Essay
"My pedagogical philosophy"
Performed by Irina Viktorovna Bogdanova,
Teacher of Russian language and literature,
GBOU Secondary School No. 456, Kolpinsky District, St. Petersburg
Thought is a candle from which you can light
someone else’s candle, but for this you need to have fire"
(M. Pavich “Last Love in Constantinople”)
Four candles burned calmly and slowly melted. There was such silence that you could hear them talking.
The first one said:
I am Calm... Unfortunately, people don’t know how to keep me. I think I have no choice but to go out! And the light of this candle went out. The second one said barely audibly:
I am Vera... Unfortunately, no one needs me. People don't want to hear anything about me, so there's no point in me burning anymore. As soon as she fell silent, a light breeze blew and extinguished the candle. The third candle became sad:
I am Love... I no longer have the strength to maintain my flame. People don't appreciate me or understand me. They hate even those who love them most - their loved ones,” she said and went out.
Suddenly a child entered the room and, seeing three extinguished candles, cried out in fear:
What are you doing!? You must burn - I'm afraid of the dark! - he cried.
The fourth candle said:
Don't be afraid and don't cry! While I'm burning, I can always light the other three candles. After all, I am Hope.
This parable made me think that any person lives in hope, especially a teacher.
According to Giovanni Ruffini, “a teacher is a candle that shines for others while burning itself out.” It is the teacher who ignites the students with the “fire” of hope and faith in their strengths, in the fact that each of them can achieve a lot, they just need to believe in it and hope, and also persistently go towards their goal. Agree, this is a difficult task. A teacher can do it.
Teachers come to school in different ways, and their school destinies also develop differently... Some people see this as their purpose from childhood and strive for this goal from the very beginning, while others come by chance... I rather relate to precisely to the first category.
I didn’t suddenly become a teacher,
I have known spiritual labor since childhood.
This heavy share of inheritance
I took it from my mother's hands.
I have always been surrounded by teachers: in the family, my mother is a math teacher, my aunt is a primary school teacher, my second aunt is a kindergarten teacher; At school there are excellent teachers who know their subjects and know how to captivate us, the students, with them.
Since childhood, I have seen that a teacher is constantly in the thick of some events, incidents, surrounded by many completely different “lives”, the fate of which completely depends on him. That's why I went to the pedagogical university consciously.
Our student years flew by quickly, and we, the graduates, were awarded diplomas in the specialty “teacher of Russian language and literature” -just a document for the right to participate in a large and unusually complex work.
The first of September 2004 was the first time I crossed the threshold of the school where I still work.
And now the tenth of September is behind us. « How much is that!” - some will say. “How little this is,” others will think. A lot for those who have never worked in school, for whom the work of a teacher seems like a heavy burden, and for those who think: write notes once and work on them all your life. “Not enough,” teachers with extensive experience will answer me. A teacher cannot, like a poet, become famous at the age of twenty; there is probably no such case in the history of pedagogy. It takes years and years of constant work and thought before you can become a Teacher, before you find yourself in the profession and your students.
Every person who thinks about the meaning of life, their capabilities and values is, in essence, a philosopher. A teacher is doubly so, since this profession is one of the most responsible.
The teacher leads the future worker and scientist, warrior and cosmonaut, doctor and builder through the steps of growing up, forms the foundations of their knowledge and skills, their worldview and character. The teacher works for tomorrow, educating the people of his country.
I often ask myself the question: “What should a modern teacher be like to win the hearts of his students?” If I were the teacher of yesterday, I would have taken a pointer in my hand, shook it, and everyone would have heard me. If I worked in a school at the beginning of the last century, I would not need a whip, I would be worshiped, because in those days the teacher was respected by everyone. But I work in a modern school, where conditions are created for a child to be interested in acquiring knowledge on his own, to engage in self-education, to have the opportunity to try his hand at different areas; we need an updated teacher: a professional who possesses a set of qualities that contribute to the successful transfer of knowledge; creative personality, constantly self-improving, self-critical, erudite.
“The teacher is the first to light his candle from the candle of the philosopher, sociologist and researcher,” and his task is to transmit this light to his students. A teacher is a person who is capable of being interested in everything that surrounds him, because the school is alive as long as the teacher in it is interesting to the child.
Every day I go to school and see the faces of the children. I look into their eyes, through which sometimes you can look into the soul, and I see: in some - wariness, in others - interest, in others - hope, in others - indifference. How different they are! Everyone needs help to open up.
The changes taking place in the country and in society have radically affected school life: not only programs, textbooks, methods and forms of work have changed, but also our children.
I would like to understand the modern student... Who is he? What does he live on?
I work with children of the 21st century. These are guys who live in a world dominated by material values; in a world that requires people to be dynamic, make quick decisions, and often even be harsh and cruel in their decisions and actions. There is little room left for the manifestation of spiritual qualities and enrichment of one’s inner world. And I really want the children, at least in my literature lessons, to plunge into a state of peace and tranquility, forget for a while about pressing matters and try, with my help, to light a fire in their souls. But the teacher also cannot exist without his students, just like the students cannot exist without him. Children, in turn, give me hope, feed me with their “fire” when moments of fading Faith, Calm and Love come. And such moments happen, and then I remember an episode from Victoria Tokareva’s story “One’s Own Truth,” where a primary school teacher, in a moment of fatigue and despair, says: “That’s it! I can not anymore! I'm off to the wipers! At least it is clear: in winter there is snow - you shovel the snow, in autumn leaves - you remove the leaves. And here there are problems every day!”Which teacher is not familiar with this state! It can be difficult, sometimes it’s offensive, and it seems that you are weak and defenseless, and you don’t want to do anything anymore, you just give up, but when you see that at least one child responded with their soul to my actions; when you see that at least a grain of the knowledge I invested has been assimilated by the child, then the hope and thirst to create and light a “fire” in the minds and hearts of children appears again. And then you realize: “No, I’ll never become a janitor!” Precisely because in the work of a janitor everything is predictable and clear: “In winter, snow - you shovel snow, in autumn leaves - you remove leaves.” And the philosophy of pedagogical work is in creative service to the child. And I again go to work at school every day with the expectation of something new and interesting!
Every time I enter the classroom, I experience different feelings: the joy of meeting the students; and anxiety: what are they like today, how will they meet you; and the expectation of small victories, which must be, otherwise the lesson is meaningless. And again, from lesson to lesson, I convince the children that studying is their main work, that education is a decisive step in individual success; I teach you to work, think, create, empathize with those who feel bad, rejoice with those who feel good, and protect those who are offended.
My main goal can be formulated in the words of the Strugatsky brothers from the novel “Stalker”: “...To help them enter into life, to help them find themselves, to determine their place in the world, to teach them to want a lot at once, to teach them to work passionately. Teach not to bow to authorities, but to examine them and compare their teachings with life. Teach to be wary of the experience of experienced people, because life changes unusually quickly. To teach that there is no shame in loving and crying from love. To teach that skepticism and cynicism in life are cheap, that it is much easier and more boring than being surprised and enjoying life. Teach to trust the movements of the soul of your neighbor. To teach that it is better to be mistaken about a person twenty times than to be suspicious of everyone. To teach that it is not about how others influence you, but about how you influence others. And to teach that one person without others is not worth a damn.” How else can you influence the soul if not through the Word? I strive for my students to be able to listen to the Word, to see its magical beauty, to find time to stop and look around: how beautiful the world is! The child must trust me as a teacher, and then he will have a desire to open up and show all his best qualities. I always tell my students that each of them is talented, just not everyone knows about it. Therefore, I strive to see his talent in every child and show him the ways of his development. I agree with the words of Plutarch: “A child is not an empty vessel that needs to be filled, but a torch that needs to be lit.”
I respect the student’s desire to argue and doubt, because only through doubt can one learn something new. And my task as a teacher is not to let this flame of knowledge go out.
A teacher is always a little bit of a child. You need to be able to penetrate the world of children's fantasies, feelings and experiences. If I don’t think, laugh, feel, play, create a little, then how can I help my students learn all this? Therefore, I am constantly developing internally, learning, searching, and I want to be interesting to them. A teacher learns throughout his life. The desire for self-improvement, to achieve ideals, to match not only knowledge, but also lifestyle to modern times is simply necessary
Therefore, the work of a teacher is a lot of work on oneself, it is a test of one’s own personality. Everything is tested here: what you can do, how and to what extent. There is no other profession in which the results of your work will be so important and so visible and obvious. Therefore it is often said thatThe work of a teacher is akin to the work of a farmer and a builder - he grows the soul of his students from the grains of goodness and justice, builds their minds from the bricks of knowledge, and helps them find their paths in life.
My profession attracts me because I get the opportunity to create myself, see the direct result of my work, see the interested eyes of children, their grateful “Thank you for the lesson!”, academic success and the desire to apply my knowledge in different areas, to move further in learning new things . I feel that I have the power to change something in children for the better, that children are a reflection of ourselves, and this awareness gives me confidence in the necessity of what I do, the understanding that first I need to become better, cleaner and kinder. By teaching others, you learn yourself.
The famous writer S.L. wrote very accurately and aptly about the teacher. Soloveitchik: “He is an artist, but his listeners and spectators do not applaud him. He is a sculptor, but no one sees his work. He is a doctor, but his patients rarely thank him for his treatment and do not always want to be treated. Where can he get the strength for everyday inspiration? Only in yourself, only in the consciousness of the greatness of your work.”
And then I know that peace, faith, and love will settle in our hearts. In the meantime, there remains hope that all this will happen, because everything is in our hands, we will be able to light with our hope three extinguished candles for our students, despite the fact that we ourselves may burn to the ground.
The teacher and the student are two candles that burn for each other in inextricable unity. And while one candle burns, the other will never go out, supported by the fire, and warmth, and light of the first candle.
My Teacher's happiness.
If a teacher has only love for the student, like a father or mother, he will be better than the teacher who has read all the books, but has no love for either the work or the students. If a teacher combines love for his work and for his students, he is a perfect teacher.
L.N. Tolstoy
We all come from childhood. Everyone came into this world, extraordinary and amazing.
From emotions and experiences, from the first bitter grievances and from the first real victories, like from fragments in a kaleidoscope, a person’s personality is formed. Everyone has their own long journey ahead. How to get through it, what will people leave behind? Is there at least one person who has not thought about this question? Looking at the sun, at the endless inviting sea, at the deep starry sky, everyone asked themselves the question: who am I, where did I come from and where am I going, why am I in this world? Now I proudly think about myself: I am a teacher!
I am a teacher... How many times do I repeat this phrase! Whether to your friends, acquaintances, or completely unknown people in a variety of circumstances. And how many internal monologues, when doubts overwhelmed the soul, began with these very words. And little by little everything calmed down, found its explanation, fell into place.
Yes, I am a teacher and have always wanted to be one. I dreamed of becoming a good teacher, and therefore the question about the essence of this profession is far from idle for me.
What is a teacher? A professional who knows the subject and the methods of teaching it? Of course, but this is too little. A psychologist who understands the child and respects his inner world? Of course, but this is not enough. Knowing is not enough. You need to love children, love them sincerely, not out of duty.
The teacher is the sower. He is called to tirelessly sow, and this means knowing for himself, having a stock of knowledge, skills and techniques. To cultivate what is sown means to encourage activity and knowledge, to apply, vary various forms of learning and to expand the arsenal of cognitive tools. At the same time, you need to wish for a harvest, which means believing in the strength and abilities of the student, expanding his horizons. Be interesting, effective, encourage cooperation. Be prepared for the student’s success and bring it closer.
OTo sow means to be understood.
OTo cultivate means to be attentive and persistent. Take into account the features and use rational methods and techniques.
OTo receive seedlings means to be understood.
OTo nurture means to teach one to believe in one’s own strengths and to strive for more on one’s own.
OTo receive fruit means to be able to cooperate in real affairs.
From century to century, Time fearlessly divided people into creators, destroyers and contemplators. Divided, but submitted, submitting first. They were the ones who changed the world despite obstacles and indifference. A teacher, by the nature of his profession, is a creator, a Creator with a capital C, for he creates Man. What this person will be like, what he will leave behind - this is the result of the teacher’s professional path.
Each child is individual, unique, and this circumstance is the reason for my constant dissatisfaction with my professionalism. No one is immune from mistakes. But the cost of a teacher’s mistake is especially high. Professionalism in any business reduces risk to a minimum, and pedagogy is probably no exception, but children's souls remain within any minimum. This means there is no room for error.
And this is where pedagogical intuition comes to the rescue. It is unlikely that anyone will dare to give a comprehensive rational explanation of its nature. Yes, she doesn't need him. She is capable of a lot, because it seems to me that her roots are in the teacher’s love for her students.
I have been working as a teacher for more than eighteen years, and it is not easy for me to formulate my pedagogical philosophy briefly and clearly. It is, of course, based on my attitude towards my students. After all, each of them, first of all, is an individual who has the right to his own worldview, his own understanding of the world. This means that the main purpose of a person who decides to devote himself to working with children is to help his students go through the difficult path of development. Not to form a personality, but to create conditions for the realization of her abilities, not to indicate a well-trodden path of knowledge, but to help her find her own, even if it is a narrow and difficult path; do not pull your hand up the mountain while you are at its top, but help overcome it by lending your shoulder in time. But how to achieve this?
You need to create yourself as a personality, because, as Ushinsky wrote, “only a personality can educate a personality.” And it is clear to me that a good teacher always learns himself. He learns by working on himself, he learns by passing on his knowledge to others. “In order to open a spark of knowledge to a student, a teacher must absorb a sea of light, not for a moment leaving the rays of the shining sun of knowledge” - these words of V. A. Sukhomlinsky are especially close to me. Therefore, I search again, try, make mistakes and get involved in work, in experiments.
I find new forms of work because I want my subsequent lessons to be different from the previous ones. It seems to me that I have already found my “golden key” - this famous “co”: cooperation, co-creativity, co-understanding, co-feeling. Without these components (teacher - student - parent), it is impossible to truly introduce people into the world of knowledge, teach them to distinguish between good and evil, and awaken emotions and souls. And, most importantly, there is no dictate. Instead, a joint search and mutual respect. And then the lesson becomes a process of co-creation between teacher and student, bringing pleasure to both. It is always different, there are no templates, tight frameworks, or narrowly defined tasks. It is always a living, flexible organism, capable of changing, obeying a suddenly expressed new idea or an unexpected discovery by a student. The best lessons are when my students argue, doubt, create, and make their own decisions.
The most pleasant moments are when their eyes sparkle with gratitude and anticipation of the next lesson. I enter the classroom again and see dozens of eyes of my students watching me, unable to forgive indifference and lies. The words spoken by V.O. sound like biblical truth to me. Koltsov: “To be a good teacher, you need to love what you teach.”
I am lucky: I teach the most fascinating, most interesting, most instructive subject that you cannot help but know and love. “In order to live fully in this world, one cannot help but know chemistry...”, “... chemistry is not only a subject with the help of which we understand ourselves and the world around us, chemistry is a source of materials that surround us in everyday life...” , “...all sciences are interconnected and knowledge of one subject helps in the study of another...”, “...our city is called the city of chemists... and shouldn’t we, the new generation, know everything about chemistry in order to maintain the honor of the city, because this is our future and think about he needs it now...” These are quotes from the writings of my students. In my lessons, I teach children to understand and love nature, to understand themselves in this world, to educate themselves spiritually and morally. I try to convey my feelings and thoughts to my students. For me, it is not enough that my student did a good deed, gave up any pleasures for the sake of what is good and eternal - what matters to me is how he feels. Is he sincerely happy or just wants his action to be noticed and is he waiting for praise?
I come to school every day. This is my school, this is a big part of my life. And they don’t take days off from life. Life may not be easy, but you can't get tired of it. I go to school with the feeling that like-minded people are waiting for me there. And I am glad that for them, just like for me, knowledge and development have become an integral part of their lives and interests. Many have already tried their creative powers, found themselves, learned to be useful and trodden the path for others. I am glad that I was able to help them with this and will do my best to ensure that the paths do not become overgrown, but multiply.
There is a parable about a king who dreamed of making his people happy and turned to the wise men for advice. They asked him three questions: what is the most important hour on earth, what is the most important person on earth, what is the most important business on earth? The king was unable to find answers to these questions. And they were very simple: the most important hour is the present one, the one that has now come; the most important person is the one who is with you now; the thing you are doing now is the most important thing.
In relation to my pedagogical philosophy and my happiness as a teacher, I will answer these questions as follows. Any lesson for me is the most important, because tomorrow there will be other lessons. Giving them to students is my first pedagogical happiness. The main person for me is my student. It is important to find for everyone exactly the word that they need now. This is my second happiness as a teacher. Right now I can turn on the light in their hearts, call them to goodness, set the goal of seeing meaning in any matter. Here is my third happiness...
"Every person has the sun,
Just let it shine"
Socrates
The wise words of Socrates make us think about how every person needs a teacher who would competently help and guide the process of personal development!
I'm lucky! My point of support in primary school was my first teacher, Vatslo Galina Iosifovna. The foothold that this wise teacher gave me still allows me to stand firmly on my feet and realize myself in life as a teacher. Her wise life lessons, like full-fledged seeds, have given and are still giving their positive shoots. As I grew older, I realized that the fulcrum of a person is, first of all, the acquisition of dignity, a high idea of a person and his purpose on earth, this is the affirmation of a worthy way of life, the basis of which is: honor, conscience and love of truth. A wise pedagogical philosophy does not arise out of nowhere and in one moment, but is cultivated gradually, through trial and error, in the everyday cooperation of teacher and students. So I didn’t immediately become a teacher.
I moved towards my cherished dream for a long time, but purposefully. Years passed, I received a pedagogical education and the doors of my native school No. 10 opened before me again, as in childhood. What's behind them? How will my teaching career develop? It's kind of scary. But behind my back there is an invaluable pedagogical knowledge base! I really, really want to work! As Archimedes said: “Give me a fulcrum, and I will turn the globe over!” I am not Archimedes, but I already have a strong, reliable point of support, laid down in childhood, which means I will succeed!
25 years have passed. Happy 25 years! Anyone who has worked in a school for decades asks himself the question: what is the philosophy of the teacher? I will answer it this way: it is an incomparable joy to see the happy eyes of a child whom you have taught something; this is an opportunity to see the invisible, the process of formation of a person’s personality, where I, the teacher, am not just involved in this process, but the direction, speed, and the very nature of this complex, responsible process depends on me.
Is it easy to be a teacher? Of course not. My profession, like life, is black and white. I'm happy when there are more white stripes. I’m upset if the black streak is prolonged. “Is it not my fault? What?” - I am tormented, sometimes by difficult questions. But I tell myself: “Stop! You have no right to be weak! Dozens of children’s eyes look at you and they notice everything, just like you yourself once did.” “Be demanding of yourself, first of all!” - this is my motto!
The profession of a teacher is interesting and multifaceted. Every day, when you go to work, you think about how to structure your pedagogical process so that children grow up to be morally pure people. After all, there is so much evil and violence in our world... Sometimes it can be scary to think that our kids will have to live in it. Where do violence, evil, injustice, mutual misunderstanding and, as a consequence of this, conflicts of varying sizes come from? Do they have their roots in our childhood?
By asking myself questions like this, I came to the idea that when raising children at school, it is necessary to instill in their fragile moral consciousness not just a craving for goodness and justice, but also an attitude towards themselves and others. Whatever they may be: their skin color, their views, their habits, whatever nationality or culture they belong to, in a word, they would be tolerant people.
In the process of my work, I identified the following pedagogical tasks for myself, which I try to solve every day:
- health-preserving environment for the child;
- develop the ability to determine the boundaries of tolerance;
- it is necessary to encourage students to be themselves as much as possible, to encourage everyone to be proud of their achievements;
- to form an interest in self-organization as a condition and means for the comprehensive development of a child’s personality;
- create conditions for the development of each student in accordance with his individual capabilities;
- enrich the emotional world of children.
To solve these problems, in my work I use interactive forms of organizing the educational process as a means of developing the tolerant personality of students. Each form of work requires a certain approach to its implementation, and here it is no longer possible to do without modern requirements of the time.
I am grateful to the children for their understanding and trust. Each of their questions, to which I sometimes have to look for an answer, pushes me to the idea that life does not stand still. And it turns out that I teach children, and children teach me. I love my profession, I love my family, I love children! I have a lot of them. Fate generously rewarded me!
The school year is ending, but I have no less interesting work ahead - the Chaika country health camp. I have been working here for many years and interacting with children of all ages. Summer is a time of rest, but it’s a shame to see and realize that the younger generation knows little about the history of the country, their hometown, and their heroes. Few people read necessary, useful literature. And again I want to give, say, and put as much as possible into these still understanding heads. When you see that the light of knowledge is burning in the eyes of children, it means it is not too late, there is still a lot to be done and done. It’s not for nothing that I called my educational program “Ogonyok”. It is necessary to have time to light the flame of knowledge in the heart of every child, so that their life would pass under the motto: “Always burn, burn everywhere, leave your mark on Earth!”
Plans, notes, developments, reports. The work of a teacher includes a lot, a lot. And therefore, not everyone can work at school, but those who stayed and work - these people, I believe, work according to their calling and with complete dedication, and it should not be otherwise!
Leafing through the pages of life, my memory again stopped at my first teacher - Vatslo Galina Iosifovna. This teacher played a major role in choosing my profession. The first teacher turned out to be my fulcrum in that distant childhood life, which is not forgotten and remains with me forever.
“The lesson is over,” I tell the guys, but every time I know that my lesson will continue. And life itself will continue it. When I graduate the kids, I always think about whether my lesson became a preaching of Goodness, Honor and Truthfulness for them.
And now my graduates, adults, come to school and talk about their achievements. Some of them continue my work: personal development. There are teachers in each of my school graduations. This means the fulcrum is working!
And this means the lesson continues...
MBDOU "Kindergarten "Romashka"
Educator - Yulia Gennadievna Nikitina
Essay "My educational philosophy"
“A teacher is a magician who opens the door to the world of adults for children. And what and how he teaches his pupils depends on what the teacher knows and can do.”
K. Helvetius
Raising children is a great and wonderful thing.
… Every person at least once in his life asks himself the question: “Did I choose the right profession for myself? Do I regret my choice?” And, of course, the answer will be different for each person.Why did I choose the profession of “educator”? I'll try to answer this question. After finishing school, I entered the Balashov State Pedagogical Institute. I dreamed of becoming a teacher, but there was no place at the Samoilovka school, and I decided to temporarily go work in a kindergarten. And this “temporarily” lasted for 30 years.
Once I got to kindergarten, I realized that I had never received such pleasure from work before. This is the most amazing country, where every day is different from the previous one, where every moment is a search for something new, interesting, where there is no time to be bored, quarrel and waste time, where every child is a builder of the future.
Kindergarten is a special world where you need to be interesting to the people around you, give children your energy, knowledge, and ability to learn new things. Therefore, only the most persistent, patient, courageous, sincere, responsible, kind, amazing people live in this country.
Not everything worked out right away; there was not enough experience. But time passed, and I learned difficult skills from experienced teachers. I learned to lead a children's group, studied methodological literature, adopted experience from mentors, improved my qualifications, and engaged in self-education. I was faced with a difficult task - to teach a child to perceive and understand everything beautiful in the world: nature, music, poetry. The teacher must be able to: sew, craft, play and sing with children. A teacher should always be interesting for his children. Could I have imagined that I could learn to draw, engage in gardening, floriculture, master acting, sing, dance, perform in front of my parents, and have artistic taste. And now, I know for sure - the more a teacher knows and can do, the easier and more interesting it is for him to work with children.
Talent for education, broad knowledge of life - these qualities should be inherent in every teacher. Love for children, a kind attitude towards each child, the ability to ignite a spark of goodness, joy in a small heart, the ability to constantly improve one’s professional competence, and conscientious performance of one’s duties allow one to gain authority and respect among children, parents and colleagues. Nature gave me
good intuition when it comes to psychology: the ability to put yourself in the place of another and feel what he feels. This played a big role in building relationships with children, parents, and colleagues. Every thinking, creative teacher is obliged to evaluate every day he lives and be able to recognize his mistakes.
“Explore everything, give reason first place.” Pythagoras.
I believe that a teacher combines these three professions.
Good teacher
is a doctor for whom the main law is: “Do no harm!” Without devices and instruments, we monitor the mental and moral health of our children. Without potions or injections, we treat with words, advice, smiles, and attention. A good teacher must remember the words of Rousseau: “Let my pupil be destined to carry a saber, serve the church, be a lawyer, it doesn’t matter to me... Living is the craft that I want to teach him. Coming out of my hands... he will be, first of all, a man.”
Good teacher
- this is a wise judge who unwittingly finds himself in the center of the eternal conflict between fathers and children. He does not divide in order to rule, but, like a true peacemaker, he smooths out contradictions in order to come to harmony. The teacher, like Themis, on the scales of justice, weighs good and evil, deeds and actions, but does not punish, but tries to warn.
Good teacher
- is an actor, screenwriter, artist. He has the power to turn any activity into pleasure. “Creativity is the best teacher!” To raise a person in the full sense of the word means to perform a miracle, and such miracles are performed daily, hourly, every minute by ordinary people - kindergarten teachers.
Modern educator
is a competent specialist who understands the variety of programs and methodological developments; he is a sensitive colleague, always ready for cooperation and mutual assistance, who knows how to work in a team of like-minded people.
Having worked in a kindergarten for 30 years, I have never doubted my choice of profession. Over all these years, fate brought me together with wonderful people who were excellent teachers.
For me, my profession is an opportunity to constantly be in the world of childhood, in the world of fairy tales and fantasy. Working with preschoolers, I never cease to be amazed at how different, unpredictable, interesting, funny, amazingly smart they are, able to set a task for me or any adult with their reasoning, conclusions, and actions. Every child is unique. It is home to a talented artist, an inquisitive observer, and a tireless experimenter. He is open to beauty and goodness, sensitive to lies and injustice.
“Childhood is a blooming ray bathed in sunshine,
Along which you run without looking back towards the distant horizon.
And how important it is to have someone next to you
A loving and experienced guide" A.I. Barkin
For 30 years, I have been giving the light of my spiritual warmth to those who do not know how to dissemble and pretend, whose thoughts are pure and unpretentious, to them, my students.. In my professional experience there were many different situations, emotions, feelings: joy, a sense of pride for the achievements of my students, and pain, a feeling of inadequacy as a result of some failures, but I have never experienced a feeling of boredom and emptiness.Life runs like a fast-moving river - everything flows, everything changes. The education system also does not stand aside. How do we see the new school and kindergartens?
What kind of teacher do children and their parents want to see next to them? Or maybe the best is already among us?
Educator...Who is he now... This is a friend to children, their assistant and ally, who combines love for the work and for the pupils, knows how not only to teach children, but is also able to learn from his pupils.
What role has my favorite profession played in my life?
I learned to look at the world through the enthusiastic eyes of children and wake up every day expecting a miracle. Living through childhood multiple times allows you to maintain an optimistic outlook on life and live like children, in the present time.
Who am I today?
I am a spring that flows from underground and quenches the thirst of those who turn to me. I want to give water to everyone, shimmer under the rays of the spring sun, be bright and needed by people, giving those around me a good mood.
My pedagogical credo lies in the tireless work of the soul, in the creation of personality. After all, the ancients said: sow grain - this will last for years, grow a forest - this will last for decades, engage in education - this will last for centuries.
For many years I taught mathematics to non-mathematical students at a university. He also actively worked as a tutor with students and schoolchildren who had problems understanding and mastering mathematics. My many years of experience in this type of work shows that teaching mathematics should be based on a certain systematic approach and should be subject to some ideas of a higher order than just the methodology and content of educational material. This article presents the results of reflection and verification by many years of practice of my experience in teaching mathematics at a university and individually as a tutor, which found expression in my pedagogical philosophy.
Since the term “pedagogical philosophy” itself is far from generally accepted in pedagogical science today and has not been established in classical works, it seems appropriate to pay special attention to the question of what is meant in this work by the term “pedagogical philosophy.”
In the traditional sense philosophy(from Greek philosophy, phileō- I love, sophia– wisdom) is the science of the most general laws of development of nature, society and thinking. The main question of philosophy is the question of the relationship of thinking to being.
At the same time, there is another, more specialized understanding of the term “philosophy”, namely this a system of methodological principles underlying any science or sphere of human activity.
It is in this aspect that the term “philosophy” should be understood in the issues discussed in this work related to pedagogical activity in all its manifestations.
So, my pedagogical philosophy- this is an interconnected system of general provisions, guidelines and methodological principles that underlie pedagogical activities in the process of teaching disciplines to students at the university, as well as to schoolchildren and students privately as a tutor, aimed at the most complete and effective achievement of pedagogical, educational and educational goals both in various particular aspects (individual students, study groups, courses; individual classes, topics, sections of the curriculum in the discipline, etc.), and in the aspect of the educational process of the university as a whole.
In modern conditions, working with students has become, on the one hand, easier, because they are often more motivated, learn faster and understand better what they are taught, and on the other hand, it has become much more difficult, because the range of their thinking has become much wider, their requests more multifaceted and much more individually oriented.
Since the main discipline taught by the author is mathematics, the main attention in this work is paid to the issues of pedagogical philosophy of teaching mathematics to students and schoolchildren.
In our time, during the period of rapid development of electronic computing technology and computer technology, the sometimes encountered point of view “not everyone will be a mathematician” (in the sense that not everyone will need mathematics) is hopelessly outdated. Today, and even more so in the very near future, mathematics, to one degree or another, will act as a necessary tool for a huge number of specialists in various professions, including economists, lawyers, psychologists, and not only for professional mathematicians.
Mathematics can and should play a special role in the humanization of education, that is, in its orientation towards the education and development of the individual. Knowledge, including in the field of mathematics, is needed not for the sake of knowledge itself, but as an important component of the personality, including mental, moral, emotional (aesthetic) and physical education and development.
In this regard, the study of mathematics as an academic discipline plays a key role for students of all specialties without exception.
The special role of teaching mathematics is in mental education, in the development of intelligence. This is explained by the fact that the results of learning mathematics are not only knowledge, but also a certain style of thinking. All branches of mathematics, without exception, contain enormous opportunities for developing students’ thinking in the process of their learning at any stage.
It is necessary to take into account that the formation and development of logical structures of thinking of students and schoolchildren is extremely important for the study of all disciplines of the professional cycle without exception.
At the same time, the formation and development of logical structures of thinking of students and schoolchildren should be carried out consistently and in a timely manner. Omissions in this area are difficult to fill and have an extremely negative impact on the study of disciplines of the professional cycle, especially those that, to one degree or another, use the apparatus of mathematics or are associated with the implementation of analysis in one form or another.
The formation and development of the basic structures of strict and logical thinking of students and schoolchildren can be facilitated by an adequate formulation of educational issues, including both content and teaching methods, that is, the correct definition of what and how to teach. These issues in terms of specific forms and methods of their implementation are considered in more detail in the pedagogical concept.
Let us now turn to the general patterns and trends of the modern educational process in a higher educational institution.
The intensive nature of the socio-economic development of society has a direct impact on the content and main trends in the development of education. As many leading experts in the field of higher education note, the upcoming development of higher education will be associated with the wider use of active forms and methods of learning, in other words, new educational technologies. Higher education should develop in students the ability to reflect on their own knowledge, values, and moral choices. This thesis has recently been increasingly confirmed by practice.
It seems that the listed circumstances and trends should have a decisive influence in the formation pedagogical philosophy teacher of a modern higher educational institution, as well as a private teacher-tutor.
It should be noted that traditional teaching technologies have always implied a passive position of the student, were reduced to explanatory and illustrated teaching, and armed students with the results of scientific knowledge. The organization of explanatory and illustrated teaching is based on the principle of the teacher conveying ready-made conclusions of science: the teacher reports facts, analyzes them, explains the essence of new concepts, formulates theorems, laws, etc. Elements of students’ search activities are not excluded here, but the transfer of ready-made conclusions of science dominates.
However, this approach to the educational process does not withstand the requirements imposed by modern conditions of society. The existing traditional education system is no longer able to fulfill the tasks assigned to it in the new conditions. Moreover, it largely acts as a restraining factor in the socio-economic development of a society with a market economy, the dynamic development of its new forces and needs.
Thus, according to the Ministry of Education and Science of the Russian Federation, currently, of the entire mass of higher educational institutions in the Russian Federation, less than 25% of their activities meet the requirements of state educational standards and other regulatory documents in the field of higher education. The rest (more than 75%) of domestic universities do not provide the required level of quality in training specialists, that is, simply put, they “drive away defects.”
It is no coincidence that problems related to the quality of education have recently been seriously discussed among higher education specialists, as a result of which the problem of developing and implementing quality management systems is becoming increasingly urgent for domestic universities.
It should also be recognized that the noted problems in the field of quality of higher education are caused not only by the shortcomings of traditional teaching methods, but are largely due to the current situation and trends in recent years in the field of school education, which are characterized by a lack of qualified teaching staff, systemic problems, loss of teaching skills with on the part of teaching staff, lack of attention and proper support from the state to existing problems, which ultimately leads to a lack of stable learning skills and strong systematic knowledge among a very significant proportion of graduates of modern secondary schools.
When forming pedagogical philosophy The teacher should clearly understand that modern technology for teaching students and schoolchildren should be activity-based in content and as close as possible to the students. The main task here is not so much to equip students with the results of scientific knowledge, but also to lead them along the path of the process of obtaining these results, to form cognitive independence and develop the experience of their creative activity. With this approach, the principle of exploratory educational and research activity of students is implemented, that is, the principle of independent “discovery” of scientific findings, methods of action, “invention” of new ways of applying knowledge to practice. Here, teachers’ explanations and students’ performance of tasks requiring reproductive activity are not excluded, but the principle of exploratory educational and research activity prevails.
Taking into account the above circumstances, it becomes obvious the need to bring the quality criterion of the educational process to the fore and develop, in accordance with this, an intra-university system for ensuring the quality of education, which should be reflected in the formation pedagogical philosophy teacher.
Without going into detail here about the characteristics of the quality of the educational process of a university, we note that almost all existing approaches to quality management systems in various fields, including in the field of education, are, to one degree or another, based on the principles of modern TQM quality philosophy- Total Quality Management - total quality management based on a process approach.
It appears that teacher's pedagogical philosophy in modern conditions, it should largely take into account the conceptual provisions of the approach based on the principles of the TQM quality philosophy, the main of which, in relation to the educational process of a university, are as follows:
– external control of the quality of the educational process is far from the most important factor in ensuring this quality;
– special attention in modern quality management should be paid to the management of human resources, on which the quality of products or services largely depends;
– the implementation of this thesis in practice requires constant training of workers, the cultivation of a conscious attitude towards the work performed, analysis of performance results, constant self-control at each stage of work, constant self-training, and in general - improving quality at each cycle of activity.
The main structural element of a university’s activities from the point of view of the quality management system is the process. A process can be considered any activity or set of activities that uses resources to transform inputs into outputs.
With this approach, all activities of the university are presented as a system of interconnected, coordinately functioning processes with the goal of transforming the main input of the entire system - applicants - into the main output of the system - graduates.
By understanding and applying the basic principles of modern TQM quality philosophy it is necessary to take into account the main feature of the human resources of a university: the activities of a higher educational institution consist in the mutual productive interaction of teachers and students - teachers and students - during which the educational process of a higher educational institution is implemented. That is why, in our opinion, the human resource of a higher educational institution should be divided into two components that are fundamentally different from each other in terms of goals, objectives and functions in the educational process - university staff, the main part of which is the teaching staff, and students, then there are students. It is these two components of the university’s human resource that interact with each other through the university’s system of processes during the implementation of the educational process (Fig. 1).
Students, as part of the university’s human resource, are transformed from a passive mass of students into an active component, which has a significant impact on the quality of the activities of the higher education institution as a whole.
Let us turn to the pedagogical aspects with the help of which the basic principles can be implemented TQM quality philosophy in the activities of a teacher in modern conditions.
The practice of pedagogical activity in higher education shows that deviations in the work of a student (student and schoolchild) from the normal course of the educational process tend to accumulate; small deviations, in the absence of corrective action, develop into large ones and in some cases may even become irreparable (effect "snowball") Intermediate monitoring of students' knowledge during test and examination sessions makes it possible to identify such deviations, however, as a rule, these deviations are already advanced in nature and it becomes almost impossible to correct the situation without negative residual consequences.
It should be noted that problems of this kind have become very common in recent years in the practice of teaching mathematics in higher educational institutions, especially in relation to first-year students. As already noted, this is largely due to the fact that, on the one hand, the modern school education system, as noted by many experts in the field of education at all levels, does not provide solutions to the problems facing it and does not develop sustainable skills and abilities in schoolchildren , does not develop students’ learning skills and systematic independent educational work. On the other hand, this is reflected in the fact that in the junior years, students, having parted with the school system of education with its rather careful control over the educational activities of students, in a large proportion of cases are not able to independently and immediately adapt to the system of education in higher education, in which students are provided with quite significant freedom of action during the implementation of the educational process. Not being yet fully formed as individuals (which is quite natural for first-year students), many students understand this freedom completely incorrectly, and instead of using the given freedom to choose the most appropriate methods and means of teaching for them, they begin to skip classroom lessons and have a passive attitude towards independent study work, violate academic discipline, or even stop studying altogether.
It seems that the noted range of problems of the modern educational process can be largely effectively solved through mutual integration and interaction of the teaching and educational pedagogical activities of the teacher during the implementation of the educational process. The practice of the educational process shows that when implementing constant individualized current control over the activities of students, timely corrective pedagogical or educational influence, when deviations from the normal course of the educational process have just begun or have not gone too far, allows you to return the student to the normal course of the educational process and overcome the emerging ones. negative trends in his individual educational trajectory (Fig. 2).
It should be noted that control over the progress of the educational process of an individual subject of educational activity (student, small group, academic group, course) is understood here not as an exclusively observational and possibly punitive function, but, first of all, as an active interaction between the teacher and students during educational process, aimed at maintaining, activating and updating students’ interest in the academic discipline, independent scientific research activities of students and, as a result, at their acquisition of solid and modern knowledge, skills and abilities in a particular subject area, at developing the ability to creatively apply acquired knowledge, skills and abilities in the course of further educational activities and in practice.
This should be achieved through the creative and methodologically correct application by the teacher of adequate methods and forms of pedagogical activity. At the same time, taking into account the modern realities of the educational process and the needs of society, the teacher should functionally apply such active and innovative forms and methods of conducting training sessions as problematic lecture, round table, role-playing game, training, brainstorm, discussion, as well as other forms of enhancing creative work and independent scientific research activities of students ( conferences, Olympics, etc..). These issues in relation to the author’s pedagogical activities are covered in more detail in.
Thus, the goal-setting basis for the formation pedagogical philosophy The fundamental principles of a modern university teacher and a private teacher-tutor should be TQM quality philosophy. As for the forms and methods of pedagogical activity, modern pedagogical and psychological science provides a huge selection of them. The main thing is that this choice makes it possible to realize the key task of educational activity at the present stage: ensuring high quality of education, both in terms of the totality of knowledge, skills and abilities acquired by students and schoolchildren in a particular field of professional activity, and, most importantly, in aspect of the formation of a highly moral, harmoniously developed, morally stable personality.
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