness and indiscipline like forced idleness in the classroom. I try to constantly increase the motor density of the lesson. I regulate the load with rest breaks, when I give explanations why and why, for what purpose this or that exercise is performed. In the lessons I strive to provoke the children, to involve them in the active implementation of exercises, I use a variety of methodological techniques. For example, many children like to be the first in everything. However, this is not available to every child. But not to be the last is a task within the power of any student. I try to put it, first of all, in many games and exercises.

The most spectacular, emotionally attractive is the performance of musically stimulated tasks using the frontal method, when all students work simultaneously. Advantage this method obviously - the psychological effect of mass exposure, the maximum coverage of students with motor activity, much greater than the usual motor density of the lesson, therefore, faster and more successful development curriculum in combination with subjective and objective facilitation of the work performed.

Years of experience suggests that when working with children, it is best to be guided by the words of the famous French philosopher J. J. Rousseau: “A child can do whatever he wants, but he must want what the teacher wants.”

When planning games in a lesson, I never forget that a lesson is labor, painstaking work.

3. Non-standard forms of conducting a physical education lesson.

One of the methods of developing the skill of correct posture is non-traditional lessons. One of the means of increasing motor activity and simultaneously reducing emotional and mental tension is the use in the classroom special exercises for stretching. The impact on the muscular activity of students by stretching increases motor activity, improves joint mobility. Starting from the 1st grade, I pay special attention to working with the spine, because a healthy spine is a sign of active longevity. I give exercises in the supine position inclined plane, in the hang and emphasis. Hanging on the gymnastic wall and crossbar for 20-30 seconds. perform the “pendulum” exercise, which helps to strengthen the muscles of the back and abdomen.

To unload the spine and develop good coordination, I give various exercises. The purpose of stretching is the harmonious, natural development and strengthening of the systems and functions of the body. Regular use of stretch marks strengthens the muscular-ligamentous apparatus of the arms, legs and torso, restores the flexibility of the joints and spine, increases efficiency, teaches those involved to relieve psycho-emotional and physical stress.

Non-traditional forms of conducting lessons develop interest in the subject, observation, memory. In my practice, I use the following types of lessons:

Lesson is a game;

Lesson is a competition;

Lesson - a fairy tale;

The lesson is travel. (Appendix 4).

The most effective means of combating posture disorders, especially with the initial forms, is physical exercise; gymnastics before classes, physical education minutes during lessons, outdoor games during breaks. I develop and consolidate the skill of correct posture while performing various general developmental exercises, in which it is imperative to maintain the correct body position, exercises in balance and coordination. (Appendix 5).

To prevent postural disorders, I use walking on the floor with a small load on my head and on a gymnastic bench, but with the obligatory preservation of correct posture. To consolidate the skill of correct posture in various parts of the lesson, I conduct outdoor games: “Fifteen in the main stance”, “Day and night”, “The sea worries once ...”, “The guys have a strict order”. (Annex 6)

4.Success in work, as a technique for developing the skill of correct posture.

Working in the classroom with children, I try to manage their activities in such a way that every child must feel the “inspiring power of success”. A child, if his efforts are not crowned with success, begins to lose faith in his strengths and capabilities. Constant failure discourages learning. In my lessons I do not abuse reproaches, remarks, deuces. On the contrary, I try to praise even for a slight step forward. Children have increased interest in lessons. They enjoy participating in extra-curricular activities, both at school and outside of school.

Annex 1.

Exercise 1.

Students take the correct posture, control the closing of the lips and walk at a normal pace with a change in pace of 20-30 seconds, repeating after the teacher:

“We will go on the road early in the morning,

Let's not forget about posture.

Exercise 2.

Schoolchildren stand in a circle and blow on the clouds in time with the verses; wave their hands at them - "drive" them away. Then they depict rain: they raise both hands up, then, relaxing the muscles of the hands, “throw” one hand to shoulder level, then to the waist and down, then the other hand in the same way.

"Rain, rain,

We can do that too

Cap - cap - cap ...

We will disperse the clouds

We'll help the wind."

Exercise 3

Starting position - standing, take the correct posture. I read poetry, and the children do the exercises: raise their hands up (inhale), then, bending at the elbows, clenching the hands into fists, lower them down with force (exhale).

“Here is a cheerful chimney sweep,

He cleans the pipes, cleans,

Hands go up and down

And the brushes are tightly compressed.

Exercise 4

Walking with a normal step to rhythmic verses, then with a high raising of the hip, the toe is pulled back, hands on the belt, the back is straight.

What's there? Snake! Weave, weave!

Hey, who's not laughing with us?

This brook winds

The one that started in May.

So guys one by one

They run, they run, they run around.

And a noose and a snake.

They circle and don't fall

And make each other happy.

Exercise 5

Walking at a normal pace, with a gradual slowdown in pace. The teacher controls the correct posture. Breathing exercise with a sound exhalation "sh sh sh ..."

"We're leaving on our toes,

We checked your posture.

We walk on our heels

And brought the shoulder blades

Annex 2

Card 1.

The back of the head, buttocks, heels;

Shoulders, buttocks, heels;

Nape, back, heels;

The back of the head, shoulder blades, buttocks, heels.

Card 2.

what is posture?

The quality of the spine, providing good health and mood;

Spring characteristics of the spine and feet;

The usual posture of a person in an upright position.

Card 3.

The main cause of poor posture is:

The habit of certain postures;

muscle weakness;

No movement during school lessons;

Carrying a bag, backpack on one shoulder.

Cards, drawing with the image of the spine, cubes, little men made of wire.

Sample plans for self-education of a kindergarten physical education instructor

Topic #1:

Formation of a conscious attitude to their health in children from 3 to 7 years

Stages of work:
1. The study of literature on the question: "How to teach a child, through awareness of the possibilities of the human body, to come to an understanding of a conscious attitude to one's health."

2. Development of the project "I am a man", the main task of which is to give children primary concepts about the structure of a person, vital organs, the benefits of hardening procedures, exercise, healthy eating, to form the concept of good habits, a healthy lifestyle.
3. Acquisition and production of visual aids on the topic.

• The human body: a real miracle
• Skeleton
• Breath
• Five senses

4. Practical work with children of senior preschool age

• Draw an anatomical atlas
• Sports leisure "Indefatigable heart"
• Drawing competition "To health!"

Summary of work:
Holding an open summer sports festival "If you want to be healthy."
Report:

Topic #2:

Gender approach in physical education of preschoolers

Target: To bring up a healthy, physically developed generation, implementing a differentiated approach to the physical education of children depending on gender.
Tasks:

• choose exercises with normalized physical activity for girls and boys
• involve children in games and competitions, taking into account the motor preferences of girls and boys
• to teach interaction in the process of performing physical exercises
• make demands on the quality of tasks
• involve boys to assist in the placement and cleaning of shells

Planned result:
The application of the acquired knowledge by children in physical education classes, sports events, in everyday life.

Stages of work:
1. Study of historical approaches to the issue of sexual difference at an early age.
Literature: A. Makarenko "Lectures on the upbringing of children", N. Wessel "The relationship of young children."
2. Study modern approaches to the question of sexual difference at an early age.
Studies by N. Tatarnikova, T. Kulite, E. Levy-Gorinevskaya.
3. Creation of conditions for holding events with a gender approach.
4. Applying a gender approach in physical education classes:

• in rebuilding: building in column-ranks (girls, boys)
• in general developmental exercises: exercises in pairs, gymnastics in two circles, using excellent attributes (dumbbell boys, ball girls)
• in teaching basic movements: division into subgroups girls-boys
• in games: distribution of roles, division into groups, load dosing

5. Application of a gender approach in sports activities:

• sports activities "Knights Tournament"
• competition "Rope" competition on ropes

Summary of work:
Holding an open summer sports festival "We are boys, we are girls".

SUMMARY OF THE LESSON CAN BE VIEWED HERE

Report:
Report on the work done when discussing an open event.

Individual plan of self-education of a physical education instructor

Topic #3:

The use of health-saving technologies in physical education classes in the context of the implementation of the Federal State Educational Standard

Target: increasing competence in the field of modern health-saving technologies, finding ways to introduce new technologies into the plan directly educational activities in physical education, increasing the effectiveness of physical education.

Tasks:
1. To study the possibility of using new health-saving technologies in physical education classes in preschools
2. Raise the interest of preschoolers in physical education by expanding the scope of motor actions.
3. Form the concept of children about the safety of personal health

HEALTH-SAVING TECHNOLOGIES CAN BE VIEWED HERE




Expected result:

• Improving the professional level
• Increasing the effectiveness of physical education classes
• Creation of a system for the use of health-saving technologies in physical education classes
• Improving children's health, reducing morbidity
• Expanding children's understanding of the possibilities of maintaining personal health
• Increasing the level of competence of parents of preschoolers in the field of physical development and the formation of family values ​​of a healthy lifestyle

Stages of work:

1. Introductory

• Acquaintance with innovative research in the field of physical development of preschoolers.
• The study of partial programs and technologies of physical development, permitted by the Ministry of Education in the context of the implementation of the Federal State Educational Standard.
• Studying the work experience of preschool physical education instructors on the use of health-saving technologies in the learning process
• Participation in practical conferences, pedagogical marathons of educational subjects.

2. Practical

• The choice of appropriate health-saving technologies, in relation to physical education in different age groups, taking into account the conditions of the preschool
• Creation of a system of applied health-saving technologies in different age groups
• Conducting a "Round Table" on the conditions and expediency of introducing new health-saving technologies into the system of physical development
• Drafting work program taking into account the use of modern health-saving technologies
• Drafting perspective plan classes, taking into account the selected health-saving technologies
• Preparation of class notes using selected health-saving technologies

3. Reporting

• Presentation of the work program at the pedagogical council
• Consultation of parents on new forms of physical culture and health-improving work of preschool educational institutions
• Demonstration of experience in the form open class with the use of new health-saving technologies for teachers
• Demonstration of experience in the form of an open lesson using new health-saving technologies for parents

Topic #5

Project activities in the field of "Physical development"

Target: To develop the interest of preschoolers in physical education and sports.

Tasks:

Shift the emphasis from the process of passive accumulation of the amount of knowledge by children to mastering them in various ways of activity in the context of the availability of information resources
-develop cognitive interest to different areas of knowledge, forms the skills of cooperation
- increase the independent activity of children, develop creative thinking, the ability of children to independently find information about an object or phenomenon of interest in various ways and use this knowledge to create new objects of reality
- to make the educational system of pre-school education open to active participation parents.

Planned result:

In the course of project activities, children will develop
- reflective skills "What I know and what I don't know"
-search skills (with the help of adults to find information from available sources)
- ability to plan all activities
- the ability to evaluate their own performance
- communication skills (interact and communicate with peers and adults, ask and answer questions)
- present the results of your work

Stages of work:

1. The study of literature on the practical implementation of the project method in the field of "Physical development"
2. Selecting a project idea
3. Development of a joint project
4. Creation of conditions for the implementation of the design method

Summary of work:
Presentation of the project at the parent meeting

Report:
Report on the work done at the final teachers' meeting.

Explanatory note

“The education received by a person is completed, has reached its goal, when a person is so mature that he has the power and will to educate himself during his later life and knows the way and means how he can carry out as an individual acting on the world.” (A. Diesterweg)

Improving the quality of education and upbringing in the MOU gymnasium No. 11 directly depends on the level of training of teachers. It is undeniable that this level must constantly grow, and in this case, the effectiveness of various advanced training courses, seminars and conferences is not great without the process of teacher self-education.

Self-education of a teacher is a necessary condition for the professional activity of a teacher. Society has always made and will make the highest demands on the teacher. In order to teach others, you need to know more than everyone else. Therefore, I must not only know my subject and master the methods of teaching it, but also have knowledge in nearby scientific fields, various spheres of public life, navigate modern politics, economics, i.e. be competent in all matters of education. Therefore, the topic I am working on is: “Identification of the giftedness of a schoolchild in physical education lessons, in extracurricular cognitive and educational activities».

Relevance of the topic: The problem of human giftedness is always relevant, at each historical stage it is presented in a new light, requires new approaches and solutions. Besides, this problem has social, philosophical, medical and pedagogical aspects.

The new socio-economic conditions that are developing in Russia necessitate a search effective ways activities educational system when solving new problems.

The directions of optimization and humanization of the domestic education system are the actualization of traditional ones, the adaptation of well-known ones, the discovery of innovative teaching technologies. These processes will naturally require the teacher to master a special professional technology pedagogical interaction, the constant need for professional and personal growth. One of the means of implementing this direction is the certification of teaching and management personnel, the purpose of which is to stimulate the growth of qualifications, professionalism and productivity (efficiency) of pedagogical work, the development of creative initiative as conditions conducive to the development of the quality of education.

Self-education, motives, stages, achievements

Motives:

Daily work with information. Preparing for a lesson, speech, parent meeting, class hour, school-wide event, Olympiad, etc., the teacher needs to search and analyze new information

Desire for creativity. Teaching is a creative profession. A creative person will not be able to work from year to year according to the same yellowed lesson plan or scenario, to read the same reports. There must be a desire for more. Work should be interesting and enjoyable.

Changes taking place in society. These changes primarily affect the students, form their worldview, and accordingly, very often, form the image of the teacher as an "outdated person".

Public opinion. The teacher is not indifferent to whether he is considered “good” or “bad”. bad teacher be embarrassing.

Financial incentive. The category of a teacher, the opinion of the attestation commission, bonuses, allowances, and maybe even titles and government awards- it all depends on the qualifications and skills of the teacher. Without constant assimilation of new knowledge, this cannot be achieved.

Interest. Learning is just fun.

Directions of teacher self-education:

The main areas in which I need to improve and engage in self-education:

Actions and activities:

I. Professional:

1. Constantly get acquainted with modern researches of scientists in the field of teaching the subject "Physical culture".
2. Get acquainted with new exemplary and author's programs in physical culture, teaching concepts, their assessments.
3. Study new literature on physical culture and teaching methods.
4. Timely improve qualifications at courses for physical education teachers organized at the Institute of Education.
5. Take part in scientific and practical conferences, competitions, festivals of various levels.
6. Attend lessons of colleagues and participate in the exchange of experience.
7. Periodically conduct self-assessment of your professional activities.
8. Be systematically interested in the events of modern economic and political life.
9. Raise the level of your erudition, legal and general culture.
10. Conduct open lessons for peer review.
11. Organize circle and extracurricular activities on the subject.
12. Regularly watch sports TV shows.
13. Attend seminars, conferences organized at different levels.

II. Psychological and pedagogical

1. Improve your knowledge in the field of classical and modern psychology and pedagogy.
2. Learn modern psychological techniques.

III. Methodical:

1. Get acquainted with new pedagogical technologies, forms, methods and techniques of teaching through subject publications:

• Physical education at school
• Sports at school
• Theory and practice of physical culture.

2. To study the progressive experience of colleagues in organizing various forms of physical education lessons.

3. Study scientific, methodological and educational literature.

4. Conduct open lessons for colleagues at work, teachers of the district.

5. Develop different forms of lessons, extracurricular activities, teaching materials.

6. Conduct research work on the problem: "Creating a curriculum for the study of the game "Russian lapta" for students in grades 1-9 as a material of choice from the variable part of the program."

7. Introduce new forms of assessing the physical condition of students into the educational process:

• assessment of physical fitness 2 times during the academic year;
• "Presidential Contest".

8. Develop a package of standard lesson planning on the topics "Athletics", "Sports Games".

9. Create a set of didactics on the subject (individual training plans, the optimal minimum level (standard) of students' physical fitness, control tests-exercises).

10. Create a package of materials on pedagogical technologies.

11. Design a personal methodological web page.

12. Create a package of lesson scenarios using information technology.

13. Create a package of forms and sample documents for teaching activities.

• Development of a package of test material in electronic form.
• Development of a package of standard lesson planning for a topic or group of topics.
• Development of a set of handouts on the subject (cards, assignments and questions on the subject)
• Creation of a terminological dictionary on the subject topic, chapter.
• Creation of a collection of subject crossword puzzles.
• Development of a set of thematic class hours, parent meetings or extracurricular subject activities (educational games, competitions, performances)
• Development of a package of Olympiad material for the preparation of a student.
• A package of administrative documentation for a methodical subject association.
• Database of teaching methods.
• A package of materials on one of the pedagogical technologies (interactive, differentiated, block, advanced, etc. learning).
• given questions and tasks on the subject, t by chapters.
• A package of psychological and pedagogical materials for the teacher.
• A package of lesson scenarios using information technology.
• A package of forms and samples of documents for pedagogical activity (various certificates, questionnaires, plans, etc.).
• Conducting a subject circle using media resources.
• Accommodation methodological developments on the pedagogical websites “Pro school.RU”, “Pedagogical Council.ORG”, Head teacher.info”, etc.
• Participation in Internet festivals, competitions, etc.

The ability to post your material on the Internet allows the teacher to accumulate their work in a kind of virtual teacher's library, where his colleagues can see the work of the teacher, use its results, supplement, leave feedback and discuss. In this case, the invaluable pedagogical experience becomes independent of time and space.

Health protection:

1. Timely update instructions on TB at physical education lessons, at section lessons.
2. Introduce health-saving technologies into the educational process.
3. Lead a healthy lifestyle, play sports, exercise.

Interests and hobbies

1. Continue to play sports and exercise.
2. Visit the pool, ice rink.

Forms of presenting the results of the teacher's pedagogical activity

1. Series of training sessions
2. Methodological products
3. Portfolio
4. Interview
5. creative report
6. Presentation of the results of pedagogical activity
7. Master Class
8. creative workshop

Teacher's personal self-education plan

1. Herzen Elena Alekseevna;
2. Higher education;
3. The topic of self-education: "Identification of the giftedness of a schoolchild in physical education lessons, in extracurricular cognitive and educational activities."
4. Terms of work on the topic of self-education 2011-2015.

Target: Increasing one's theoretical, scientific and methodological level, professional skills and competence of a teacher.

Tasks: The use of various forms of work in extracurricular cognitive and educational activities with students. Generalization and dissemination of their own pedagogical experience. Promotion of healthy lifestyles.

Main questions

Expected result: winners of district, city, regional, all-Russian. competitions, festivals, competitions.

Form of self-education: methodical and practical;

Actions and activities carried out in the process of working on the topic;

Form of the report on the work done.

Methodological products of the teacher (educational and program documentation)

1. Work programs for academic subjects, elective, optional courses.
2. Educational and thematic plans.
3. Software and methodological support of the course.
4. Projects (summaries) of educational, extracurricular activities, seminars, business games, laboratory and practical work; scenarios of subject holidays, tournament, competitive forms, etc.

Tools:

• Pedagogical- a package of didactic materials, memos, student manuals, educational visual aids, workbooks, etc.
• Diagnostic- a package of tests, topics of reports, abstracts, creative tasks for students.

Expected Result: Working on a professional self-education program will help me improve my theoretical, scientific and methodological level, professional skills and competence.

Conclusion: The competence of a teacher in the field of forming a healthy lifestyle for schoolchildren becomes a product of learning and acquiring relevant personal experience and is made up of knowledge, skills, and education that contribute to personal self-realization. And this experience, subject to its purposeful application, helps students find their place in the world, as a result of which education is presented as highly motivated and personally oriented, ensuring the maximum demand for personal potential, recognition of the individual by others and awareness of her own importance. Based on this, I orient students towards the acquisition of personal experience of a healthy lifestyle, which they need in their future activities. In connection with the solution of this difficult task, there is a need to form professional pedagogical competence in the formation of a healthy lifestyle for schoolchildren on the basis of scientific knowledge, the national and cultural traditions of the Russian people, the preservation and promotion of health.

List of used literature:

1. Certification teaching staff. Directory. 3rd ed. - M .: IF "Education in documents", 2001.
2. Certification of teachers: Concept, methodology, results of the experiment / Ed. T.G. Brazhe. - St. Petersburg, 1994.
3. Certification of pedagogical and executive workers educational institutions Moscow region. - Issue. 1;2; 17 / Rev. ed. L.Ya. Oliferenko. – M.: IPK i PRNO MO, 2001.
4. Diagnosis of teacher success: Sat. method, materials for school leaders / Comp. T.V. Morozova - M., 1997.
5. Zvereva V.I. Diagnostics and examination pedagogical activities. - M., 1998.
6. Modernization concept Russian education for the period up to 2010. - M .: APK and PRO, 2002.
7. Shishov S.E., Kalney V.A. Monitoring the quality of education at school. - M .: Russian Pedagogical Agency, 1998.
8. Fomenko I.A. Certification of teaching staff educational institutions. - M., Arkti, 2005

The result of self-education in 2010-2011 academic year: The topic of self-education: "Working with gifted children."

Publication in the newspaper "Sport at School", No. 2 (500) January 2011, pp. 34-37, "Fireworks of Joy."

Infotainment gymnasium edition "Harmony and perfection".

Participation in the All-Russian day of the runner "Cross of Nations"

Public lesson on the topic: "Dribbling with a change of direction" in 3B class.

Personal participation in the All-Russian Festival "Open Lesson" in the 2010-2011 academic year.

Personal participation in the regional competition of methodological developments 2010-2011 academic year.

Participation of students in the All-Russian festival "Portfolio" in the 2010-2011 academic year:

Bairan Dmitry (7V) - topic research work: "Rational mode of study and rest of schoolchildren";

Julia Miracles (7B) - the topic of the research work " Negative influence various kinds shoes on a teenager's foot.

Participation in a pedagogical meeting on the topic "Presidential Competitions".

Preparation for regional competitions - "Health Marathon" in the gymnasium.

Participation in district competitions "Presidential competitions".