How to manage classroom content introduction

1.2. The specifics of the individual work of the class teacher with students
One of the directions of development of the modern school is the rejection of the disciplinary model of education and the transition to a student-oriented model. Thus, the teacher will have to solve the problem of assisting each child in organizing his personal independent activities at school hours. And this assumes that the teacher will take the position of coordinator, instructor of children's activities.[1]
The class teacher oversees the individual, personal development of the student, corrects the circumstances and activity of the child, provides assistance and individual support to the child in his interaction with the world. Parents judge the school by the skill of the class teacher, expressing satisfaction or dissatisfaction primarily with his professionalism. Parents feel the most important thing - who and how introduces the child into life. Thus, one of the central functions of the class teacher is individual work with each student.[3]
There are many definitions of the individual work of a class teacher with students, let's consider a few of them:
The individual work of the class teacher with students is caring for the individual development of the child, controlling the formation of personality, influencing the maximum manifestation of personal characteristics and identifying individual characteristics. [5]
The individual work of the class teacher with students is an important activity of the class teacher to control the formation of personality and identify individual characteristics. [eleven]
Individual work with children includes several stages. At the first stage, the class teacher (educator) studies the scientific and methodological foundations of personality -oriented education, diagnoses the personality of each child, establishes friendly contacts with children, and organizes joint collective activities. At the second stage, the educator continues to study students in the course of a variety of activities.[12]
What specific actions should the class teacher take when organizing individual work with students?
First of all, the child must be actively involved in the activity, and therefore, in a certain system of relations. To this end, the class teacher determines himself (or through subject teachers) specific tasks and assignments in accordance with the personality characteristics of the student, contributing to the initiation of his activity in a mandatory activity - teaching. [15]
For successful work, the class teacher must be able to identify the educational result, evaluate it and, taking into account the evaluation of the result, adjust professional activities. It is necessary to identify and evaluate the result at certain intervals - at the end of each quarter (trimester). Summing up and correcting activities - personal and class teachers - should be done with the help of a psychologist and teachers. [19]
Let us single out the functions of individual work with students: to ensure the concretization of education, based on the general, typical and peculiar in the child; to increase the effectiveness of general pedagogical influences in relation to the individual; ensures the effectiveness of pedagogy of parallel action; contributes (strengthens) the student's opportunities in self-education and self-education; is a means of overcoming, preventing formalism in the pedagogical process. [10]
The class teacher needs to create special pedagogical situations for the manifestation and formation of specific qualities and personality traits, while focusing on the best. What is in the child, “substitute” the conditions for success, consolidate the feeling of joy, satisfaction from production actions and deeds. "Pushing out" the dignity of a developing personality (perhaps not yet manifested), the class teacher helps in the formation and implementation of an individual route of self-education and self-education of schoolchildren, in individual conversations encouraging students to special activities to form certain beliefs, qualities, traits, properties, developing self-awareness as the basis for self-improvement. Given the above, when organizing self-education, the class teacher can use such a form as “Reception on personal issues” (Sh.A. Amonashvili), giving schoolchildren the opportunity to communicate regularly with adults who are not indifferent to his problems. By building relationships with the child in this way, the class teacher will undoubtedly “get to everyone”, will become a truly key, leading figure in organizing a holistic pedagogical process. [30, 19, 2]
Individual characteristics include such properties and qualities of the child as character, temperament, abilities. The natural basis of individual psychological differences, both in the field of character and temperament, and in relation to abilities, is the typological properties of the nervous system. Natural data, inclinations - one of the conditions for a very complex process of developing individual abilities. But the latter are formed only in the process of human interaction with the outside world. [2]
The path to the development of individuality lies through the development of the interests, needs, inclinations of each child. Inattention to his individual characteristics leads to the fact that sometimes capable children lose interest in learning, in work and fall into the category of so-called "difficult children". Education at school presupposes knowledge of the personality of each student, because without taking into account the individuality of students it is impossible to achieve successful education and upbringing. [12]
An individual approach is aimed primarily at strengthening positive qualities and eliminating shortcomings. With skillful and timely intervention, an undesirable, painful process of re-education can be avoided, especially for those children in whom the negative aspects of behavior and character have been fixed for a long time. [4]
Interesting are the statements of E.A. Flerina about the content and form of the teacher's comments depending on the individual characteristics of the child, about the tone of these comments. "For some children, a hint, a small reminder, a leading question is enough; others require a detailed explanation; in relation to children who are not self-confident, a particularly confident, encouraging tone is required; for children who are overly confident in the quality of their work, in the content and tone of the remarks the educator should show great exactingness, criticality. In case of inattentive work, with the bad behavior of the child, the tone of the educator should be categorical and demanding. " [5]
An individual approach requires great patience from the educator, the ability to understand complex manifestations of behavior. In all cases, it is necessary to find the reason for the formation of certain individual characteristics of the child. This may be a state of health, features of higher nervous activity, environmental conditions. Various deviations in the behavior of the child at the initial stage are easier to eliminate; later, when they become a habit, it is much more difficult to eliminate them. Therefore, a deep, comprehensive analysis of all the actions of children at primary school age is especially necessary. [16]
The teacher needs to know the individual characteristics of children in the classroom and the basic principles of studying the individual characteristics of children. Education should create maximum conditions for the flourishing of the student's individuality. The individualization of teaching does not exclude, but presupposes collective, frontal, group forms of activity, collectivistically motivational teaching, strengthening the “student-student” connections in teaching, and a great emphasis on independence in cognitive activity . [17]