Features of working with first-graders.
Every teacher working in the first grade of an elementary school must remember that children’s desire to learn and their success are determined by a number of factors that are created by a pedagogically competent educational environment that is adequate to the psychological and physiological characteristics and capabilities of first-graders.
The education of first-graders should be structured taking into account the peculiarities of organizing the activities of children in their seventh year of life.
Requires special attention from the teacher first days children's stay at school. It must be remembered that such qualities of individual children as inattention, restlessness, quick distractibility, inability to control their behavior are associated with the characteristics of their psyche, therefore it is important (especially during the adaptation period) not to make sharp comments to children, not to pull them back, try to focus attention on positive manifestations of the student.
During the learning process, it is important to take into account the individual characteristics of the child. At the beginning of teaching, the teacher must give each child the opportunity to work at his own pace. Completely unacceptable at this time remarks like “Faster!”, “You’re holding everyone back!” and so on. The amount of work students do should increase gradually.
The level of development of functional systems and the maturity of children’s mental processes (attention, memory, thinking, level of voluntariness), which ensure the success of learning, dictate the need to provide children with educational tasks of varying complexity and, most importantly, a different share of the teacher’s participation in their implementation. The teacher should know that many children at this age can complete tasks only with the help of an adult who suggests the sequence of actions. This is not a negative characteristic of the student, but reflects the age and individual characteristics of the level of “school maturity”.
The teacher’s style of communication with first-graders should take into account the child’s behavior related to his ability to communicate with adults and peers. Among first-graders, there is a fairly high percentage of children experiencing various types of communication difficulties in a group. This includes both hypercommunicative children who interfere with the teacher’s lesson, and those who are afraid of the classroom environment, are embarrassed to answer and therefore give the impression of not knowing anything or not listening to the teacher. Both require various forms of kindly and patient work by the teacher.
The teacher's tone should be confidential and soft. The authoritarian style of communication between teachers and first-graders is unacceptable. We must not neglect various forms of non-verbal communication - hugging a child, taking his hand, stroking his head, touching, etc. This not only calms the child, but instills in him confidence, the feeling that the adult treats him well. It is necessary to pay special attention to this situation, since for a first-grader, a kind, positive attitude of the teacher towards him is essential, which should not depend on the child’s real success.
Requirements for compliance with school standards of behavior should be introduced gradually and not in the form of instructions, but in the form of wishes. Shows of irritation and harsh remarks on the part of the teacher are unacceptable. You should patiently and gently repeat the necessary rule again and again.
To develop children’s independence and activity, it is important to positively evaluate each child’s successful step and attempt (even unsuccessful) to independently find the answer to a question. It is very useful to give children creative learning tasks: come up with something, guess, choose other examples, etc. Let the children argue, reason, make mistakes, and together with the teacher find the right solution.
Children with low activity levels require special attention. The main task of the teacher is to encourage any manifestation of initiative, the desire to speak out, answer a question, or work at the board. It is very important to specially prepare such a child for the answer - stand next to him, encourage him, without fear of overpraising, demonstrate his successes and activity to the whole class. You should not rush to call the child to the board if the teacher is not sure of the correctness of the answer; it is better to let the student answer him “in his ear”, so as not to demonstrate the child’s mistakes to the class.
In the first grade, children should be specially taught to organize their activities: plan their actions, change working conditions (for example, remove a textbook or notebook, fold a box of letters, close a book, etc.). This requires patient, long-term work, which is based on step-by-step instructions that explain in detail what and how to do (“open the cash register of letters,” “found a pocket for this letter,” “remove it,” “close the cash register.”).
When organizing activities to solve a learning problem, it is necessary to teach children to plan their actions. This needs to be done not only in native language and mathematics lessons, but also in all other lessons. It is especially effective to use art lessons for this purpose, when children analyze a sample of a future product and identify the sequence of actions. It is very important to encourage children to say out loud the sequence of actions, to exercise independent control: compare their work with a model, find errors, establish their causes, and make corrections themselves. Moreover, it is better to state the wording of the requirement not in a categorical form, but in a soft one (“It seems to me that you made a mistake here,” “Please check if you have a mistake here,” etc.).
It is necessary to pay attention to the structure of the lesson in the first grade. It should be “fractional”, i.e. include several (preferably related to the topic) activities. As already emphasized above, it is unacceptable to build an entire lesson on one type of activity, for example, reading, writing or solving arithmetic problems for all thirty-five minutes. It is necessary to alternate different types of activities in the lesson.
For first-graders, the types of activities that they were engaged in in preschool childhood are still very relevant. This primarily applies to the game. Therefore, one should actively include the game in the educational process, and not prohibit the game, do not exclude it from the life of a first-grader. In the first grade, play is of particular importance for the formation of the ability to learn - the main activity that the child is now engaged in. It is fundamentally important to pay attention to two types of games - role-playing games and games with rules (didactic, mobile, board-printed).
Games with rules, just like educational activities, are sure to produce results, develop self-esteem, self-control and independence. In the first year of study (especially in the first weeks of school), games with rules should be present in every lesson (didactic), fill breaks and dynamic breaks (movable, tabletop-printed).
Didactic games always have a learning task that needs to be solved. In the process of these games, the child learns a system of standards - ethical, sensory, practical, etc. When using a game as a teaching method, a number of conditions must be met: the educational task must coincide with the game one; the presence of a learning task should not displace the gaming task; it is necessary to maintain the grove situation; the game must necessarily include a game rule (if, then) and a game action.
Role-playing games are very important for the formation of voluntary behavior, imagination, and creativity of the student, which is so necessary for him to learn. Great opportunities for the development of role-playing games are provided by lessons in literary reading, mathematics, the natural world, and art, during which children can play various roles of real people or imaginary characters.
Taking into account the visual-figurative nature of the thinking of children of this age, it is necessary to devote a significant place in lessons to modeling activities with diagrams, sound models, geometric shapes, natural objects, etc. In this case, the handout material that is in front of each child must completely coincide with the demonstration material. It must be remembered that the use of only demonstration, often illustrative, material, which attracts the child with its form and not its content, often leads to the opposite result: children’s attention is fixed on bright, but unimportant details and properties for solving the educational task. In this case, the work does not give the desired result and does not contribute to the development of thinking. Relying on the visual and figurative thinking of first-graders in learning contributes to the formation of logical thinking.
Children aged 8 or 7 years of age are admitted to 1st grade upon application from their parents. Admission to an educational institution of children of the 7th year of life is carried out when they reach at least 6 years 6 months of age by September 1 of the school year.
Education of children in 1st grade is carried out in compliance with the following requirements:
training sessions are held only during the first shift;
duration of the academic year - 33 weeks;
5-day school week;
maximum permissible weekly workload – 20 hours;
conducting no more than 4 lessons per day;
duration of lessons is no more than 35 minutes;
organization of a lighter school day in the middle of the school week;
use for health purposes and to facilitate the process of children’s adaptation to school of a “stepped” mode of education in the first half of the year:
in September - 3 lessons of 35 minutes each, the 4th academic hour should be non-traditional (theatrical lesson, game lesson, excursion lesson, etc.);
from the second quarter – 4 lessons of 35 minutes each.
from the third quarter - 4 lessons of 40 minutes
training without homework (in the first half of the year) and scoring of students’ knowledge throughout the entire academic year;
additional week-long holidays in the middle of the third quarter (February);
control work is carried out in April of the current year.
ORGANIZATION PROGRAM
THE PROCESS OF ADAPTATION OF FIRST GRADE CHILDREN TO SCHOOL TRAINING
in Municipal Educational Institution Secondary School No. 41 in Tomsk
PROGRAM FOR ORGANIZING THE PROCESS OF ADAPTATION OF FIRST-GRADE CHILDREN TO SCHOOL.
INTRODUCTION
The beginning of school life is a serious test for most children entering first grade, associated with a sharp change in their entire lifestyle. They must get used to the team, to new requirements, to daily responsibilities.
The beginning of schooling coincides with intensive mental development. Cognitive activity is being formed, various types of memory and verbal and logical thinking are developing. High emotionality contributes to the predominance of involuntary reactions. But students can already consciously control their behavior and obey the necessary requirements—voluntariness develops. At primary school age, children actively form an internal plan of action and begin to develop the ability to reflect.
As a rule, children strive to become schoolchildren: they go to school with great interest and readiness to complete academic tasks. But for many of them, school demands are too difficult and routines are too strict. For these children, the period of adjustment to school can be traumatic.
Adaptation- the natural state of a person, manifested in adaptation (accustomation) to new living conditions, new activities, new social contacts, new social roles. The significance of this period of entry into a life situation that is unusual for children is manifested in the fact that not only the success of mastering educational activities, but also the comfort of staying at school, the child’s health, and his attitude towards school and learning depend on the success of its course.
The purpose of this program:
create psychological and pedagogical conditions that ensure a favorable course of adaptation of first-graders to school education.
Planned result: favorable course of adaptation of first-graders to school.
Main indicators of a child’s favorable adaptation:
maintaining the physical, mental and social health of children;
establishing contact with students and the teacher;
formation of adequate behavior;
mastering the skills of educational activities.
An indicator of the difficulty of the process of adaptation to school is negative changes in the child’s behavior: this can be excessive excitement, even aggressiveness or, conversely, lethargy and depression. There may be a feeling of fear, reluctance to go to school, etc.
If the course of adaptation is unfavorable, children's growth slows down and their body weight drops. Acute morbidity among first-graders during this period can be 2 times higher than the value of this indicator among older schoolchildren.
Between the ages of 6 and 7, a new level of social development of the child begins. He is trying to go beyond preschool age. At this stage, the dominant role of the family in satisfying the material, communicative, and emotional needs of the child is characteristic, therefore work with future first-graders begins with getting to know the family. This happens long before the child becomes a first grader.
1. The work of the administration and teachers of Municipal Educational Institution Secondary School No. 41 begins with the “Open Doors Day,” which is traditionally in the month of April. The purpose of this event: to acquaint parents of future first-graders with the psychological and pedagogical conditions of the school, with the material and technical base, with the peculiarities of the organization of the educational process, and with the traditions of Municipal Educational Institution Secondary School No. 41.
3. In August (when the lists of first-graders have already been formed), the first class meeting is held: “It’s great that we have all gathered here today.” The purpose of the meeting: to introduce the parents of future first-graders to the classroom, the school building, the class teacher, the educational complex, the which children will learn, as well as with each other. Help parents prepare their child for future school life and a new social status: student.
4. At the beginning of September (usually in the first week of school, a parent meeting is held, at which the following issues are discussed:
Difficulties in adaptation of first-graders (speech by a psychologist).
Familiarization with the peculiarities of organizing the educational process in the first grades in connection with the transition to new standards (speech by the Deputy Director for Academic Affairs.
Organization of extracurricular activities for first-graders on a budgetary and contractual basis
5. Throughout the year, parent meetings and individual consultations are held by specialists from Municipal Educational Institution Secondary School No. 41 on adaptation issues.
The activities of the teaching staff of school No. 41 in organizing a favorable adaptation environment during the transition from preschool to primary school education are aimed at creating the following psychological and pedagogical conditions:
Organization of school life for first-graders. Creation of a subject-spatial environment.
Organization of health-improving and preventive work.
Instructions
The ideal option, of course, is if the child has a separate room. In this case, the space should be divided into zones: play area, work area and sleep area. For a work area, a place near a window is best. To prevent the child from being distracted by events happening on the street while working, the table should be placed on the right. The walls around the workplace should be decorated in calm, neutral colors; bright, colorful accents will constantly distract the student’s attention. The interior of the work area should not contain anything superfluous, only everything necessary for study. In addition to the table and chair, you need a bookcase, a wall cabinet or a shelf. You should not place hanging furniture directly above the table - this will create a feeling of discomfort. On this wall it is better to arrange a student organizer in the form of a cork board and several pockets made of soft-colored fabric for all sorts of school little things. And such distractions as favorite toys, computer and TV should be located far outside the work area. If there is no other place in the room for a computer, then it is worth purchasing a corner table and placing the monitor to the side, and not on the work surface.
What to do when the apartment is small and there is no nursery? In this case, in the common room you need to allocate a place for a work corner where the child can retire. You can create a comfortable closed space using various types of retractable partitions, shelving, and even a closet. In this situation, the main thing is to ensure peace and quiet for the child while working.
The required set consists of a student desk, a comfortable chair and some place for textbooks and notebooks (drawers, racks, shelves, cabinets). The future student must take part in choosing furniture for his work area. You can safely buy a table and chair for a child if: your back rests comfortably on the back of the chair; legs bent at an angle do not hang, but stand on the floor; the size of the working surface of the table is within 60-80 cm (depth), and 120-160 cm (width); location of the working surface of the table at the level of the child’s chest. The table surface, located at an angle, will be an additional convenience for the student’s posture.
It is very important to properly consider the lighting of the work area for work in the evening. Naturally, there should be a table lamp on the left working surface, but only as an additional, but by no means the only source of light! You should consider combined lighting of the room, without sudden changes that contribute to vision impairment. The light from the table lamp should be evenly scattered across the working surface of the table, and in no case should it hit the child directly in the eyes. Proper organization of the workspace for the future student will be the key to his successful learning and will allow him to avoid serious problems that arise in the educational process.
We have a first grader in our house. This fact forced us to develop fly techniques for beginning schoolchildren. Having experience working in schools and knowing the weak points in organizational matters, I try to optimize processes and form the habit of acting rationally and effectively.
I identified three stages of the process that need to be optimized:
- returning from school;
- preparing for the new school day;
- morning preparations.
Oddly enough, I will start with the “return from school” process, because it is a failure in this process that leads to hassle at all other stages. So,
Returning from school
On the way from school we talk about what happened in class. You need to get answers to the following questions:
- What lessons did you have today? What was on each of them (briefly - what was discussed in the lesson)
- Which lesson did you like best? Why? What was the most interesting thing you learned today? Was there anything unusual or funny?
- What did you find difficult? incomprehensible? unpleasant?
- What is the homework assignment? How many lessons will there be tomorrow and what? What time will it end?
” This is not an interrogation, this is a conversation from which you can understand in general how accustomed the child is to listening and remembering important things, to which events he reacts most sharply and what he loses sight of. At the same time, assess the scale of homework.
We try to do all further actions not instead of the child, but together with him. Let him do the manipulations himself - take it out, wipe it, fold it. If it didn’t work out too neatly, it’s better to guide, suggest, help, but not do all the work for him.
At home we change into home clothes. We inspect the school uniform (or what serves as a substitute for the school uniform) together for the degree of soiling and the presence of torn buttons. burst seams and other damage. If damage is found, we evaluate whether it can be eliminated today (and reserve for this time) or whether it will be necessary to select another clothing option for tomorrow. We put the clothes away either in the wash or on a hanger.
” Next we get to work on the backpack. We put EVERYTHING out of it. We look into the empty backpack, not forgetting about the pockets. If there are crumbs or garbage there, shake it out. If dirt appears, wipe it. (By the way, you can do the same with your bag at the same time). We sort out what we put out of the backpack.
We check the pencil case for broken or lost items. We make up for what was lost. We look at the lesson schedule, put aside the notebooks and textbooks that will be needed tomorrow. We check the schedule to ensure that everything needed for the lessons is collected in a pile. We put a pencil case, notebooks and textbooks in a backpack.
After this, with a clear conscience, you can relax, get distracted, and do household chores.
Preparing for a new school day.
If homework needs to be done, notebooks and textbooks are taken out of the backpack, homework is done, then all things are put back into the backpack.
” Here I want to clarify: it seems more logical not to put textbooks and notebooks in your backpack until your homework is done. But from experience, if immediately upon arriving home you read the schedule for tomorrow, select and put away the necessary notebooks and textbooks, there is much less chance that at night you will remember that tomorrow is English, fine arts or physical education. And you won’t have to solve the problems that have arisen in the night.
If you simply put the necessary textbooks and notebooks in a pile on the table, there is a high probability that during your “free time” some of them will get mixed up with others, fall down behind the table, move to the shelf, and so on.
Checking the readiness of the clothes. If you need clean linen or a replacement for the clothes your child came home from school in, we prepare them in the evening.
” Before going to bed, we check the schedule again to see if we have prepared and learned everything.
If on the way from school the child talked about difficulties, problems, troubles, we talk about them again so that the negativity does not consolidate and accumulate.
Morning
In the morning, it would be good to provide a reserve of 10 minutes, so that there is no need to jump out of bed abruptly, but you can stretch, say hello, and do 2-3 simple exercises.
Clothes and backpack are already ready. Wash, comb your hair, get dressed. If necessary, have breakfast (everyone has their own way of optimizing breakfast - this can be discussed separately). Well, be sure to head out to the new school day in a good mood.
You are back on my blog, and I am glad to see you! Hello! I’m not afraid to seem like a bore, and again I’ll ask an obsessive question to parents of first-graders: are you ready to start school life? Yes, yes, exactly you, parents! The child has been ready for a long time: he sleeps and sees himself at the morning assembly, schooled to perfection, with a bouquet of flowers.
When you encounter some, albeit small and completely solvable problems, gaining invaluable experience, you then try to make life easier for yourself and those around you by sharing this very experience. Today I would like to provide a little help to parents of new students and figure out how to set up a workplace for a first-grader.
Lesson plan:
To be a workplace or not to be?
Preparing for lessons at the kitchen table or according to the principle “wherever is free” today is a past stage of Soviet times, when the well-known “Khrushchev” houses accommodated at least two, or even three families. “The first one to get up gets the slippers” - that’s how children used to do their homework. I really hope that such camping conditions for schoolchildren are far behind us.
Is it possible to provide a corner in a small apartment for your future first-grader so that he can comfortably acquire new knowledge? How about changing the already familiar furnishings in a large apartment, violating the “sweat and blood” interior that was built with your own hands a couple of years ago?
Designers who make “candy” out of everything convince us that everything can be combined at home, it depends on our desire. The main thing is to do it with soul and correctly.
So there will definitely be a workplace for the future schoolchild! But how to organize it effectively? Follow me!
In cramped conditions, but not offended, or where to accommodate a schoolchild
The choice of a place for a schoolchild should be approached with particular scrupulousness.
- First of all, because it should be both ergonomic and harmless for a growing organism, because a first-grader will have to spend an awful lot of time at the school desk!
- Secondly, the school corner should remain a personal place for studying, and not turn in a couple of months into a residential area for all household members and into a warehouse for toys, household items and clothing. From the list of places for their own needs, parents will have to cross out the allocated corner once and for all.
So, if you are ready, let’s pick up a big broom and start cleaning the space without sparing or skimping.
Student tables and chairs: what you need to know
We have already studied the orthopedic requirements for school furniture in detail. Remember? In addition to selecting furniture for the child’s height, we try to choose tabletops with adjustable inclination for various types of activities: from reading to creativity, and we also exclude swivel chairs from the list so as not to give a reason to turn the lesson into a circus attraction.
From the story about you and I, we learned that the ideal option for a first-grader would be a transformable desk.
What else is important for furniture? Psychologists say that you should not forget about color. So, too bright colors are perceived as “wow” only in the first few hours and gradually begin to irritate the eyes. Make a choice in favor of the “golden mean”. It can be beige, light coffee, marsh, yellow tones, even red, but warm shades - all of them will not tire.
Let there be light!
Even if the chair and table are not suitable for height, we know a way out: we’ll pick up a stand for your feet and put a pillow under the backrest. This is not a problem and not even its half! But if a child doesn’t see what he’s writing and can’t make out what he’s reading, that’s a tragedy! Good lighting is the key to healthy eyes and successful studies. Being a ray of light in the school working kingdom also has its own rules.
- When placing a table opposite a window, remember that the sun's rays can be reflected from the tabletop if it is glossy, and this is a direct strain on your eyesight. There are two options: the table - in another place or a matte tabletop.
- Ideal for a study table - the side is next to the window. For right-handers, the sun's rays should fall from the left, for left-handers - exactly the opposite. Similar rules apply to lamps.
- The darkness of the entire room with only one illuminated workplace greatly affects fatigue. You can achieve comfort with the help of LED strips that are molded onto the shelves, spotlights located around the perimeter, as well as switches that can regulate the light intensity.
- Ophthalmologists advise using light bulb power of no more than 60 watts for table lamps.
Little things pleasing to the eye
No workplace would be complete without pleasant and useful little things. Where will those tired from leafing through books sleep at night? Where will pens and pencils go to rest after intense manual labor? Where will he hide? Of course, thinking about accessories, cabinets and shelves is very important!
What can live on your desktop?
What else needs to be taken into account when organizing a workplace?
This is interesting! The crystal globe is considered the most powerful talisman that helps schoolchildren and students in their studies. Even if you don’t believe in esoteric signs, such a gift for September 1 will be able to please your first-grader and will successfully settle on his desk.
Well, now there are many, many, many unusual ideas for arranging a schoolchild’s room. Let's watch the video!
I am sure that each of those who have been prepared for school has their “five cents.” Feel free to replenish your collection of useful tips! That's all for today.
Good luck with your preparation for school!
Always yours, Evgenia Klimkovich