The number of students in the lesson on extracurricular activities. Implementation of extracurricular activities in primary school in accordance with the requirements of the Federal State Educational Standard

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Extracurricular activities in questions and answers Author: Lecturer GBPOU "SSPC" Lebakina N. A. MINISTRY OF EDUCATION AND SCIENCE OF THE SAMARA REGION Samara, 2017

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What is meant by extracurricular activities? Under extracurricular activities in the framework of the implementation of the Federal State Educational Standard, one should understand educational activities carried out in forms other than classroom and aimed at achieving the planned results of mastering the main educational program

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What is the main purpose of extracurricular activities? Extracurricular activities, as well as the activities of students within the framework of the lessons, are aimed at achieving the results of mastering the main educational program. But first of all, it is the achievement of personal and metasubject results. This also determines the specifics of extracurricular activities, during which the student not only and even not so much must learn how to learn how to act, feel, make decisions, etc. If subject results are achieved in the process of mastering school disciplines, then in achieving meta-subject, and especially personal results - values, guidelines, needs, interests of a person, the proportion of extracurricular activities is much higher, since the student chooses it based on his interests, motives.

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What are the main tasks of extracurricular activities? Tasks of extracurricular activities: to ensure a favorable adaptation of the child at school; optimize the teaching load of students; improve the conditions for the development of the child; take into account the age and individual characteristics of the student.

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What regulatory documents regulate the organization of extracurricular activities? Law of the Russian Federation "On Education" (as amended); federal state educational standard primary general education; Federal requirements for educational institutions in terms of the minimum equipment of the educational process and educational equipment; SanPiN 2.4.2. 2821 - 10 "Sanitary and epidemiological requirements for the conditions and organization of education in educational institutions"; Sanitary and epidemiological rules and regulations "Sanitary and epidemiological requirements for institutions of additional education SanPiN 2.4.4.1251-03"

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Federal requirements for educational institutions in terms of protecting the health of students and pupils; The concept of spiritual and moral education of Russian schoolchildren; The program of education and socialization of students (primary general education); Requirements for the conditions for the implementation of the basic educational program of primary general education (hygienic requirements); Methodological materials on the organization of extracurricular activities in educational institutions that implement general educational programs primary general education.

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What local acts of the educational institution ensure the implementation of extracurricular activities within the framework of the Federal State Educational Standard of the IEO? Charter educational institution; Internal regulations of the educational institution; Agreement of an educational institution with the founder; Regulations on the forms of self-government of an educational institution; Agreement on cooperation between a general education institution and institutions of additional education for children; Regulations on the extended day group (“full-day school”);

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Job descriptions of employees of an educational institution Orders on the approval of work programs training courses, disciplines (modules); Regulations on the distribution of the incentive part of the wage fund for employees of an educational institution; Regulations on various infrastructure facilities of the institution, taking into account federal requirements for educational institutions in terms of the minimum equipment of the educational process and the equipment of educational premises.

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How many hours are devoted to organizing extracurricular activities? The number of hours allocated for extracurricular activities is not fixed, which allows you to rationally plan the employment of students during the day. Total number of hours at LEO level Up to 1350 hours Number of hours per year Up to 338 hours Number of hours per week Up to 10 hours

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Are all students required to attend all extracurricular activities? Hours allocated for extracurricular activities are used at the request of students. The number of courses attended on extracurricular activities is chosen by the student himself and his parents (legal representatives).

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What are the basic principles for organizing extracurricular activities? Basic principles of organizing extracurricular activities: taking into account age characteristics; combination of individual and collective forms work; connection of theory with practice; accessibility and visibility; inclusion in an active life position.

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What are the types of extracurricular activities? Based on the basic model, several main types can be proposed organizational models extracurricular activities: a model of additional education (based on the institutional and (or) municipal system of additional education for children); full-time school model; optimization model (based on the optimization of all internal resources of an educational institution); innovative educational model.

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What conditions for organizing extracurricular activities should be taken into account in the OS? scientific and methodological support (Methodological Council, ShMO, PDS, etc.); material and technical support (equipment of classrooms, gym, leisure center, etc.); information support (availability of modern multimedia equipment and access to the Internet); external relations and partnerships (cooperation with preschool educational institutions, cultural and sports institutions, parents).

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What areas of extracurricular activities are enshrined in the GEF IEO? sports and recreation; spiritual and moral; social; general intellectual; general cultural.

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What are the types of extracurricular activities? gaming activity; cognitive activity; problem-value communication; leisure and entertainment activities; artistic creativity; social creativity; labor activity; sports and recreation activities; tourism and local history activities.

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What forms of organization of extracurricular activities exist? Extracurricular activities are organized in such forms as excursions, circles, sections, round tables, conferences, debates, school scientific societies, olympiads, competitions, search and Scientific research, socially useful practices and others. Classroom studies should not be more than 50%

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What are the main results of extracurricular activities? The educational results of extracurricular activities of schoolchildren are distributed over three levels. The first level of results is the acquisition of social knowledge by the student (about social norms, the structure of society, socially approved and disapproved forms of behavior in society, etc.), the primary understanding of social reality and everyday life. The second level of results - the student gaining experience and a positive attitude towards the basic values ​​of society (person, family, Fatherland, nature, peace, knowledge, work, culture), a value attitude to social reality as a whole. The third level of results is the acquisition by the student of the experience of independent social action.

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What are the main methods for diagnosing the effectiveness of extracurricular activities? The purpose of diagnostics is to find out whether and to what extent those types of extracurricular activities that the student is engaged in are educating. Objects of diagnostics: the personality of the pupil himself, the children's team, the professional position of the teacher. Diagnostic methods: observation, questioning, testing.

With the introduction of new standards in Russian schools, the place of extracurricular activities has radically changed, since it has received the status of an almost equal member of the educational process along with the classical curriculum. In addition, it became mandatory, which emphasized its importance in the new educational concept. One of the main tasks that extracurricular work at school was designed to solve was the opportunity to open access to additional forms of education for children. primary school, which with force different reasons could not attend sports, music, art schools. In addition, it is the extracurricular process that makes it possible to implement the notorious individual approach to the child, giving him the right to choose classes in terms of content and form, taking into account his desires and interests.

Organization of extracurricular activities in accordance with the Federal State Educational Standard

A student who learns without desire is a bird without wings.

Saadi

Legal and Regulatory Issues

• The federal state standard of education in paragraph 16 considers extracurricular activities as a full part of the educational process along with the mandatory curriculum.

The introduction of the Federal State Standard of the new generation provides for the widespread use of extracurricular activities

Extracurricular activities - all types of educational work that are not implemented in the form of a lesson.

• The methodological guidance indicating the goals, content and algorithm for organizing and conducting extracurricular activities is the letter of the Ministry of Education and Science of the Russian Federation dated December 14, 2015 No. 09–3564 “On extracurricular activities and the implementation of additional general educational programs”.
• Order of the Ministry of Education and Science of Russia dated October 6, 2009 N 373 "On approval and implementation of the federal state educational standard for primary general education" establishes the total number of hours of extracurricular activities at the level of primary education in the amount of up to 1350 hours.
• Decree of the Chief State Sanitary Doctor of the Russian Federation dated November 24, 2015 No. 81 “On Amendments No. 3 to SanPiN 2.4.2.2821–10 “Sanitary and Epidemiological Requirements for the Conditions and Organization of Training, Maintenance in General Educational Organizations” regulates the maximum allowable weekly load.

The meaning of extracurricular activities is the development of intellectual, creative abilities through the project activities of schoolchildren

Please note that 10 hours is the maximum allowable weekly load, unfortunately, the lower limit is not indicated, therefore, locally, parents may encounter a situation where an educational institution plans extracurricular activities, focusing on the maximum load level, referring to the requirements of the new standard. At the same time, the letter clearly states that the school itself determines and regulates the amount of hours allotted for extracurricular activities in accordance with the features and requirements of the general education program, taking into account the interests of students and the capabilities of the educational organization, as well as the amount of funding, using both educational and vacation time.

For creating optimal conditions harmonious development of pupils, all areas of extracurricular work should be reflected in the basic general education program of the school, while it is important to note that the participants educational activities, which are students, teaching staff, as well as parents as legal representatives of children, the right to choose directions and forms of work remains.

Extracurricular activities are mandatory for an educational organization and are implemented in the interests of the harmonious and comprehensive development of the student's personality.

Fascinating and informative quizzes, olympiads bring the spirit of competition between classes, allow children to experience the feeling of joy of victory

Please note that for some categories of students an exception may be made and they can take advantage of selective or full exemption from compulsory attendance extracurricular activities.

• In accordance with clause 7 of part 1 of Article 34 federal law dated December 29, 2012 N 273-FZ "On Education in the Russian Federation"

• Children attending institutions of additional education, for example, sports, music, art schools, in this case, in these areas, the child may not attend extracurricular activities. The class teacher develops an individual route for the student's extracurricular activities, after which a local act is drawn up or, more simply, an agreement between the parents (legal representatives) of the child and the school administration represented by the director.
• A student's health condition that requires a special diet or control of the general educational load. In such a situation, the release is issued at the request of the parents in the name of the school principal and medical certificates confirming the child's need for a special approach to organizing the educational process.

Sample letter to school principal.

• Director ________ No.
  from

  Statement.

  I, ____________________________________________________________, parent of ______________________________________________, student(s)

  The class, taking into account the opinion of the child, chose the following classes as extracurricular activities for the 2016–2017 academic year:

  ___________________________________________________________________________________________________,

  Also, my child has already made his free choice of the type of extracurricular activities in accordance with the Federal State Educational Standard, and attends

  ___________________________________________________________________________________________________.

• In accordance with Parts 1 and 3 of Article 44 of Federal Law No. 273-FZ, the parents of a minor have the primary right to education and upbringing and are obliged to ensure the intellectual, moral and physical development of the child.

Thus, the student or his parents (legal representatives) retain the right to review the programs offered by the school and choose areas and forms of extracurricular activities based on their requests.

If the school administration ignores the student's legal right to make a choice and insists on the mandatory attendance of all extracurricular activities, i.e. violates the child's legal rights and interests, parents can apply to the executive authorities of the constituent entity of the Russian Federation for clarification.

Directions and forms of extracurricular activities

Extracurricular activities are implemented by an educational organization according to key vectors of student personality development:

• general intellectual;
• general cultural;
• spiritual and moral;
• social;
• sports and recreation.

The tour for junior schoolchildren was organized as part of the "School of Safety" program, which is aimed at developing the skills of correct behavior in everyday life, in dangerous and emergency situations

The forms of extracurricular work should differ from the class-lesson form of organization of the educational process. The most popular forms of extracurricular activities:

• excursions;
• cool watch;
• electives and circle work;
• round tables and scientific sections;
• role-playing and business games;
• olympiads, quizzes and competitions;
• exhibitions and concerts;
• sports competitions and Health Days;
• holidays and theatrical performances;
• visiting the theater and art exhibitions;
• socially useful activity;
• social projects, for example, within the framework of environmental education.

Usually the game consists of 8-12 stages of different form: there are tasks and puzzles for attentiveness, logic, quick wit, physical activity, dexterity, as well as cohesion exercises

According to the scale of the form of extracurricular work, they are divided into:

• Individual - the main goal is for the child to master the skills of self-organization and self-control, this can be the development individual project, preparing a story, report, amateur performances, designing, etc. The possibility of using extracurricular activities for a more detailed consideration and consolidation of individual program moments in the study of general education subjects is noted.
• Kruzhkovaya - visiting circles and sections on interests, disclosure and improvement of the intellectual and creative potential of students.
• Mass traditional school events aimed at the moral and civic-patriotic education of students (Knowledge Day, Teacher's Day, calendar national holidays).

The children put on a Christmas performance. On holidays, young actors were able to present the most valuable gift: they tried hard, put a piece of their soul, which means they shared their love with the audience

Tasks and ways of implementing the extracurricular process in elementary school

The main tasks that are designed to solve extracurricular activities:

• improve the conditions for the development of the child's personality by expanding and enriching the standard range of programs and forms of work;
• effectively distribute the teaching load, taking into account the individual intellectual and creative needs of students;
• contribute to the favorable passage by the child of the stage of adaptation to school life;
• provide assistance to children with learning difficulties.

Ways to implement extracurricular activities:

• a variable part of the basic curriculum (20%) in the format of modules, special courses, classes conducted in extracurricular form;
• the system of extracurricular education of the school, based on additional programs that are developed by school teachers on the basis of author's or exemplary programs recommended by the Ministry of Education and Science of the Russian Federation, and approved by order of the director;
• the work of institutions of additional education, such as sports, music, art schools;
• activity of extended day groups;
• activities of a teacher-organizer, a teacher-psychologist, a social pedagogue;
• class management (socially useful activities, excursions, competitions, projects).

Project activities help to increase motivation for learning, the formation of scientific thinking, skills for independent work and self-education, as well as the ability to present the results of their work.

The extracurricular educational process is subject to a separate work plan approved by the school administration and agreed with the parents (in the form of a survey), according to which a schedule of classes is developed, evenly distributed during the working week or on Saturdays. Classes have a pronounced individual focus, since when choosing the forms of conducting it is recommended to rely on modern innovative technologies, such as project activity students, research, experiment, etc.

An example of the selection of extracurricular activities for grades 1–2.

The program "In a healthy body - a healthy mind" is designed to provide an opportunity to maintain the health of children during the period of schooling, to teach children to be healthy in mind and body

Implementation algorithm individual approach in the choice of priority areas and forms of extracurricular activities of the child.

• Stage 1. Parent meeting, the purpose of which is the presentation of programs in all areas of extracurricular activities.
• Stage 2. The school psychologist diagnoses (tests) the level of intellectual and psychological readiness of students for systematic learning, as well as the individual abilities and inclinations of the child.
• Stage 3. Consultations of parents on the results of a test study, provision of psychologist's recommendations, individual discussion of the optimal program for the development of the child.
• Stage 4. Based on the recommendations of the psychologist and the study of programs, parents make a voluntary conscious choice of the volume and content of extracurricular activities for their child.

To avoid possible overloads, individual plan extracurricular activities is compiled taking into account the sections and circles that the child attends outside the general education school. The teacher has an electronic version of the extracurricular work schedule for each student and can make the necessary adjustments. Parents of students also have their child's individual itinerary, so they own complete information the whereabouts of the child during the day.

An example of an individual route for an elementary school student.

Parents are also given a kind of "homework assignments", i.e. recommendations on family education of a child in different directions, taking into account the individual interests or needs of their son or daughter, for example, visiting art museums, exhibitions, cycling, family reading, viewing children's developing broadcasts, documentaries. Control is carried out with the help of conversations and observation of the child.

At planned parent-teacher meetings, the teacher conducts a survey in order to monitor the level of satisfaction of parents with the quality of teaching and the results of extracurricular work. A similar survey is also carried out among children, the forms and areas of work that arouse the greatest interest among the pupils are clarified. Based on the final conclusions, the teacher makes changes to the planning of extracurricular activities.

Extracurricular activities are recorded in a special journal that contains information about the teacher, the composition of students, time, form and content of classes. If an educational organization cannot implement extracurricular activities due to understaffing, then it is possible to attract the help of parents, use the opportunities of sports, music or art schools. Extracurricular work can also be carried out within the framework of school summer playgrounds or thematic shifts for children during the holidays, as well as combined with the work of an extended day group, but in this case their schedule should not coincide.

V summer period a children's language playground is traditionally organized for elementary school students, which works according to programs developed by school teachers

Supervises extracurricular activities carried out by class teachers and teachers of the school, the head teacher for educational work or the head teacher for additional education, and he, in turn, is accountable to the director of the school.

Report forms:

• A report that includes a teacher's work plan indicating the hours, topics, forms, content and results of the classes or activities; individual route list of extracurricular activities of the child; journal of extracurricular activities.
• Report of the teacher-organizer, teacher-psychologist, social teacher indicating the activities and results of the work carried out.
• Open classes, reporting concerts, exhibitions of works, presentations of all teachers involved in the extracurricular process.

Extracurricular benefits

As part of modern concept education, sets of textbooks and additional manuals for extracurricular activities on developing learning systems were developed by L.V. Zankova, D.B. Elkonina, V.V. Davydov, a set of textbooks "School of the XXI century" edited by Academician N.F. Vinogradova, a set of textbooks "Harmony". The manuals are independent textbooks for optional subjects (“Theater”, “Economy in fairy tales”, etc.), as well as additional materials for extracurricular reading and workbooks for individual work in the disciplines of the basic curriculum (a book for reading on the subject "World around"). A set of benefits is not mandatory, the teacher himself decides on the appropriateness of their use.

The team of authors proceeded from the humanistic conviction that every child can succeed in school if the necessary conditions are created. The main thing is the implementation of an individual approach to the personality of the child based on his life experience. The concept of a child's life experience includes not only the features of developmental psychology, but also the worldview, which is formed under the influence of the natural and social environment. Such an environment can be a modern city with a fast pace of life and a developed information infrastructure, or maybe a village in the outback, respectively, with a calm, often patriarchal way of life in natural areas. natural conditions. As conceived by the authors, each child should feel that the textbook was written personally for him, so that he can find answers to his questions in a language that is understandable to him.

Description of several benefits for extracurricular activities for the 2nd grade (textbooks, workbooks).

Photo gallery of benefits for extracurricular activities for the 2nd grade

Tsirulik N.A., Prosnyakova T.N. Technology Prosnyakova T.N. Magic secrets. Workbook Savenkov A.I. I am a researcher. Workbook of Generalov I.A. Theater Benenson E.P., Volnova E.V. Density and space Benenson E.P., Volnova E.V. The world of lines Polyakova A.M. Transformations of words Smirnova T.V. Amazing adventures of Anya in the land of Oznobysh Smirnova T.V. Belka and company. Economics for children in fairy tales, games Prosnyakova T.N. Butterflies. Encyclopedia of applied art technologies

Determination of the results of extracurricular activities

Evaluation of the results of extracurricular activities is not recorded in the journal, since the result of extracurricular activities is not subject to mandatory and systematic control. The implementation of student development programs is aimed at achieving the three levels that the NOU GEF focuses on.

• The first stage provides for the mastery of children with knowledge of acceptable norms. social behavior, the structure of society, the formation of students' understanding of everyday reality and the surrounding world of social relations between people. Of great importance is the relationship with teachers, who in the eyes of children are an authoritative source of social knowledge, it is important that the personality of the teacher be respected by the pupils. Only under such conditions is it possible for the student to adopt the life experience of the teacher.
• The second stage determines the level of understanding of the significance of basic moral and spiritual values ​​that are the semantic core of the life of society, such as the family, the value of human life, peace and stability, love for the Fatherland, respect for work, respect for nature, etc. To achieve the pupil level of the second stage, it is important to create a friendly social environment built on the principles of solidarity and mutual understanding, the priority of democratic relations, and respect for the interests of the child. It is at school that a child receives the first serious experience of social adaptation, at this age his self-esteem and a picture of the world are formed, therefore it is extremely important that he gain a full experience that allows him to form the qualities of a worthy personality.
• The third step raises to the level of independent and responsible social action. The child goes beyond school life into the big social world, faces new challenges, learns to overcome new problems, solve the problems of self-realization and self-determination, and search for his place in society.

An effective method for evaluating a student's achievements can be the Portfolio technique, which involves creating an individual folder with a description of personal character traits, indicating interests and inclinations, and creative success of each child. Such a portfolio may include sections "My hobbies", "My projects", "Family", "Friends", "What am I", "Travel", "My achievements". A collection of works will be interesting and indicative, which will clearly demonstrate the progress of the child's skills and mastery in one or another form of cognitive or artistic activity, search work and can become a source of pride and a source of inspiration. Note that the student himself takes part in the choice of materials that will make up his report, teachers and parents only help him, thus, the skills of introspection, an objective perception of the results of his efforts and adequate self-esteem, which are so necessary in adult life, are laid down.

Children are invited to fill out their personal folder, which will include a report on successes and creative achievements, as well as a self-analysis page, where the child will write the character traits that he would like to develop in himself.

Diagnostics is carried out at the beginning and end of the academic year in each area and includes the following list of criteria:

• The degree of personal participation and activity in the affairs of the school.
• The general level of behavioral culture, good breeding.
• Assessment of the degree of adequacy of self-assessment.
• The level of openness and sociability.
• Assessment of the level of physical and psychomotor development.
• Development of thinking, skills of mental operations of observation, synthesis and analysis, comparison, the ability to highlight the main thing.
• Development creative imagination, aesthetic perception of the world.

In the process of research, they resort to the help of author's testing methods:

• V.V.'s technique Sinyavsky to identify organizational skills;
• A. Kriulina's test for the formation of interaction skills;
• game methods (game "Leader");
• sociometric methods for assessing the psychological climate of the class.

A favorable atmosphere in the classroom is made up of the relationship of students to each other, which can be assessed using sociometry

Extracurricular activities programs developed in accordance with the requirements of the Federal State Educational Standard

School teachers develop programs for extracurricular activities based on copyright programs or other exemplary programs that meet the requirements of the Federal State Educational Standard, then the programs are approved by order of the school principal.

A set of programs developed by the educational and methodological center "School 2100":

1. “I will be a real reader” (authors E.V. Buneeva, O.V. Chindilova).
2. “I open knowledge” (authors E.L. Melnikova, I.V. Kuznetsova).
3. “I am learning to evaluate myself” (authors D.D. Danilov, I.V. Kuznetsova, E.V. Sizova).
4. “I know everything, I can do everything” (authors A.V. Goryachev, N.I. Iglina).
5. "Theater" (author I.A. Generalova).
6. "Rhetoric" (authors T.A. Ladyzhenskaya, N.V. Ladyzhenskaya and others)

Programs of the educational and methodological complex (curricula, methodological recommendations, textbooks, workbooks for independent and additional work) "Promising primary school":

• "A museum in your class" - a course in museum pedagogy, will prepare the child for the skills of independent perception and analysis of a painting (images in the form of a reproduction).
• Clubs of scientific experimentation "We and the surrounding world" - the awakening of interest in research activities.
• "Calculation and Design Bureau" - implements the tasks of acquaintance with the laws of the world around with the help of mathematical tools (diagrams, drawings, construction from different materials). “What is inside volcanoes?”, “Is there a lot of salt in sea ​​water?”, “Is it far to Mars?”.
• "Journey to the computer valley" - the development of modern projects based on information technology. "Who am I?", " Family tree”, “Funny letters”.
• "Nature native land» - acquaintance with the natural world of the small motherland.
• "The world of ecology" - the formation of ecological consciousness, the use of interdisciplinary connections.
• "City of Masters" - a complex of creative laboratories, mastering the skills of modeling, origami, designing, studying the basics of design.

Basic provisions:

• the relationship of the lesson and non-class parts of the program as a variable;
• expansion of the base level;
• it is possible to develop other programs by school teachers, but with a focus on the content of the teaching materials of the “Promising Primary School”.

The master class "Decorating confectionery" was held for younger students by students and teachers of the college

Program "City of Masters".

An example of a set of manuals developed by a team of authors of the teaching materials "Promising School" (R.G. Churakova, N.A. Churakova, N.M. Lavrova, O.A. Zakharova, A.G. Pautova, T.M. Ragozina, etc. d.)

This set of manuals can be used in the classroom of a literary or mathematical circle, for independent work of students of the whole class, as well as in individual work in order to consolidate and deepen the educational material of the general educational program, to prepare for olympiads, competitions.

Photo gallery of teaching aids for extracurricular activities of the teaching materials "Perspective School"

T.A. Baikova Russian language O.V. Malakhovskaya Literary reading O.V. Malakhovskaya Literary reading O.V. Malakhovskaya Literary reading O.V. Zakharova Mathematics in questions and assignments O.V. Zakharova Mathematics in practical tasks R.G. Churakova Mathematics. School Olympiad O.A. Zakharova Practical problems in mathematics

Examples of classes in areas of extracurricular activities

The game "The Way of Kindness" (based on the story of the fairy tale "The Snow Queen" by G.Kh. Andersen) is a spiritual and moral direction

Purpose: the formation of ethical ideas, awareness of the importance of the moral qualities of a person, understanding the importance of confirming good words and wishes for good deeds.

• the formation of the ability to communicate, the development of the correct perception of a real life situation, adequate assessment and reaction;
• to promote the manifestation of a sense of friendly participation, support and mutual assistance, to teach to value friendship and cherish warm relations;
• to cultivate tolerant relations with each other, built on respect and mercy and the desire to help others, to do good deeds;
• involvement in the world of universal values.

Event plan:

• Guess the hero. The teacher describes the character of the fairy tale and asks the children to name his name.
• Each team is given a set of cards with the names of the heroes that need to be characterized.
• The children are offered to look at illustrations depicting scenes from life, and are asked to sort them according to the good-bad principle and explain their decision.
• The next stage of the game will require the children to connect fragments of proverbs or aphorisms about good and evil in meaning.
• Children will have to write a wish on a postcard to their relatives, friends, teacher or fairy-tale hero.

Video: Class hour for the 4th grade "We are different - this is our wealth" - social direction

"Opening a children's cafe" - research direction, 2nd grade

Purpose: development of children's initiative, creative imagination and modeling skills.

• formation of the ability to set a task, plan activities, dividing it into stages;
• training in the skills of organizing teamwork in a group;
• development of attention, thinking, ability to reason, compare, see the reason for what is happening;
• improvement of intellectual, communication skills, awakening of creative potential, research activity.

• The guys got an important and interesting task to design a cafe where children from all over the city could have fun celebrating holidays. The teacher precedes the receipt of the assignment with a story in which the context is a problem that the children must independently identify and formulate.
• The planning stage is designed as a game of cards, which must be placed in the correct sequence (the issue of land lease, the conclusion of contracts for the right to build, building materials, equipment, a team of builders, design, advertising, etc.).
• The children are given large sheets drawing paper and pictures with furniture, flowers, dishes, interior, etc. Cheerfully and provocatively to energetic music, the guys model their cafe, and then present their stage of work.

Video: Class hour on the topic "Conflict" - social direction

"Healthy Eating" project-presentation of the course "ABC of Health", 2nd grade - health direction

Purpose: to give an idea of ​​the principles and rules of healthy eating.

• develop the skills of attentive perception of the speech of the interlocutor, the ability to listen to the teacher or classmates;
• to promote the acquisition of experience of self-assessment and introspection, free initiative and responsible behavior;
• to form the ability to conduct a conversation correctly, the ability to listen, to enter into a dialogue in time, to keep the thread of the conversation, to track the logic;
• to teach how to plan their actions, adjust preliminary plans depending on the situation, exercise control over their behavior and emotional reactions, look for effective ways to overcome the difficulties that have arisen.

Conduct scenario:

• The teacher reads a letter from Carlson, in which he reports that he is extremely ill and asks the children to help him become cheerful and cheerful again.
• Determining the causes of the illness of a literary hero, discussing the problem of malnutrition and lifestyle.
• Recommendations to Carlson for a speedy recovery: daily routine, healthy eating, physical activity, hygiene, etc.
• Guessing riddles, holding a discussion about harmful and healthy cuisine.
• Summing up, systematization and generalization of the acquired experience.

Video: Circle "Technical modeling" - general intellectual direction

“Open space and architecture” - general cultural direction

Purpose: to give an idea of ​​such an art form as architecture, to master the skills of artistic drawing technique using cardboard.

• to study the concept of open space and architecture;
• learn to depict the nature of native places;
• master the search skills of working with information;
• learn to express your opinion about works of art, to show an emotional reaction;
• analyze the reasons for success or failure in achieving the goal;
• soberly assess their actions and make timely adjustments to plans, taking into account previously made mistakes.

Task: draw a picture on the theme "My favorite corner of nature."

Game scenario:

• An exposition of children's works in various genres of art is being prepared.
• "Who is bigger?". The children must carefully analyze the exhibited works and correctly determine their genre affiliation (natural, rural, urban, architectural landscape, open space). The title of each term is accompanied by a demonstration of the corresponding slide.
• Work with the explanatory dictionaries, the teacher asks to find the word architecture.
• Discussion future work, a conversation around the theme of the landscape, thinking over a suitable name for your drawing.
• The kids are starting to get creative. With the thickest brushes, paint over the surface of the sheet, passing the horizon line separating the sky and the earth. The teacher suggests experimenting with cardboard as a drawing tool, for example, a wide strip of cardboard will help to draw a house with a slight movement of the hand, and narrower ones will be useful for drawing a window, door or fence. Finally, with thin brushes, we complete the drawing of the details of the landscape.

Homework: draw a sea or mountain landscape.

Video: Occupation of the "Little Genius" circle, solving inventive problems - a general intellectual direction

Unfortunately, many parents perceive electives, class hours, game methods and children's creative projects as a secondary and burdensome burden on the child. However, it is worth noting that it is the student’s activity outside the traditional form of the lesson that liberates and opens up new horizons of knowledge and experimentation for the child, interests and captivates, inspires confidence and helps him to successfully realize himself, find his self, allows the school to get away from the routine of daily monotony of monotonously replacing each other. friend lessons. Let's hope that this promising innovation will nevertheless successfully overcome the period of misunderstanding and, thanks to the enthusiasm and skill of teachers, will take root in Russian school to the delight of children and their parents.

Similar entries.

Borisevich Varvara
Report "Extracurricular activities as important condition implementation of GEF"

1 slide. In accordance with the federal state educational standard for the education of students with mental retardation (intellectual disabilities) adapted basic general education program implemented educational organization through lesson and extracurricular activities.

2 slide. Extracurricular activities - educational activities, aimed at achieving the results of the development of AOOP, carried out in forms other than classroom. Essence and main purpose extracurricular activities is to provide additional conditions for the development of interests, inclinations, abilities of students with mental retardation (intellectual disabilities, organization of their free time.

3 slide. aim extracurricular activities is - creation conditions for the child to manifest and develop his interests on the basis of free choice, comprehension of spiritual and moral values ​​and cultural traditions.

4 slide. Extracurricular activities resolves the following tasks:

Ensure a favorable adaptation of the child in school;

Optimize the teaching load of students;

Improve conditions for the development of the child;

Take into account the age and individual characteristics of students.

5 slide. For organization extracurricular activities must comply with certain conditions:

parent request;

Availability of educational and material base;

Availability of trained personnel;

Compliance with SanPiNs, requirements for shifting classes and scheduling;

The educational institution independently chooses the forms, means and methods of organization extracurricular activities in accordance with the charter and with the Law of the Russian Federation "On Education"

6 slide. Kinds extracurricular activities within the framework of the main areas, except for correctional and developmental, are not enshrined in the requirements of the Standard. For their implementation in an educational organization may be recommended: gaming, leisure and entertainment, artistic creativity, social creativity, labor, socially useful, sports and recreation, tourist and local history, etc.

7 SLIDE. Forms of organization extracurricular activities are diverse and their choice is determined by general education organization: excursions, circles, sections, competitions, holidays, socially useful practices, competitions, quizzes, conversations, cultural trips to the theater, festivals, games (role-playing, business, etc., hiking trips, etc. During the period holidays to continue extracurricular activities the possibilities of organizations for the recreation of students and their improvement, thematic camp shifts, summer schools created on the basis of general educational organizations and organizations of additional education for children are used.

8 slide. Depending on the capabilities of the general educational organization, the characteristics of the surrounding society extracurricular activities can be carried out in a variety of ways, including including:

Directly in a general education organization like a full-time school;

Together with organizations of additional education for children, sports facilities, cultural organizations;

In cooperation with other organizations and with the participation of teachers of a general educational organization (combined scheme).

9 slide. Based on the tasks, forms and content extracurricular activities can be carried out across:

Curriculum of an educational institution,

Additional educational programs of the institution;

organization activities after-school groups;

Educational program of the class teacher.

Organization extracurricular activities involves that all pedagogical workers of a general educational organization (teachers-defectologists, teachers of after-school groups, educators, speech therapists, pedagogues-psychologists, social pedagogues, etc., as well as medical workers) take part in this work.

10 slide. In the requirements for the structure of AOOP (option 1) determined that extracurricular activities organized in 5 areas of development personalities:

Spiritual and moral;

social;

Correction-developing;

general cultural;

Sports and recreation.

These directions are a meaningful guideline for the development of programs extracurricular activities. Due to extracurricular activities implemented the first year, we settled on priority areas, taking into account real conditions, characteristics of students, needs of students and their parents (legal representatives).

11 slide. Programs extracurricular activities according to AOOP 1 option:

"I know the world"- the program is aimed at expanding students' knowledge about the world around them, expanding their vocabulary and enriching the vocabulary. There are kids in the class who didn't attend preschool institutions and brought up in a family, there are also children whose families speak two languages. The program helps students learn more about the phenomena of the surrounding reality, about the rules of behavior in public places, about animals and plants. Classes for extracurricular activities take place in the form of games, thematic conversations, creative activities.

"Math Steps"- the program is aimed at consolidating and expanding the knowledge gained in mathematics lessons, since from the moment of entry GEF the number of hours in this subject has been reduced from 5 to 3 hours per week. Classes are held in a playful way, a large number of visual materials, interesting tasks for the development of logical thinking are used.

12 slide. Also, for students of the 1st grade, an educational program has been developed. activities, which implemented class teacher and contributes to the achievement of goals and objectives. The class takes an active part in school-wide sports and recreational and festive events.

13 slide. Thematic discussions are held in the classroom about politeness, about the rules of good manners and behavior in public places. Quizzes and cool hours based on fairy tales and stories.

14 slide. Children enjoy attending classes in arts and crafts and take part in competitions.

15 slide. Also, for students of the 1st grade, a dynamic break in the fresh air is organized.

16 slide. In the requirements for the structure of AOOP (option 2) determined that extracurricular activities organized in 6 areas of development personalities:

Socio-emotional;

Sports and recreation;

Creative;

moral;

cognitive;

General cultural.

17 slide. Priority directions implementation of extracurricular activities AOOP students 2 option chosen: creative - "Color World". A program to guide the emotional and aesthetic development of students through familiarity with color and shape. During these classes, children get acquainted with various simple drawing techniques, with basic colors and shapes, draw elementary phenomena and objects. (weed, fruits and vegetables, colorful balls)

19 slide. socio-emotional - "Look, it's me"- the program is aimed at the formation of communication and speech skills using the means of verbal and non-verbal communication, the ability to use them in the process of social interaction. Students are introduced to the basic rules of behavior and communication in the classroom, through role-playing games, conversations, quizzes Tasks of this course:

Training in communication and cooperation skills;

Formation of students' skills of speech etiquette and culture of behavior;

Development of communication skills in the process of communication;

Introduction to the world human relations, moral values, personality formation.

20 slide. cognitive - general cultural - "I say". The program aims to achieve the following goals:

Maximum inclusion of students in the educational process to familiarize themselves with the outside world and develop speech;

Shaping the Views Accessible to Them activities(elementary educational, game, communication activities, observation, subject-practical, labor);

Development of the ability to collective activities;

Formation of interest in the lesson.

Tasks that are solved in the process of teaching students the following:

Form initial ideas about yourself and about the nearest social environment ("Me and an adult", "It's me", "I am at school")

Arouse interest in the diversity of the surrounding world (the world of people, animals, plants, natural phenomena;

Learn to establish the simplest family relationships between people (dad, mom, me, grandma, grandpa);

Create conditions for the emergence speech activity children and the use of learned speech material in everyday life, in the classroom, in games, in self-service and in everyday life;

Provide the necessary motivation for communication and speech through the creation of communication situations, support the desire for communication;

To form and expand vocabulary related to the content of emotional, everyday, subject, gaming and work experience;

To form an idea about the parts of one's own body, their purpose, location;

form elementary representations about household items necessary in human life.

21 slide. Important to keep in mind, what extracurricular activities- this is by no means a mechanical addition to basic general education, designed to compensate for the shortcomings of working with children.

School after school should become a world of creativity, manifestation and disclosure by each child of his interests and hobbies. This will make it possible to turn extracurricular activities into a full-fledged area of ​​upbringing and education.

Extracurricular activities in the conditions of the Federal State Educational Standard.

Introduction

V Russian system Education of the 21st century recognizes the need to return to the original national traditions in the field of educating the younger generation. Over the past few centuries, our country has accumulated vast experience in moral education; methods of educational work have been developed and successfully implemented, which make it possible to continuously monitor qualitative changes in the development of a child's personality. However, in recent decades, significant changes have been observed in the educational process in the goals and content of the activities of the subjects of education.

The modern domestic system of educating the younger generation is characterized by a variety of educational practices, the variability of psychological and pedagogical technologies; subjects of the educational process are given greater freedom in choosing the methods of educational work for children. The education development strategy involves a comprehensive, interconnected change in all components educational system, its educational and educational components. The creation of its own unique educational system in each school is actively declared.

And at the beginning of the 21st century, the Russian pedagogical community came to understand that upbringing in the education system should be given priority. It is necessary to educate a new generation of people who are worthy to be called citizens of Russia, who love their family, their work, their Fatherland, and who are ready to fulfill their civic duty.

the issue of organizing extracurricular activities comes to the fore.

In the context of a demographic decline, the transition to regulatory funding, and growing competition between educational institutions, countries are prompting their leaders today to pay the most serious and close attention to the problem of modernizing the educational process in general education system. Education is one of the most important components of education in the interests of a person, society, and the state.

The modernization process is designed to direct the efforts of the teaching staff to create such a model of an open educational environment of the school, which comprehensively takes into account the essence, content, organization, as well as the conditions and factors of the productive process of education, combined in the following guidelines:

1. Education for personal development. It is through upbringing that it is possible to provide such components of human life as practical skills, critical thinking, knowledge, communication norms and the basics of physical health.

2. Education for the knowledge of the world and the processes occurring in it. Education helps the formation of the ability in a person: to develop and transmit cultural heritage future generations, to be tolerant and open to understanding and cooperation with people of different views.

Education for the development of creativity. Education is a necessary condition for the self-development of the individual.

Education for the future will increase the degree of adaptation of graduates to an ever-changing world and ensure their ability to transform it.

5. The quality of education involves increased requirements for teachers, their qualifications, constant professional growth, the provision of a variety of variable programs and methods of educational work that will meet the individual needs of the student and teacher.

Diversification of educational activities. Educational activities should be varied, flexible, able to quickly respond to changes in the world around.

Personification of education. The teacher should be encouraged in his desire to use a variety of internal resources, to have all the conditions for self-expression in the process of purposeful educational activities.

8. Humanization of the educational process.

However, speaking about the development of the educational system of a general education school, one cannot but touch upon the problem of preserving national traditions in education. The educational system of the school, ideally, should be based on value orientations and motives of the behavior of the nation, formed over the thousand-year history of the development of the state; rely on their own pedagogical traditions, corresponding to the Russian mentality. At present, these issues are only beginning to be recognized. The “consumer society” that has formed over the past 20 years promotes new personal qualities necessary for survival in the conditions of market relations (inflated self-esteem, greed, aggressiveness, enterprise, etc.), while displacing such categories as “spirituality”, “ conciliarity”, “morality”, “universal values”, “patriotism”, “citizenship”, “collectivism”.

Therefore, today, as the main idea for the development of education, the need to change the educational paradigm is put forward, the essence of which is the implementation of humanistic ideas and nationally significant guidelines for education.

The humanization of the educational process involves the observance of a number of conditions, among which, first of all, we note the following:

a) recognition of the personality of the pupil as a value in itself, understanding and acceptance of the uniqueness and originality of each subject of the educational process;

b) the development of each individual and the entire new generation of young people as subjects of culture and their own life-creation, from the standpoint of self-determination, self-affirmation, self-realization;

c) assisting children and young people in developing their inclinations and abilities, in shaping their national identity;

G) social protection and protection of health, dignity and rights,
social environment of life of pupils;

e) familiarizing the subjects of the educational process with the values ​​of universal and national culture.

Therefore, in the educational process of the school, the main attention should be paid to the creation of effective system socialization of children and youth (taking into account social features each region), focused on the formation of citizenship, patriotism, a healthy lifestyle and other positive qualities of a young contemporary.

The most acute contradiction between the new system of requirements and the possibilities and abilities of the currently existing personality gives rise to the need to form young man and the younger generation as a whole of such quality as vitality ness.

Vitality is the ability of a person (generation) to survive without degrading in the "hard" and deteriorating conditions of social and natural environment, develop and rise spiritually, reproduce and educate offspring, no less viable in biological and social terms. The task of a viable personality is to become an individual, to form one's life attitudes, to assert oneself, to realize one's inclinations and creative possibilities, while transforming in their own interests the habitat, without destroying or destroying it. In sociocultural terms, vitality is manifested in the extent to which the individual and the generation meet the urgent needs of society at a given historical stage and to what extent they can take responsibility for its future.

No less significant today is the idea of ​​forming national (civil) identity personality in the educational process, allowing to provide:

formation of civil and cultural identity of students as citizens of Russia;

achieving social consolidation and harmony in the conditions of growth of social, ethnic, religious and cultural diversity of a multinational state;

Spiritual and moral development of the individual on the basis of the assimilation of universal moral standards and values ​​and the formation of moral competence;

Formation of legal culture and socio-political competence among schoolchildren; the formation of an active life position, independence and the ability to act in accordance with the legal and socio-political system of the state;

education of patriotism;

education of tolerant consciousness.

Based on the formulated ideas, it is assumed that the educational space of a general education school should be focused on achieving the general goals of education, among which the most relevant are the following:

Orientation of the individual to humanistic attitudes and meaningful life values ​​in the new socio-political and economic conditions of the life of the country, determining one's place and goals of life, the formation of self-awareness and humanistically directed higher needs;

Formation of national self-consciousness, citizenship, patriotism, respect for law and order, internal freedom and self-esteem;

Raising the need of young people to master the values ​​of universal and national culture, the formation of aesthetic ideals, the desire for
creation and enhancement of the values ​​of spiritual culture, participation in the cultural life of the country;

introducing young people to universal moral standards, national traditions, codes of professional honor and moral values ​​of the relevant social strata and groups, cultivating an adequate self-assessment of the results of their activities;

identification and development of inclinations, formation on their basis of general and specific abilities, individuality of the individual, elevation of its creative potential and ability for self-development;

education of the need for work as the first vital necessity, the highest life value and the main way to achieve success in life, purposefulness and enterprise, competitiveness in all spheres of life;

education of the need for physical culture and healthy lifestyle life, the desire to create a family, procreation, material security and education of a new generation in the spirit of humanism and democracy.

Today we are witnessing the modernization of the education system in Russia, and it should be recognized that the effectiveness of this process directly depends on its compliance with the cultural and educational traditions of Russian pedagogical thought. The state and society are increasingly beginning to realize what detrimental consequences the tendency to prefer material values ​​can lead to. Education of a spiritually rich personality with a highly developed sense of civic duty, patriotism , understanding of one's own responsibility to the family, society, state - this is the social order of Russian society in the 21st century.

History has proven that the education system formed in society ensures that children acquire certain abilities, moral standards and spiritual guidelines, and is effective only for existence in this particular society. With the transition of the country to a new socio-political system, outdated means and methods of organizing educational work become unproductive, and a transformation of the entire educational system is required.

Therefore, today for an educational institution the issue of organizing extracurricular activities . Right now, students should be involved in research projects, creative activities, sports events during which they will learn to invent, understand and master new things, be open and able to express their own thoughts, be able to make decisions and help each other, formulate interests and recognize opportunities. This opportunity is provided by the Second Generation Federal State Educational Standard (FSES).

Extracurricular activities of schoolchildren - a concept that unites all types of schoolchildren's activities (except educational), in which it is possible and expedient to solve the problems of their upbringing and socialization (D.V. Grigoriev, P.V. Stepanov, “Extracurricular activities of schoolchildren. Methodological constructor: a guide for the teacher .- M.: Enlightenment, 2010., ").

Extracurricular activities are an integral part of the educational process and one of the forms of organization of students' free time. It is understood today mainly as an activity organized outside school hours to meet the needs of students in meaningful leisure, their participation in self-government and socially useful activities.

Currently, in connection with the transition to new standards of the second generation, extracurricular activities are being improved.

Extracurricular (extracurricular) activities of schoolchildren is one of the innovations of the Federal State Educational Standard of the second generation. According to the draft of the new Basic Curriculum, it becomes obligatory element school education and puts before the teaching staff the task of organizing a developing environment for students.

The fundamental difference between the educational standards of the second generation is the strengthening of their focus on the results of education as a backbone component of the design of standards. The new Federal State Educational Standard specifies the relationship between education and upbringing: upbringing is seen as the mission of education, as a value-oriented process. It should cover and permeate all types of educational activities: educational and extracurricular.

The main goals of extracurricular activities according to GEF are:

creating conditions for students to achieve what is necessary for life in

society of social experience and the formation of socially accepted

value systems;

creating conditions for the multifaceted development and socialization of each student;

creation of an educational environment that ensures the activation of social, intellectual interests of students in their free time;

development of a healthy, creatively growing personality with a well-formed civic responsibility and legal self-awareness, prepared for life in new conditions, capable of socially significant practical activities, implementation of volunteer initiatives.

In practice, when organizing extracurricular activities, many problematic issues arise. For example, the distribution of after-school hours in the schedule, the efficient use of external resources, etc.

Extracurricular activities of schoolchildren are a set of all types of schoolchildren's activities, in which, in accordance with the main educational program of an educational institution, the tasks of education and socialization, development of interests, and the formation of universal educational activities are solved.

Extracurricular activities are an integral part of the educational process at school, which makes it possible to fully implement the requirements of the federal state educational standard. The features of this component of the educational process are providing students with the opportunity of a wide range of activities aimed at their development; as well as the independence of the educational institution in the process of filling extracurricular activities with specific content.

On the one hand, the organization of extracurricular activities for the school is not a new thing. The system of educational work of the school has always included a set of measures aimed at the implementation of certain educational goals and objectives. On the basis of the school, the activities of creative, intellectual, sports associations were also organized. However, education is often reduced to holding events and is actually separated from the social and informational environment, from the content of the child's activities at school, in the family, in a peer group, in society. Thus, the main task of teachers engaged in extracurricular work is the formation of the personality of the student, which is a fundamental condition for his self-determination in a particular socio-cultural situation. The interest of the school in solving the problem of extracurricular activities is explained not only by its inclusion in academic plan but with a different perspective on educational outcomes. If subject results are achieved in the process of mastering school disciplines, then in achieving meta-subject, and especially personal results - values, guidelines, needs, interests of a person, the proportion of extracurricular activities is much higher, since the student chooses it based on his interests, motives.

Extracurricular activities allow the child to reveal himself as a person.

General school affairs according to the program of the educational system are included in the general annual cyclogram and are a component of extracurricular activities. Preparation for participation and participation in a school-wide event allow the child to master universal methods of activity (competences) and demonstrate the level of their development. Participation of the child in general school affairs is carried out on a voluntary basis, in accordance with interests and inclinations.

Extracurricular activities in the main areas include the following forms of work:

1. Spiritual and moral

Leading forms of activity:

Conversations, games of moral and spiritual-moral content.

Needlework and all kinds of creative artistic activities of children.

Holding joint holidays of the school and the community.

The use of audio recordings and technical means learning.

Excursions, targeted walks (to the district, to the regional center).

Children's charity.

Thematic evenings of aesthetic orientation (painting, music, poetry).

Organization of exhibitions (joint activities of children and parents).

Organization of joint experience of events by adults and children.

2. Educational

Leading forms of activity:

Quizzes, educational games and conversations;

Children's research projects;

Out-of-school activities of a cognitive orientation (olympiads, intellectual marathons);

Subject weeks, holidays, Knowledge lessons, contests.

3. Project activity

Project development.

Physical culture and health

Leading forms of activity:

Mass sports and health-improving school-wide

events: school sports tournaments, competitions, Health Days.

Monitoring compliance with sanitary and hygienic requirements.

Designing safety corners, conducting briefings with children. Thematic conversations, conversations - meetings with medical workers, school paramedic.

Sports competitions in the classroom, quizzes, projects

Encouragement of students demonstrating a responsible attitude to sports, demonstration of sports achievements of students in the class.

Agitation and registration of class students in sports sections.

Organizing weekend trips

Tourist trips.

Artistic and aesthetic

Leading forms of activity:

Cultural trips to theaters, museums, libraries, exhibitions;

Concerts, dramatizations, holidays at the class and school level;

Art exhibitions, art festivals, performances in the classroom, school;

Festive decoration of the school and classrooms.

Public benefit activity

Leading forms of activity:

Work within the framework of the project "Improvement of the school territory";

School landscaping work;

Organization of duty in the classrooms;

Career guidance conversations, meetings with representatives of different professions;

Exhibitions of crafts and children's creativity;

Labor landings, subbotniks;

Role-playing games.

Expected Results

∙ introduction of effective forms of organization of recreation, health improvement and employment of children;

∙ improvement of psychological and social comfort in a single educational space;

∙ strengthening the health of students;

∙ development of creative activity of each child;

∙ strengthening the bond between family and school.

Conclusion

We agree that the educational system is a complex and lengthy process, since the ongoing changes in the life of society, an educational institution, a class, a student require constant adjustments to the originally created model.

The modern educational practice of schools shows that the problems of education require a comprehensive solution. Today, educational work is not only the responsibility of the education system, it is the sphere of interests of all subjects of the social life of the city, region, state. Education is intended to be one of the main mechanisms community development, the formation of the culture of the nation as a whole.

The introduction of new educational standards led to a change in views on educational work. These changes are connected not only with the setting of a new pedagogical goal of education, these changes are associated primarily with the personality of the teacher himself, a change in his views on the very concept of "education". Only a “winged” teacher can bring up a “winged” child, only a happy one can bring up a happy one, and only a modern one can bring up a modern one.

Indeed, school after school is a world of creativity, manifestation and disclosure by each child of his interests, his hobbies, his “I”. The child, making a choice, freely manifests his will, reveals himself as a person. It is important to interest him in activities after school so that the school becomes his second home, which will make it possible to turn extracurricular activities into a full-fledged space for upbringing and education.

And this is confirmed by the words of W. Glasser “... a person will never succeed in life in broad sense words, if one day he does not know success in something important for him ... If a child succeeds in school, he has every chance of success in life.

Literature

1. Extracurricular activities of schoolchildren in the context of the second generation of the Federal State Educational Standard / Compiled by: S. V. Nizova, E. L. Kharchevnikova. - Vladimir, VIPKRO, 2010.-32p.

2. Grigoriev D. V., Stepanov P. V. “Extracurricular activities of schoolchildren. Methodological constructor: a guide for the teacher "- M .:" Enlightenment ", 2010,

3. Nedvetskaya M.N. “Modernization of the educational system of the school. Analysis. Directions. Content. Toolkit» EC "PERSPECTIVE" - M. 2011

4. Federal State Educational Standard of Primary General Education / Ministry of Education and Science Ros. Federations - M .: "Enlightenment", 2010

5. Feshchenko T.S. Handbook of the Deputy Director for Educational Work. Toolkit/ UTs "PERSPEKTIVA" - M. 2011

6. Chernousova F.P. "Monitoring and diagnostics in the management of the educational process at school." / UTs "PERSPEKTIVA" - M. 2011