Keyword: «class teacher»

One of the urgent problems in the field of education is the preparation of class teachers to resolve educational situations. The relevance of this problem is explained by the changes taking place in the education system, such as the introduction of a cycle of extracurricular activities "Talking about important things"; the return of socially useful work in schools; the creation of the all-Russian social state movement of children and youth "Movement of the First", etc. The introduction of these transformations contributes to the emergence of new educational situations for teachers. The issue of determining the list of educational situations relevant to the class teacher requires special attention. The purpose of the study is to form a bank of educational situations relevant to the class teacher which require training to resolve them. The process of forming a bank of educational situations includes solving the following tasks: 1. To specify the role of the educational situation in ensuring the effectiveness of educational work in a general education organization. 2. To develop a tool that makes it possible in a dialogue with educational organizations to identify a bank of educational situations relevant to the class teacher. 3. To create a bank of educational situations relevant to the class teacher and analyze it. The article presents empirical data from a survey of teachers in order to determine the educational situations relevant to them. The presented analysis of the results of ranking the proposed educational situations made it possible to identify the most problematic situations that require special attention and additional training of class teachers. The theoretical significance of the article lies in the substantiation of the possibility of applying the method of group expert assessments to develop a tool that allows forming a bank of educational situations relevant to the class teacher; in the revealed distribution of educational situations by groups, within a group, by respondents living in settlements of various sizes. The practical significance of the research results lies in the possibility of applying the research results in the design and analysis of work programs for general education organizations, to improve the skills of class teachers. The article will be useful for teachers and specialists dealing with issues of educational work, for the preparation of class teachers and student teachers for educational work.

The changes taking place in the education system lead to the emergence of new educative situations for classroom teachers associated with the introduction of a cycle of extracurricular activities "Conversations about important things"; the creation of the all-Russian social state movement of children and youth "Movement of the First"; the return of socially useful work in schools, etc. Due to the innovations, special training of classroom teachers is required to resolve educative situations. As an analysis of the programs presented on the Federal Portal of the Digital Environment of Continuing Professional Education has shown, programs dedicated to preparation for educative work make up no more than 9%. At the same time, the number of hours dedicated to preparing classroom teachers to resolve educative situations is less than 1%. Therefore, it seems necessary to develop and implement a program aimed at preparing classroom teachers to resolve educative situations. The aim of the study is to substantiate the structure and content of an additional professional program that allows the classroom teacher to be ready to resolve educative situations. The study was conducted on the basis of qualimetric, system activity-oriented, and competence-based approaches. Tasks: 1. To substantiate the structure of the additional professional program. 2. To specify the content of the components of the program structure. 3. To describe, using the example of a specific educative situation, the process of preparing classroom teachers to resolve educative situations. The article presents the structure of the program aimed at preparing classroom teachers to resolve educative situations. The theoretical significance of the article lies in the substantiation of the procedural components and content of the program for preparing classroom teachers to resolve educative situations. The practical significance of the research results lies in the possibility of applying the research results as part of the professional development of classroom teachers. The article will be useful for teachers and specialists dealing with issues of educative work, the preparation of classroom teachers, preservice teachers for educativework.

The article discusses the current problem of forming and strengthening family values among adolescents in the context of modern social challenges. It substantiates the key role of the class teacher as an intermediary, mentor, and organizer of educational work aimed at correcting the perception of the family institution among adolescents. Based on the analysis of scientific literature and sociological research data, the article identifies contradictions between the declared importance of the family for adolescents and their subjective assessment of the family. As a practical solution, the article presents the methodological development and testing of a set of extracurricular activities called «Family is Always with You!». The article presents positive results of a pedagogical experiment that demonstrate a statistically significant increase in awareness of the importance of family. The article concludes that the purposeful activities of a class teacher using interactive and personality-oriented forms of work are effective.

The article examines conflict prevention in the student collective as one of the important areas of the class teacher’s educational work. It is shown that the timely identification and prevention of conflict situations contribute to the formation of a positive psychological climate in the classroom and the development of communication culture and constructive interaction skills among students. The article analyzes the main causes of conflicts among schoolchildren and describes the methods and forms of work used by class teachers to prevent and resolve them. Particular attention is paid to educational activities, discussions, and training sessions aimed at developing tolerance, mutual respect, and the ability to reach compromises. The paper also presents an analysis of practical approaches to organizing work with the student group in order to prevent conflicts. In conclusion, practical recommendations are formulated for class teachers on creating an atmosphere of cooperation and mutual understanding in the classroom.

The paper examines the role of the class teacher in designing and implementing the educational environment of the classroom, which is essential for the personal development of students. It reveals the content of this concept, its structural components, and their impact on the formation of students' value orientations and social qualities. The paper analyzes the activities of the class teacher, the forms and methods of educational work, interaction with families, and the mechanisms of forming a student community. It emphasizes the systemic nature of the class teacher's activities and the integration of pedagogical influences to ensure the coherence of school and family influences. The paper also substantiates the need for a personally oriented and value-based approach to students' self-realization. The educational environment is presented as a dynamic system, where the class teacher is the organizer of the educational process, ensuring the harmonious development and socialization of the individual.