Questionnaire "Assessment of the readiness and adaptability of the individual to pedagogical activity».
This questionnaire allows diagnosing qualities that contribute to the professional personal self-determination of a teacher. When testing, choose the numbers of those questions to which you give a positive answer, and write them down one after another in a column. The key to this questionnaire and an example of diagnosis are given at the end.
1. Do you know how to control yourself in difficult or unpleasant life situations for you?
2. Do you fall asleep equally easily by going to bed at different times of the day?
3. You always patiently and kindly listen to the answer of the student (student) that you know about,
what did he write off?
4. Do you like a lively atmosphere in the classroom?
5. Are you willing to speak at meetings, conferences, seminars?
6. Do you use non-traditional methods and techniques in educational work?
7. Do you easily get used to a different daily routine?
8. Can you get organized quickly?
9. Have you ever been late for class?
10. Can you do work at the end of the day as easily and freely as you did at the beginning?
11. Are you able to force yourself to perform an action that is risky for you?
12. Can you not give up on your intentions if management doesn't like it?
13. Do you willingly participate in contests, competitions, etc.?
14. Do you easily move from one activity to another during the day?
15. Do you always firmly believe that you can handle any task?
16. Do you refrain from interfering in a dispute if you understand that it is better "not to add fuel to the fire"?
17. Do you easily regain your mental balance after a defeat?
18. Do you quickly get used to new content or a new place of work?
19. Are you able to wait for a long time, for example in a queue?
20. Are you capable of taking risks in your daily life?
21. When you make a mistake, are you able to quickly pull yourself together and correct it?
22. Do you often manage to contain your anger?
23. Do you always follow the recommendations of the manual?
24. Do you refrain from taking any action until it has been approved by management?
25. Do you easily change the methodology and rhythm of work?
26. Do you need a short rest to recuperate?
27. Can you adapt to work in adverse and difficult conditions?
28. Do you want to have published work?
29. Do you always forgive people for their mistakes?
30. Do you know how, when required, to adapt to others?
31. Do you have any published work?
32. Are you able to work long time nonstop?
33. Are you able to refrain from emotional and non-specific arguments during an argument?
34. Have you ever introduced elements of novelty into your work on your own initiative?
35. Do you easily adapt to the different working styles of your supervisors?
36. Do you start working in class right away and with full force?
37. Is it easy for you to do several things at the same time (helping a student, listening to
and at the same time answer questions, etc.)?
38. Can you be provoked into a new, unknown case?
39. Do you manage to overcome the accumulated fatigue at the entrance to the next lesson?
40. Do you easily get along with new co-workers?
41. Can you work hard for long periods of time?
42. Are you getting on open classes better results than regular ones?
43. Can you change already decision influenced by the leader?
44. Can you say that you are an executive worker?
45. Are you willing to speak at teachers' councils, conferences, parent-teacher meetings?
46. Is it hard to get you off balance?
47. Do you quickly get involved in work after a break (illness, vacation, vacation, etc.)?
48. Do you easily adapt to changes in the mood of your superiors?
49. Do you manage to endure long, monotonous work without much effort?
50. Do you easily carry out activities that require some effort on your part?
51. Do you always come to the aid of a colleague?
52. Do you manage, if circumstances require it, to restrain your anger or irritation?
53. Are you able to teach for six to eight consecutive hours during the day?
54. Do you willingly change places of entertainment and recreation?
55. Are you able to focus on doing something for a long time?
specific task?
56. Do you like to compete with your colleagues in professional activities?
57. Can you quickly get to work if necessary?
58. Is it easy for you to move on to work on new curricula, allowances, etc.?
59. Do you find it easy to adapt to pedagogical control behind your work?
60. Do you receive rewards for your teaching activities?
61. Can you show patience and tact when dealing with slow-witted people?
62. Can you always communicate easily with people you don't like?
63. Do you always calmly endure your defeats, failures and failures?
64. Are you able to quickly concentrate before the upcoming classes?
65. Are you willing to introduce new elements into the course and methodology of classes?
66. Can you mostly do without the help of others in your work?
67. Do you easily adapt to a slower pace of work if necessary?
68. Can work colleagues, pupils (students) change your bad mood?
69. Do you easily connect with new audiences?
70. Do you easily enter into a conversation with fellow travelers?
71. Are you able to behave calmly when you are waiting for an important decision?
72. Do you dare to oppose conventional wisdom if you think you are right?
73. Do you quickly get used to a new team?
74. Does failure motivate you?
75. Are you able to suppress your fun if it might offend someone?
76. Are you able to quickly apply new things after learning about interesting experiences?
77. Do you react quickly to what is happening in class?
78. Is it easy for you to organize the first days of your vacation, holidays?
79. Do you always easily keep calm when waiting for something for a long time?
80. Are you patient when working with slow people?
81. Are you often confident in your abilities?
82. Do you like to change places of rest?
83. Do you quickly get to work, having received a new instruction from the administration?
84. Do you tend to take the initiative if something out of the ordinary happens?
85. Are you able to refrain from commenting to colleagues about shortcomings in their work?
86. Are you able to quickly master yourself in difficult moments of your life?
87. Are you patient when dealing with "difficult" students (students)?
88. Do you quickly look through newspapers, magazines, books?
89. Are you able to calmly wait for a late call to or from class?
90. Do you agree without much internal hesitation to painful medical procedures?
91. Are you comfortable with unexpected changes in class schedules, daily routines, etc.?
92. Are you willing to take on activities that require perseverance and perseverance?
93. Is it easy for you to move away from the old template methods in your work?
94. Can you quickly restore your strength?
Form for filling out answers to questions
questionYes
Not
№ question
Yes
Not
In this test, the following personal characteristics of a future or present teacher are diagnosed, showing the degree of formation and development of his professional personal qualities.
The key to answering questions
1. Ability to be creative6, 13, 20, 25, 28, 31, 38, 50, 60, 65, 88, 93
2. Health
10, 26, 32, 36, 37, 41, 47, 49, 53, 57, 64, 94
3. Performance
7, 12, 18, 24, 34, 43, 44, 48, 58, 76, 83, 91
4. Sociability
4, 16, 30, 40, 68, 69, 70, 75, 80, 82, 85, 87
5. Adaptability
2, 19, 27, 35, 54, 59, 61, 67, 73, 77, 78, 89
6. Self-confidence
5, 8, 11, 21, 45, 56, 66, 72, 74, 81, 84, 92
7. Level of self-management
1, 14, 17, 22, 33, 42, 46, 52, 55, 71, 86, 90
8. Truth factor (K)
3, 9, 15, 23, 39, 51, 62, 63, 79
Teacher test results additional education ________________FULL NAME
Characteristics1 2 3 4
weakly
5 6 7 8
Good
9 10 11 12
strongly
1. Ability to be creative
2. Health
3. Performance
4. Sociability
5. Adaptability
6. Self-confidence
7. Level of self-regulation
Conclusion: From the presented graph it can be seen that the teacher has a pronounced degree of diligence, which indicates a responsible attitude to the work performed, also high level adaptability, which will help the teacher to calmly adapt to changing conditions in the institution. The teacher has well-developed communication skills, which allows him to establish contacts with students, parents and administration. The level of self-confidence and the level of self-regulation of a young teacher require some correction.
Test results
Characteristics1 2 3 4
weakly
5 6 7 8
Good
9 10 11 12
strongly
1. Ability to be creative
2. Health
3. Performance
4. Sociability
5. Adaptability
6. Self-confidence
7. Level of self-regulation
additional education teacher ________________ full name
Conclusion: From the presented graph, it can be seen that the teacher has a pronounced ability for creativity, which will allow him to interest students in his association. Enough good level sociability will allow the teacher to establish contacts with all participants in the educational process, and a good level of efficiency will help the teacher achieve good results in pedagogical activity. The weakest link is the level of self-regulation, and the level of self-confidence, diligence and adaptability requires the necessary correction.
Tashimova A.A. Teacher-psychologist of the Kyiv secondary school,
North Kazakhstan region, Akzhar district.
Lesson with young teachers and experienced teachers “Teacher! Before your name...
Target: increasing the prestige of the teaching profession, the effectiveness of communication between a young teacher and mentors. Tasks: to improve the psychological competence of teachers, to help most successfully realize themselves in behavior and activities. Equipment: sheets of A4 paper according to the number of participants, slide, questionnaires, certificates. Leading. Dear colleagues! I invite you to greet each other, introduce yourself and continue the phrase: “Be ...” Exercise "Being a teacher means..." Target: establish an atmosphere of trust, set up participants to work in a group, feel group unity and support. Participants, sitting in a circle, greet everyone in turn, introduce themselves and complete the sentence “Being a teacher means ...” (express what their profession means to them).
Introduction. Dear colleagues, I am glad to welcome you to today's round table, the participants are seated in a circle (young professionals opposite their mentors). The teacher talks about a difficult situation in his teaching practice. Meetings for " round table» expand the professional horizons of not only novice teachers, but also the mentors themselves. As a rule, one, the most general, problem of teacher's professional adaptation is chosen, which becomes a topic for discussion. This may be the problem of maintaining discipline, organizing effective interaction with parents, choosing the forms and methods of organizing the educational process, and the rights and obligations of teachers.
The first question for discussion: - What should be a young teacher? What should be a mentor? The second question for discussion: - What difficulties do you encounter in your work?
The third question for discussion: - What should be the modern teacher of the XXI century.
There is an exchange of opinions in the group.
Responsibilities of a mentor teacher: 1. The mentor is obliged to clearly understand the goals of his activity, to know the requirements and needs of the school in this area teaching practice. 2. The mentor must develop and offer an optimal program of pedagogical assistance to each young teacher, taking into account his individual characteristics, level of professionalism and communication skills. 3. The mentor must be able to establish positive interpersonal contact with each of his pupils, offer constructive forms and methods of interaction. 4. The mentor carries out diagnostics, observation, analysis and control over the activities of his ward. 5. The mentor bears moral and administrative responsibility to himself and the leadership of the educational institution for the training of a young specialist. 6. The mentor must be a role model both in terms of interpersonal relationships, and in terms of personal self-organization and professional competence.
Mentor is a teacher: - having a qualification category not lower than the first one; - work experience in educational institution at least 5 years; - high professional skill; - stable high results in work; - enjoying authority and respect among colleagues, administration, students and their parents; - constantly improving his professional level.
The Young Professional is required to:- conscientiously fulfill their functional duties;
- study regulations, guidelines, instructional letters regulating the activities of a teacher in an educational institution; - take an active part in the work of the Ministry of Defense, creative and initiative groups to improve educational process and development of the school as a whole; - to use in their work modern pedagogical technologies(informational, health-saving, activity);
- listen to advice experienced teachers on the organization of the educational process;
- master theoretical knowledge and practical skills to improve pedagogical competencies;
- improve your cultural level; - report on the results of their work to the mentor, deputy director, head of the educational institution.
Young specialist- is an employee of the school: - does not have a teaching experience: - a graduate of a secondary or higher educational institution with a degree in "teacher primary school"or teacher - subject; - student of the 3rd - 5th courses of a higher pedagogical educational institution; - studying at retraining courses in the specialty "teacher"; - having a teaching experience of less than 3 years in an educational institution.
Auction of pedagogical ideas.
It should be important for the administration to remove the barriers between "newcomers" and "old-timers" as soon as possible. The floor was given to teachers who came to work at the school many years ago to talk about their professional difficulties at that time (it is desirable that the story turned out to be humorous or even with a slight degree of irony) and share their experience in resolving them, short story about the traditions of the school, about teachers, their achievements, etc. This form of communication will help beginners to realize that their difficulties are not isolated and can be solved, their excitement is a normal state for all people starting work in a new place.
Before the lesson, a survey is conducted, the method of formation is “Mentor - a young teacher?” The questionnaire for the teacher-mentor will help determine the readiness of the teacher to fulfill the position of mentor, interpersonal communication skills, the level of professional competence. The questionnaire for the young specialist will identify gaps in pedagogical training a university graduate will help determine how ready he is to improve his professional level.
QUESTIONNAIRE FOR TEACHER-MENTOR
1. How do you understand the meaning of the word “mentoring”?
2. Describe the main activities of the teacher-mentor in educational institution.
3. What skills, in your opinion, should a teacher-mentor have?
4. Which word (or several words) from the listed the best way associated with the concept of "mentoring": guide, sponsor, adviser, expert, source of knowledge, assistant, instructor, catalyst, role model, stimulator, energy source, friend, time manager, diagnostician, goal setter, overseer, planner , problem solver, teacher?
5. Are you ready in the middle of the night to answer the phone of your mentee and help him write a lesson note?
6. Are you able to listen to the interlocutor without interrupting him?
7. Do you have the gift of empathy?
8. What kind of people do you dislike? List the negative qualities that annoy you the most in a person.
9. Do you prefer to give advice or show the right decision by your own example?
The number of questions may vary, but, as a rule, 10 answers is the minimum that allows you to see the makings of a mentor in a teacher with a sufficient degree of probability. QUESTIONNAIRE FOR A YOUNG TEACHER
1. What aspects of pedagogical activity are you most concerned about?
2. Do you consider the help of a teacher-mentor necessary for you?
3. How easy is it for you to get in touch with others?
4. What is the probability that you will be offended by fair criticism?
5. Express as a percentage the possible contribution of the teacher-mentor to your professional development(This question is especially important for choosing the role of a teacher-mentor: "guide", "advocate", "idol", "consultant", or "controller".)
6. What specific results do you expect from the relationship with the teacher-mentor?
7. What qualities of a mentor would you most demand: empathy, sensitivity, strictness, insight, authority, seriousness, respect for the individual, punctuality, self-criticism, encouragement of initiative, exactingness, attentiveness ... (the list goes on)?
8. Do you have enough interaction with a teacher-mentor at work or would you like to communicate with him in an informal setting?
9. Which member of the teaching staff of the school is best suited for the role of your mentor? What makes you think so?
10. Are you ready to learn and improve your professionalism?
The final stageTarget: draw conclusions, diagnose the dynamics of efficiency in communication with young specialists, reward participants with diplomas. Leading: Summing up our conversation, I want to draw your attention to the fact that youth is the age of dreams, the hope for their fulfillment, unstoppable energy, the desire to achieve success. Activity young man who has found and ignited in himself a spark of personal and professional individuality, contributes to the progressive development of education. “A teacher lives as long as he studies, if he stops learning, the teacher dies in him.” These words of the great teacher K. Ushinsky are the leitmotif of the work of the Young Teacher School.
Thank you for your attention!
Mark which of the proverbs of the Russian people, in your opinion, are most consistent with the ideas about your activities:
1. Educator kindergarten- this is:
A. A good horse will carry everything.
B. Without a queen, bees are lost babies.
B. They are twisted under the pipes, cherished under the helmet, at the end
copy fed.
2. The teaching staff is:
A. In the world that is in the sea.
B. One sheep has seven shepherds.
B. Glued dishes live for two centuries.
3. Teaching children means:
A. What you sow is what you reap.
B. There would be a thread, we will reach the ball.
B. Go on the road - weave five bast shoes.
4. Raising children means:
A. He served for seven years, served seven raps, and even those are gone.
B. Will grind - everything will be flour.
B. By order of the governor is strong.
5. To develop children means:
A. This day is not without tomorrow.
B. You fly high, but you sit low.
B. A double-edged sword.
6. Working with parents is:
A. The paper is not purchased, the letter is homemade.
B. In a good hour to say, in a bad hour to remain silent.
B. By the way of walking.
Key to the test
If your answers prevail:
"BUT" - You are more focused on the performance of the teaching, correctional and developmental and cultural and educational functions of the educator. Therefore, we can say that you already have your own, individual style of psychological and pedagogical activity. The advantage of your work as a mentor is that you are oriented towards the cognitive practice of working with young professionals, that is, you are able to show what children need to be taught and how best to do it. The negative point of communication with you young specialist may be the predominance of a didactic, "instructive" style of interaction. Try to be more democratic!
"B" - Your motivation for personal communication with children, parents, colleagues prevails. This is expressed in the fact that you are best able to implement the scientific, methodological and educational functions of a teacher. The advantage of your work as a mentor of young professionals is that you are focused on the creative practice of working with them, i.e. you are able to provide psychological support and demonstrate all pedagogical potential Your ward. The negative point of communication with you young specialist may be the predominance of an overly democratic and liberal style of interaction. Sometimes your ward may also need clear instructions to navigate difficult pedagogical situations.
"AT"- the priority direction of your activity in the preschool educational institution is managerial and socio-pedagogical. The advantage of working as a mentor for young professionals is that you can teach them to see pedagogical problem in its various manifestations and simplify it (in difficult situations highlight 1-2 key components of the problem), as well as combine their efforts with other preschool specialists and parents of children to achieve optimal results pedagogical process. The negative point of communication with you young specialist may be the formation of his ideas about you as an ideal teacher, the level of which is simply impossible to achieve. Try to explain with your usual sense of humor that you started in exactly the same way.
HOW TO EVALUATE THE WORK OF A MENTOR?
E. Lyakhova
Under the conditions of personnel shortage in companies, adaptation programs for new employees become necessary. Mentors play a key role in this process. Mentors are highly professional employees in their field, with the ability to convey information to other people. As a rule, mentors grow up within the organization, and they also need to be trained, developed in them specific competencies of a mentor, and also motivated. To implement these tasks, it is necessary to build a mentor assessment system.
Building a mentors assessment system
Description of the mentor's responsibilities
The first step is to define the responsibilities of the mentor. As a rule, in the process of adaptation of a beginner, the immediate supervisor, the personnel service and the mentor are involved. Responsibilities should be clearly defined and spelled out in the onboarding or mentorship clause.
In addition to the position, you can use the mentor's memo - a document in which, unlike the position, the duties are described not in general terms, but in detail: what exactly and in what period of time the mentor should do, what information to provide to the employee, what activities to carry out.
For example, if the statement says:
“The mentor provides the new employee with comprehensive assistance and support in the implementation of current daily activities: helps to make new contacts and build relationships, advises in the professional field.”
That in the memo is stated more specifically: “On the first working day: Introduce a new employee to colleagues. Familiarize yourself with the job description. Show the canteen and go to lunch together. Familiarize yourself with the corporate portal and the following documents: employee telephone directory, new employee directory.
Familiarize yourself with the tasks and functions of this department/unit. The practical use of these 2 documents - the provisions on mentoring and the mentor's memos together is that a lot needs to be described in the position: the responsibilities of different departments in relation to a new employee, the assessment procedure and the motivation of the mentor, and if you still describe in detail the duties of a mentor, then the position may get overloaded. A detailed description of the duties is simply necessary, because the mentor must clearly understand what is required of him, according to what criteria he will be evaluated and what he will receive a reward for, and this can just be implemented in the mentor's memo.
The responsibilities of a mentor are described, but how can you tell if a mentor has worked effectively? What does he need to improve in his work? And most importantly, how to objectively evaluate the work of a mentor and link the results of the assessment to the amount of remuneration?
Evaluation of the work of the mentor
A fairly common criterion for evaluating the effectiveness of a mentor is the success of a new employee's probationary period. It must be kept in mind, but this approach leaves no opportunity to evaluate the mentor according to his merits, because the success of the probationary period is also the merit of the employee himself.
In order to evaluate a mentor, you need to check whether he really performed all his duties efficiently and on time. The evaluation criterion in this case will be the fulfillment of the duties listed in the mentor's memo in the proper amount and on time. As a method of evaluating a mentor, we chose a survey of an employee and a manager, which is conducted at the end of the probationary period.
How to write survey questions?
All requirements for the mentor, duties, deadlines described in the mentor's memo are included in the questions of the questionnaire. To avoid subjectivity in the assessment, the questionnaire questions should be designed in such a way that they describe the facts, the behavior of the mentor, which can be observed in reality and which can be measured. That is, in the wording of questions there should not be a description of thought processes (thinks, reflects), feelings and relationships (benevolent, caring, etc.)
Let's look at an example:
- the requirement for a mentor - “to hold a meeting with a new employee every day for 30 minutes” will be reformulated into the question: “How can you characterize the frequency of communication with a mentor?”
- For the question, we form the answer options:
- define high-performing behavior;
- acceptable behavior;
- permissible behavior but ineffective;
- unacceptable behavior;
- lack of behaviour.
Answer options are a scale by which we will evaluate the effectiveness of the mentor's work, for this we assign a score to each option. See table below.
The employee and the manager fill out the questionnaires, choosing the appropriate answer. When processing the questionnaire, we assign a score to each option according to the scale created for each question.
Examples of questions in the questionnaire that the employee fills out.
Dear employee!
This questionnaire is necessary in order to improve the adaptation of new employees in our company. You have been assigned a mentor for the probationary period.
Answer the questions about how your interaction with the mentor was built.
1. How can you characterize the frequency of communication with a mentor (tick the appropriate option or write your own)?
Every day.
- 2 - 3 times a week.
- Once a week.
- 2 - 3 times a month.
- We haven't met at all.
2. How much time per week did you spend on average communicating with a mentor?
3.5 - 2.5 hours per week.
- 2.5 - 2 hours a week.
- 1.5 hours per week.
- 1 hour per week.
- 0 minutes per week.
3. Which employee did your mentor introduce you to on your first day at work?
He introduced me to the employees of your department and to the employees of other departments (with whom I communicate constantly by type of activity).
Introduced to all employees of your department.
He introduced me only to some employees of the department.
I met almost everyone, but not on the first working day.
Didn't meet anyone.
4. How was your communication with a mentor built (evaluate in percentage terms when you were the initiator of communication and when he was)?
YOU ARE THE MENTOR
- 20% - 80%
- 30% - 70%
- 60% - 40%
- 70% - 30%
- 80% - 20%
5. Was the mentor always able to answer your questions?
Yes, always.
- Yes, almost always.
- Often.
- Yes but rarely.
- Not.
6. Did a mentor give you feedback based on the results of the work, spoke about what you are doing right, wrong, what can be improved?
Yes, every time after the end of the task.
- Yes, once a week, regardless of the end of the task summed up.
- Yes, once a month.
Yes, but less than once a month.
- Not.
Examples of questions of the questionnaire, which is filled by the head.
Dear leader!
This questionnaire is necessary in order to improve the process of onboarding and mentoring new employees in our company. Your new employee has been assigned a mentor for a probationary period.
Please answer how the interaction of the mentor with the new employee was built.
1. A mentor willingly undertakes to train a new worker.
Yes, always.
- Yes, almost always.
- Often.
- Yes but rarely.
- Not.
2. The productivity of an employee during the period of combining the main function with the functions of mentoring does not suffer due to the correct planning of working time.
Yes, always.
- Yes, almost always.
- Often.
- Yes but rarely.
- Not.
3. The mentor regularly reports on the progress of the new employee.
Yes, always.
- Yes, almost always.
- Often.
- Yes but rarely.
- Not.
4. The mentor provided a monthly report on the results of the work of a new employee on time.
Yes, always.
- Yes, almost always.
- Often.
- Yes but rarely.
- Not.
5. The mentor has planned a training plan for the new employee during the trial period.
Yes, always.
- Yes, almost always.
- Often.
- Yes but rarely.
- Not.
In order to obtain information not only quantitative, but also qualitative, open-ended questions can be used in the questionnaire. The information received from them is structured and communicated to the mentor in the mode of recommendations.
Examples of open questions.
2. Your suggestions for mentoring.
You can also set the task of obtaining more detailed feedback on the work of the mentor. In this case, we recommend additionally conducting an oral interview with a new employee using questionnaire questions, as well as open-ended questions.
Romanova Angelina Georgievna,
English teacher
MAOU SOSH I № 22, Tomsk
“Due to the increased requirements for teaching staff in connection with the adoption professional standards and the complication of sociocultural educational environment associated with the dynamic development of science and technology, there is an increasing need for teaching staff capable of solving the problems of modernization at all levels of education" ( Government program"Development of education for 2013-2020")
The purpose of mentoring at school is to provide conditions for the successful adaptation of a young teacher; promoting it professional development and career growth. Methodological support includes not only the provision of methodological, scientific and psychological resources, assistance in organizing lesson and extracurricular activities, but also didactic and diagnostic activities to identify and eliminate the professional difficulties of a novice teacher. With the help of a diagnostic approach, the deficits and needs of the professional activity of a novice teacher are revealed.
The concept of diagnostics has a broader and deeper meaning, since it provides feedback, shows how effectively the forms and methods for eliminating deficits were chosen, what difficulties the novice teacher encountered.
The adaptation program for a young specialist involves identifying professional difficulties, planning joint activities, planned plans and reflection. But the surveys and questionnaires conducted did not give a real idea of the difficulties of the young teacher and were of a generalized nature.
In the work of a teacher-mentor, there was a need to develop a package of diagnostic and didactic materials designed for one academic year and having a cyclic structure: input diagnostics - training activities - intermediate diagnostics - training activities - final diagnostics.
Questioning and observation shows that a young teacher faces many difficulties in his work:
- organization of differentiated and individual work (work with children of different categories);
- choice of methods, techniques, technologies;
- development of a program on the subject and drawing up a CTP;
- work with the documentation;
- work with parents;
- organization of the lesson (introduction of material, development, assessment, etc.);
- organization of extracurricular activities, etc.
Despite the fact that in the process of adaptation many problems of a psychological, methodological and organizational nature were discovered, the emphasis was placed on the most important difficulties. Together with a young teacher, key minor difficulties were identified, the solution of which leads to the intensification of the educational process and the elimination of serious professional needs. For example, "Differentiated approach in the lesson", "Organization homework in the lesson”, “Motivation in the lesson”, “Group work”, “Conducting reflection in the lesson”, etc.
The purpose and content of diagnostic materials depends on the seniority, experience and professional challenges of the young teacher. The package of diagnostic materials contains a questionnaire of difficulties, methodological advice and a scheme for analyzing a lesson on one topic-problem. The annex contains a sample questionnaire "Diagnosis of professional difficulties and needs of a young specialist in the organization of homework", developed within the framework of the practical seminar "Didactic and diagnostic materials in mentoring".
Requirements for compiling a questionnaire, methodological consultation, lesson analysis scheme
You can think of this as a cycle of activities aimed at solving problems of adaptation and resolving issues of professional needs and difficulties. This can be represented as the following table:
|
Stage |
Target |
Timing |
|
|
Entrance testing |
Identification of deficits of a young teacher |
September |
|
|
Create Consulting Materials Materials |
The study methodological material, holding consultations, master classes, open lessons for a novice teacher |
October-February |
|
|
Open Lessons according to existing difficulties |
Identify the degree of difficulty, correction |
March, April |
|
|
Final testing |
Identify remaining issues |
||
|
Reflection, analysis, correction, creation of new consulting materials |
Planning activities to eliminate existing professional difficulties |
Thus, the diagnosis of the adaptation process of a novice teacher is a special type of activity, which is the identification and study of difficulties and needs that characterize the state and results of the adaptation process, and which allows, on this basis, to predict possible deviations, determine ways to prevent them, and also correct this process in order to improving the quality of training of young specialists.
Used Books:
- http://government.ru/media/files/mlorxfXbbCk.pdf/
Application
QUESTIONNAIRE
Diagnosis of professional difficulties and needs of a young specialist in the organization of homework
Dear colleague! Please answer the questionnaire
Purpose: identifying difficulties and professional needs in organizing homework in our lesson
- Do you always give homework? (yes, no, not always)
- Indicate in which areas of the organization of homework you experience difficulties:
- when compiling the KTP;
- in the content of the material, its volume and sequence (what and when to ask and check);
- in the types and methods of verification;
- in the accounting of knowledge, its forms, allowing to cover all students;
3. Are you familiar with the legal framework of the NGO when organizing homework:
- amount of homework, time;
- forms of control;
- the procedure for checking notebooks;
- method of submitting homework;
- evaluation criteria;
4. Check the forms of checking homework that are acceptable to you:
- frontal check;
- selective check of the written task;
- performing mutual and self-testing;
- poll with a call to the board;
- survey on individual cards;
- differential check
5. What innovative methods of checking homework would you like to master first?
- asking unexpected questions;
- reviewing the oral response;
- homework dictations (graphic, silent, terminological, vocabulary, etc.)
- short written response;
- verification using ICT and graphic organizer;
- other ___________________ (please specify)
6. Do you observe the relationship between the purpose of the lesson and homework? (yes, no, not always)
7. Do you provide homework instruction? (yes, no, not always)
8. Do you keep track of students' difficulties when doing homework? (yes, no, not always)
9. Do you check if there is a homework entry in your diaries? (yes, no, not always)
10. What types of homework assessment would you like to master? (criteria, formative, traditional)