Updating the educational function of the teacher.

Restructuring schools requires new approaches to educational work. First of all, it is necessary to help the teacher.

We know that our school is characterized by unilateralism. It dominates the learning process and disproportionately little time is spent on other activities. Ingrained idea about the lesson as the main form of educational work has narrowed the boundaries of the educational activities of teachers. Deliberately or not extra-curricular educational activities recognized in the formation of a secondary student's personality. Is not this the reason that for many years we have been unable to form a stable corps of educators, pioneering senior leaders, non-school employees?

In the education of teachers in recent years increasingly focused on the pedagogy prohibitive. Ignoring the real interests and needs of students, guided by paragraphs orders and instructions, we ourselves become carriers of the formalism at work.

At school there was not a normal situation, when teachers were not only heralds of truth, but the judges of last resort. They disposed of the fate of individual children, and even pioneer and Komsomol groups.

Updating the educational function of the teacher - an objective necessity. This requires the democratization of its operations and changes based on this view of its role in solving educational problems, as well as replacement of managerial self-regulation of the creative work of teachers.

Decentralization of management, we understand how to transfer most of the rights in the organization of educational work from the heads of school teachers and students. So we have to abandon the stereotypical view of the educational process as a set of approved plans and related activities. Otherwise, the organization can not be an effective educational work.

We need a new look at the teacher as the organizer of the educational process. To achieve this, we must admit a mistake consumerist attitude toward work as a teacher means to achieve the strategic educational objectives. And fans of commanding teachers to treat their wasteful of time it will cause change of the Governing habits, only then it will be possible to overcome the existing degarmonizatsiyu mental and physical exercise teachers.

To enhance the spiritual, social and physical health of educators will complete implementation of Lenin's thesis about the teacher in a socialist society.

Updating the educational function should be directed to the humanization of the educational process. After all, teaching has become more and more red tape forced out of our minds the need to respect the dignity of the teacher and student. No one was surprised, for example, divide students into good and bad, both active and passive, developed and hopelessly behind. Not in the best position turned out to be the teacher. Imperceptibly, but thoroughly entered into the professional usage such definitions as "white teacher", "weak class teacher," "a mediocre teacher," etc. There were also define the antipodes, - "teacher-innovator," "creative teacher , "" exemplary teacher "," Master Teacher of labor. "

The core upgrade educational function, we believe democratization and glasnost.

Democratization - this is not the distribution of each earring for my sister, not a statement of egalitarianism, and a resolute rejection of it. But one can not assert the principle of social, justice, humiliating the dignity of teachers, and without regard for the interests and needs of students.

The essence of the updates are not in opposition to the "gray" master innovator, a weak learner strong, all-powerful teacher's marginalized student, and approval of the Leninist style of thinking and acting, the translation of educational relations in the direction of practical actions to restructure the educational process.

Need to more deeply understand the issues such as the transition from the centralized management of educational activities in cooperation with the teacher and pupil, the introduction of the principle: "What is not prohibited by the Charter School may not be limited to the actions of teachers or school administrators", and stop using the educational process in all that does not correspond to the realities of life, is not confirmed by the student environmental reality.

These and many other problems emerged in a period of stagnation. However, the creators of stagnation in the educational work was not only educational bureaucrats, but also ourselves. Placing students in a position of passive executors will of others, tolerating lack of initiative and struggling with the slightest signs of dissent, we are approaching a crisis of educational work.

To get out of this situation, you need to professionally and psychologically liberate the teacher to give him the opportunity to act independently and creatively. First of all, we must reject the regulation of the educational activities of teachers, to ensure maximum transparency of the educational process, to allow freedom of choice and do teachers give each student the opportunity to express their opinion on the full range of school problems. At school, in classrooms should not be a zone closed to discussion.

Free exchange of views and ideas will contribute to the creation of a system of collective support for teachers of creative searches. The elements of such a system can be a support group of promising ideas, school teacher development centers of creativity, community councils facilitate the search for teachers and others

In the years of stagnation, teachers were awarded for special merits of independence, and sometimes for services rendered by the administration. Today it is the privilege of every member of the teaching staff. This is one of the stages of updating the educational function. Teachers will have to resolve a contradiction between the need to act independently and the inability to implement this right is a collective of creative activity.

To understand this contradiction, it is necessary to clarify two points. First, under what conditions can be provided by independent teachers? Second, that serves as the integrative-exponential factor, combining self-reliance and collective action in the whole system?

Answering the first question, we have identified as most important the following conditions: awareness of every teacher need for a radical restructuring of the educational process on the principles of democracy, transparency and innovation, the possibility of approval of their own principles of organization of educational process, access to an organization of a teacher, when fully implemented the principles of social justice, and human factors samoaktivnosti when ability and desire to work in a new school administration supported, public institutions, all teaching staff.

Regarding the second question, we note that for many years the foundation has been organizing collective action, and remained until the administrative system of intra controls. Based on the strict regulation and centralization of ideas, collective work of teachers is increasingly losing its prestige and appeal. It is in these circumstances, many collective undertakings are not brought to the end, they lost interest in teachers.

The main mistake was that unduly regulated by collective action, and that teachers are often deprived of independence and initiative. If in addition we consider that the independence - is the highest form of creativity, it becomes clear why the reduced effectiveness of the educational work of many teachers.

It is easy to conclude that the most updated educational function can only be strengthening the collective work , which should become the core of the creative personality of the teacher. It would not require capital investment, or any structural changes. You just need to protect teachers from many orders, instructions and orders to take care of stimulating ideas on education. It is important to encourage teachers of creative solutions across the spectrum of educational issues. This will be facilitated and the rejection of the application of administrative measures in identifying weaknesses in the teacher's work. Search for the guilty should be replaced by the identification of the causes of errors committed and the development of measures exclude-emitting their recurrence. It is equally important to broaden the moral and psychological, theoretical and methodological commitment of each teacher to self-selection of the best ways and means of restructuring of educational work.

Orienting the teaching staff on the independence and creativity, it is necessary to predict the variability in the organization of educational process. In this regard, some managers may be tempted to cram so-called educational framework of the usual chaos in school planning. Style stereotypical thinking, burdened by faith in the omnipotence of the plan may adversely affect the process of updating the educational function of the teacher.

Life demands to give up 100% coverage of each and every student's educational impact from morning till night, in educational and Sundays. Even the most comprehensive plans are not able to provide a variety of educational goals activities. It makes no sense to argue that updating the educational function of the teacher is not compatible with preservation of the existing planning system.

This does not mean that we should abandon the plan altogether. But the planning system should not have anything to do with the regulation of educational activities. This is the decentralization of decisions throughout the school hierarchy - from the CEO to the student. Other way, which would open the way for independence, initiative and creativity, yet. To become firmly on this path, you must replace the power head of the school teacher and a student teacher on the right common to all self-development and adoption of alternative solutions. Therefore, to change the organization and the nature of the educational process. Interaction exists a type of "leader - singer," a new quality, based on which will be based on partnership and mutual interest in the implementation are not strangers, but their own decisions.

The only way to free the educational activity of uniformity, only to lose the meaning of the existence of the command of pedagogy and there will be no need for mandatory measures to which we are literally driving students. We'll have to give up custody, global control over what, where and when does a student. The traditional focus on the principle of "In another way, there can be no" must give way to the motto "Controversy! Prove to! Break! ".

You can not ignore the social effect of the transfer of students to the right of decision. After all, it improves their social activity, creates a creative atmosphere in the team, stimulate interest in various aspects of school life.

Of course, not all of them will turn out, not every solution of the guys will realize that something will be rejected due to low efficiency. Therefore, we must take into account when updating the educational function and a negative result. After all, learn from mistakes! The main thing is not to return to the position of reinsurance, when an unfortunate decision could be interpreted as evidence of the inability of students to self-movement and independence.

The teacher should help students to participate in the restructuring, to help each of them 8 defining personal goals, teach them how to combine personal goals with the main objectives of the collective creativity.

A lot can change in our schools, enhancing teacher's authority and dignity of the student, preserving their right to choose their own ways of restructuring the educational process.

Yu Tabakov, Head. I'm chair of the theory of educational methods of the Odessa Pedagogical Institute. KD Ushiiskogo. PhD

http://shkolniks.ru/uchitel-vospitatel.html