Active forms of methodological work with preschool teachers
Marina Grigorieva
Active forms of methodological work with preschool teachers
The quality of education and its effectiveness is one of the pressing problems of domestic pedagogy . The leading role in ensuring the effectiveness of the educational process is played by the teacher and his professionalism.
In the conditions of modernization of education, those forms of methodological work in which the main place was given to pure reports and speeches have lost their importance due to their low efficiency and insufficient feedback. Today it is necessary to use more active forms of work , which are characterized by the involvement of teachers in activities and dialogue, involving a free exchange of opinions.
Increasing the level of skill of teachers is a priority area of methodological work , which occupies a special place in the management system of a preschool institution and represents an important link in the holistic system of advanced training of teaching staff , since, first of all, it contributes to the activation of the teacher’s personality and the development of his creativity.
Improving the skills of teachers , replenishing their theoretical and practical knowledge is carried out through various forms of methodological work , namely using interactive forms and methods . The value of this approach is that it provides feedback, a frank exchange of opinions, and forms positive relationships between employees. The core of these forms of work with personnel are collective discussions, reasoning, argumentation of conclusions, competition of minds and talents. Value is the achievement of such important goals as:
1. Stimulating interest and motivation for self-education;
2. Increasing the level of activity and independence ;
3. Development of skills of analysis and reflection of one’s activities;
4. Development of the desire for cooperation and empathy.
Active forms of organizing methodological work can be divided into traditional, new and innovative. Traditional forms include : training, consultation, KVN, round table, pedagogical council , pedagogical situations , workshop . To new forms : a business game, an exhibition-fair of pedagogical finds , a bank of ideas, a master class, an educational salon. To the newest: hobby groups, a pedagogical workshop , a coaching session, a union of like-minded people, six thinking hats, quick-tuning.
In my practical activities, along with traditional forms of organizing work, I use interactive ones , each of which has its own specific features.
Pedagogical councils are a permanent collegial body that considers various aspects of the activities of a kindergarten. The pedagogical council can be traditional, using certain methods of activation , i.e. during the pedagogical council, teachers are asked to solve a crossword puzzle or a situational problem, as well as unconventional in the form of a business game or a round table. An indispensable component should be the reflective activity of teachers .
A workshop is one of the effective forms of methodological work in kindergarten , as it allows you to study the problem at hand more deeply and systematically, support theoretical material with examples from practice , and demonstrate individual techniques and ways of working .
Consultations (individual and group)
usually planned in advance and reflected in the annual plan of the preschool educational institution.
Preliminary preparation for consultation includes analysis of literature reflecting modern approaches to teaching and raising children, building the structure of consultation, determining its content, preparing information booklets and manuals .
A variety of consultations are held at the preschool educational institution. As a rule, they are associated with the cognitive interests of educators and other specialists, for example, “Design of the educational process,” “Organization of a subject-development environment in a preschool educational institution,” etc. a significant role in the educational process as a whole and in the system of advanced training for teachers . They allow everyone to see how their colleagues work , use their positive experience, and realize their shortcomings. In addition, teachers learn to analyze the features of the educational process as a whole, as well as classes or leisure activities in a group.
The disadvantage of traditional forms of work is that not all educators act as active participants . forms of working with teaching staff contribute to eliminating this shortcoming .
A business game can be used not only as a test lesson based on the results of a theoretical seminar on a problem that is relevant to a preschool educational institution, but also when developing solutions to a new problem. For example: “Is it easy to be a preschooler?”
An effective form is to hold an exhibition-fair of pedagogical ideas . Properly prepared and carried out, it stimulates teachers to creativity and self-education. Therefore, the main result of the exhibition-fair is a noticeable professional and personal growth of educators. Thanks to this form of work with teachers, conditions are created for the public presentation of the best examples of their professional activities, the emergence of new ideas, and the establishment and expansion of business and creative contacts with colleagues.
Master Class. Its main goal is to get acquainted with teaching experience , the work , the author's findings and everything that helped the teacher achieve the best results. The master class can be held both within the preschool educational institution and for teachers in the city .
“Educational Salon” has appeared in the list of new forms of work with teachers that we use.
.
The goal “OS”
work is to improve psychological and
pedagogical culture and the personal development of the teacher . As part of the work of the salon, information , practical recommendations and materials received by one of the teachers after completing advanced training courses or seminars, attending GMO meetings, watching webinars, etc. are distributed.
Among the newest forms, we use the “Coaching session”
- This is
interactive communication , developing consultation. The principle “Do it for me” practically does not work ; here the teacher does not receive advice and recommendations, but only answers questions asked by the consultant and finds ways to solve problems himself. In this process, individual support is provided to teachers who set themselves the task of professional and personal growth, increasing personal effectiveness. For example: “
Working with a certified teacher . ”
Pedagogical workshop . Purpose: the master teacher introduces members of the teaching staff to the main ideas of his educational system and practical recommendations for its implementation. Individual practical are also being completed with a view to further use in working with children . For example: “Development of constructive, technical and creative abilities of preschoolers using the TIKO construction set.”
When working in a team , it is important to know its psychological climate, the emotional state of teachers , and the level of professional and personal development. Another form that can be used before open events is to set teachers up for successful work - “Quick - Setup”
:
1. If you want people to like you, smile! A smile, a ray of sunshine - for the saddened, an antidote created by nature from troubles.
2. You are the best and most beautiful, let all the fashion models in the world envy you.
3. There are people like a gold coin: the longer they work , the more they are valued.
4. There is no better beloved friend than your favorite job : it does not grow old, and does not let you grow old.
5. Difficulties strengthen you on the path to happiness.
Along with active forms of organizing work, we use interactive , gaming methods and techniques . For example: “Microphone”
,
“Synthesis of Ideas”
,
“Brainstorming”
,
“Crosswords”
,
“Six Hats”
method .
To summarize, we can say that a well-constructed system of interactive forms of work with teaching staff will lead to an increase in the level of educational work of preschool educational institutions and has the following advantages:
of teachers , their social and cognitive activity increases significantly .
2. Those aspects of a person are realized that in everyday, rather monotonous life, do not find application and development.
3. Experience of collective activity, mutual respect, support, and cooperation is acquired.
“The use of interactive forms in methodological work with teachers”
“The use of interactive forms in methodological
working with teachers to increase the effectiveness of implementation
modern pedagogical technologies"
Forming a teacher’s position that meets new requirements for his competence is one of the main problems at the present stage of development of preschool education.
What is competence?
It is “the ability to do something well or effectively, the ability to comply with the established standard applied in a profession.”
Modern society places new demands on the competence of teachers and poses other tasks:
— now it is not enough to simply fulfill the requirements of the program; the full and holistic development of students is necessary;
— as well as the formation of children’s competence and the development of general abilities, which will ensure the success of children in further education;
- it is very important to show the preschooler and teach him how to independently search and select the necessary information;
- You should also develop the ability to set problems and find ways to solve them, which will allow the child to navigate in any situations in the future.
In other words, a competent teacher must be able to competently integrate the content of education and ensure the interconnection of all classes, activities, and events.
It is possible to build an integrated educational process provided that the basic foundations of preschool education are combined with modern principles of preschool didactics.
To solve these problems, new, effective or innovative forms of working with teachers are needed.
We have created a certain system of working with teaching staff, which allows us to analyze modern pedagogical technologies and practically master planning on integrative principles.
We carefully selected and tested such forms of training for teachers, with the help of which it was possible not only to explain the principles of designing work with children, but also to practically master them, first through educational exercises, and then in the process of developing training content on individual cognitive topics.
I must say that everything new is not easy. One of the reasons is the age barrier of the teaching staff. And we, trying to present project activities as innovative, important, modern, opening up more opportunities, came across a wall of misunderstanding.
Project activity is not an easy form of work, even with such a huge selection of all kinds of literature. Apparently not every kindergarten uses it in their work.
Interactive teacher training helped us overcome all this. (You see different figures on the table. Each of them contains an encrypted question. Teachers choose the figure they like and answer the question. Young people can ask for help from their mentors assigned to them). And as happens in any team, proactive, creative, competent leaders led the rest.
To begin with, we found out the opinion of educators about interactive learning technology. Then they helped define the essence of the integrated system.
It was necessary to organize and conduct a series of trainings, after which teachers were able to practically master different options for building an integrated system of working with children.
Using interactive forms of teaching, teachers were divided into subgroups, did homework, and spontaneously created joint projects on the most fantastic topics. We used this method: we offer a pedagogical problem situation, we give it to the teachers. We ourselves step away from the leadership and observe how, after some confusion, leaders quickly emerge, take everything into their own hands, choose the best one from the ideas presented and form a conclusion or solution to the situation.
Sometimes groups were combined in a non-standard way: active and passive. Target:
- to give the opportunity to feel active as an ordinary performer and vice versa, if necessary, the passive one is forced to become a leader. Often the result was amazing - quite the opposite - the solution in the passive group was faster and better.
From a psychological point of view, such exercises help a person discover other (maybe new) qualities in himself.
It must be said how much the success of training depends on the environment, the psychological space in which classes take place (this includes light, heating, interior, furniture, and the appearance of the participant). For example, when teachers sit on small chairs, they behave in a special way.
We know teachers in our team who deliberately or subconsciously take a small chair or sit closer to the door. This is their kind of defensive reaction, which we, in turn, use for a positive result.
I will dwell in a little more detail on the use of interactive forms. For example, using the “brainstorming” method we show in practice how effective some techniques are for project activities. This is one of the methodological techniques that contributes to the development of practical skills, creativity, and the development of the correct point of view on certain issues of theory and practice.
"Methodical ring".
One of our favorite forms of working with teachers. Its goal is to improve the professional knowledge of teachers and identify general erudition. Photo. Here we are discussing the topic “Development of children’s speech in all types of activities.” Sometimes we include this form of work as part of a teacher council or consultation.
"Projective game" One of the varieties of business games. Here a project is drawn up, an algorithm of some actions. The main goal of the game is a live simulation of the pedagogical process and the development of certain professional skills. Photo. You see solutions to the issue of holding an Open Day.
"Aquarium". This is a form of dialogue where two trusted people from each team discuss a problem. Everyone else acts as active spectators. Photo. The question discussed here is: “How to influence parents who are systematically late for kindergarten in the morning and evening.”
There are other interactive forms of working with teachers, such as:
- method of unfinished phrases;
- pedagogical dictation;
- oral journal;
— trainings “What would this mean”? and others.
(For warm-up, I want to offer you the training “What would this mean?” You see a photograph on the screen, think and tell me, what would this mean?)
Of course, each such form of training differs from each other not only in name, but also in the methodology of implementation. At this meeting, I did not set out to introduce you to it (the technique). I wanted to show you the importance and necessity of interactive learning.
Teachers learn to weigh alternative opinions and make thoughtful decisions. They develop respect for other people's opinions and the ability to make reasonable conclusions and conclusions.
We notice a positive trend in the work of teachers: if previously they preferred ready-made planning developments, now they are more independently building their activities, relying on available manuals.
As a result of the use of interactive training for the teaching staff in the development of innovative technologies, the effectiveness of introducing the project method into practice is significantly increased. In order for the project method to fit seamlessly into the work of teachers, it is necessary to teach educators to analyze and evaluate their professional qualities and develop motivation for professional growth.
Increasing the level of professional skills of teachers is a priority in the activities of any educational institution. For this purpose, our kindergarten has developed a model
formation and professional growth of teachers, that is, the development of their professional abilities, personal qualities, organizational, design, and communication competencies.
For this model to work, it was necessary to organize, think through, and provide each teacher with their own participation in the life of the kindergarten.
For this purpose, educators were asked to develop pedagogical projects. Currently, each teacher has his own project. Analysis of the presented innovative transformations, have creative potential, are able to improve work experience based on design.
The first projects developed by teachers became the starting point for the introduction of design technology into the activities of the kindergarten.
A lot of serious methodological work carried out helped teachers draw an independent conclusion: in order to teach something, it is not always necessary to “lead”, that is, show a ready-made method of action, but it is better to give the child a certain freedom so that he feels it. I thought about it and tried different options.
