The main educator of a person is life experience. A kindergarten teacher is not a profession, but a state of mind

Essay

“Teacher is a profession of the soul”

Have I ever thought about this?

In the daily and endless work of a teacher, there is not much energy and time left (or rather, not at all!) to determine, not for others but for oneself, the main “beacons”, guidelines for pedagogical activity.

So, what are they, the “sources and components” of my internal professional code?

Taking into account Anton Pavlovich Chekhov’s catchphrase about the relationship between brevity and talent, after long and difficult reflection I will try to formulate it very briefly:

Attitude towards children -respectful and realistic.

Attitude to business, what I do (and am passionate about!) – conscientious, responsible.

Attitude to the “workplace” and “tools”(pedagogical technologies) – rational.

My pedagogical credo:

The world of childhood is joyful and subtle, like the floating sound of a flute.

As long as my child laughs at me, I know that I am not living in vain.

My friends say: “There are quieter fields,” but I won’t back down for anything.

I love these cute kids like my own children...

And every day, as if on a premiere, I enter a quiet kindergarten:

I’m not coming here for a career - every child here is happy to see me,

To be in the midst of joyful events...

And so over the years -

My destiny is children's souls! There is no better life on earth...

...But I’m not Chekhov, so I’ll continue to dot all the i’s.

Children. William Channing remarked: " Raising a child requires more penetrating thinking, deeper wisdom than governing a state.” It's hard to disagree with these words. Indeed, toEach child is individual, which means he needs a special approach, care, love and understanding of his personal characteristics, otherwise he will not achieve perfection in his development. After all, only in love is the uniqueness of each student revealed, his inner world revealed.

They say that the eyes are the mirror of the soul. Every morning when I come to work, I see the eyes of my children. In some there is wariness, in others there is interest, in others there is hope, in others there is still indifference. How different they are! Everyone has their own idea, their own mood, their own special world that needs to be helped to open up. A child is the most important value in my work and I, as a teacher, am responsible for ensuring that this child succeeds as an individual, that is, is not broken, humiliated, so that he finds out who he is, understands what his capabilities are, what he can do, what he wants.

Korney Chukovsky wrote: “Childhood is illuminated, and any collision with it is happiness.”

Attitude to business and pedagogical technologies.Socrates said that all professions are from people and only three from God: Teacher, Judge, Doctor.

I am convinced that a teacher combines these three professions.
Because a good teacher is a doctor for whom the main law is: “Do no harm!” Without devices and instruments, we monitor the mental and moral health of our children. Without potions or injections, we treat with words, advice, smiles, and attention. Being a teacher in modern conditions is difficult and responsible, since you need not only comprehensive knowledge and experience, but also enormous patience, you need to constantly be in a creative search, and be able to bring something new into your work.

A good teacher is a wise judge who unwittingly finds himself in the center of the eternal conflict between fathers and children. He does not divide in order to rule, but, like a true peacemaker, he smooths out contradictions in order to come to harmony. The teacher, like Themis, on the scales of justice, weighs good and evil, deeds and actions, but does not punish, but tries to warn.
A good teacher is an actor, screenwriter, and artist. He has the power to turn any activity into pleasure. “Creativity is the best teacher!” To raise a person in the full sense of the word means to perform a miracle, and such miracles are performed every day, every hour, every minute by ordinary people.

A modern educator is a competent specialist who understands the variety of programs and methodological developments; he is a sensitive colleague, always ready for cooperation and mutual assistance, who knows how to work in a team of like-minded people.

“Childhood is a daily discovery of the world,” wrote V.A. Sukhomlinsky. I am sure that children should be loved for who they are. Instill in them a sense of self-esteem and responsibility for themselves and their actions. Praise, encourage, approve, create a positive atmosphere around him.

You always need to believe in the capabilities of every child, in the goodness that is inherent in him. I teach children kindness, caring for loved ones, respect for adults and peers.

From early childhood I form character traits that will help him become a person and a worthy citizen. I cultivate love and respect for my small Motherland: my home and street, kindergarten, city; I form a sense of pride in the country’s achievements. I develop children’s interest in social life phenomena that are accessible to their age.

A good educator should remember the words of Rousseau: “Let my pupil be destined to carry a saber, serve the church, be a lawyer, I don’t care... Living is the craft that I want to teach him. Coming out of my hands... he will be, first of all, a man.” I would like to dare and continue the thought of the great philosopher Jean-Jacques Rousseau, that only a teacher with a broad soul can do this:

Reach every heart

Those whom you decide to teach,
And the secret door will open
To the souls of those whom I could love!

Galina Sotnikova
A kindergarten teacher is not a profession, but a state of mind

Kindergarten teacher is not a profession, A state of mind.

Educator gives children the best years, the warmth of his souls and does not expect grateful words in response. Job being a teacher is not just a job, and this, first of all, is the ability and ability to give all of oneself, without reserve, and to see light and grace in this. Educator becomes for the child "second" mom. He completely replaces parents while they are at work. The teacher will dress, will feed you, explain what’s good and what’s bad, play with you, feel sorry for you and praise you. Develops children's attention, memory, thinking, intelligence, initiative, and communication skills. Introduces ethical and aesthetic standards of behavior in society. Organizes pastime children: games, daily walk, other activities in accordance with the daily routine. Bears responsibility for the life and health of children.

Education:

Requirements for modern educators, very high. For education The preschool years are extremely important for a child, so educators simply need specialized education. Get teacher profession possible in teacher training colleges or pedagogical universities. For this position, employers prefer to hire candidates with good knowledge of preschool pedagogy and psychology, the basics of hygiene and pediatrics, ethics and aesthetics, organization and methodology educational work, skills in conducting physical education classes. Experience caring for young children preferred (brothers, sisters, own child). Future teacher must know the content and principles of organizing preschool education.

Functional responsibilities:

1. Organizes and carries out work on the physical, mental, moral, labor and aesthetic development of children, prepares them for school.

2. Teaches the skills of mental counting, recognizing letters and numbers, drawing, modeling, singing. Develops children's speech and thinking, observation, independence, creative initiative, introduces works of art, ethical and aesthetic norms and rules.

3. Instills in them communication skills, develops socially desirable qualities (politeness, friendliness, truthfulness, etc.).

4. Promotes health through hardening, physical exercise, and ensures strict adherence to the exercise and rest regime. Ensures compliance with sanitary and hygienic standards in the premises, instills in children personal hygiene skills. Monitors timely and high-quality nutrition of children and behavior during meals.

5. Introduces children to work, involving them in its simplest types (help in organizing breakfasts, lunches and dinners, decorating the premises for holidays, working in flower beds, etc.).

6. Consults parents on educational issues and raising children, strengthening their health.

Skills and abilities/personal quality:

For teacher The ability to work with children and their parents is important. For successful mastery profession a person must be attentive, responsible, responsive, tactful, sociable, patient, and show a penchant for working with children. It is desirable to have a good memory, attention, and high communication skills. What is needed is general culture and erudition, competent and intelligible speech, a well-trained voice, and the ability to manage a team. Also required are stress resistance, the ability to control one’s behavior and emotions, and a strong nervous system. system: Job teacher although it is not accompanied by increased physical activity, it occurs under conditions of constant psycho-emotional stress.

A kindergarten teacher must have the following qualities:

Creative and abstract-logical thinking;

Figurative and operational memory;

Emotional stability;

Excerpt;

Kindness;

Sensitivity;

Observation, distribution and switching of attention;

Visual and auditory perception;

Patience;

Self-control;

Sincerity;

Attentiveness;

Responsibility.

Professional skills:

1. Constructive activity:

Analytical skills:

Divide pedagogical phenomena into corresponding elements (conditions, techniques, motives, etc.)

Comprehend each pedagogical phenomenon in connection with all components of the pedagogical process

Find ideas, conclusions, patterns in the psychological and pedagogical theory that are adequate to the logic of the phenomenon under consideration

Correctly diagnose a pedagogical phenomenon

Identify the main pedagogical task and determine ways to optimally solve it

Reflection

Predictive skills:

The ability to predict the development of a team, the development of a system of relationships

Ability to predict personal development (her qualities, feelings, deviations in behavior, etc.)

The ability to predict the course of pedagogical process: difficulties of students, results of the methods used, etc.

Projective skills:

Translate the purpose and content of education and education into specific pedagogical tasks

Consider needs and interests pupils, the possibilities of the material base, your experience and personal and business qualities

Determine the main and subordinate tasks for each stage of the pedagogical process

Select activities that correspond to the assigned tasks and plan a system of joint creative activities

Plan individual work with children

Select content, forms and methods and means of the pedagogical process in their optimal combination

Plan a system of techniques to stimulate activity and curb negative behavior

Plan ways to create a personal development environment for maintaining connections with parents and the public

2. Organizational activities:

Mobilization skills:

The ability to attract attention to learning, work, and other activities, to create a need for knowledge, to create special situations for improvement pupils moral actions

Information skills:

Ability to present educational material, work with sources, and didactically transform information

Developmental skills:

Definition of ZPD

Orientation skills:

Formation of values, instilling sustainable interest in the surrounding world

3. Communication activities:

Perceptual skills:

The ability to understand others, their personal characteristics and value orientations

Communication skills:

The ability to distribute attention and maintain its stability, analyze actions pupils and manage initiative in communication

Pedagogical technique:

The set of skills and abilities necessary to stimulate the activity of both individuals and the team as a whole, the personal qualities of the teacher (humane attitude towards children, kindness, prudence; correct diction, neat appearance, etc.)

Advantages and disadvantages:

Job teacher brings joy from communicating with children; close proximity and work with children prolongs youth and years of life.

The disadvantages include the enormous responsibility that comes with teacher for the life and health of children.

Despite all the difficulties, the work The teacher is very interesting, diverse and honorable.

(1) The main educator of any person is his life experience. (2) But in this concept we must include not only “external” biography, but also “internal” biography, inseparable from our assimilation of the experience of humanity through books.
(3) An event in Gorky’s life was not only what happened in the Kashirins’ dyehouse, but also every book he read.

Composition

One of the main components of our life is creativity - in it a person embodies everything that is a level above ordinary reality. All the most intimate thoughts and feelings, everything that is inside each of us, is framed in the form of paintings, melodies and poems. However, not everyone is capable of creating such a creative object; in his text, E.A. Yevtushenko raises the problem of determining the qualities of a real poet.

Leading us to a discussion of the problem, the author emphasizes that the work of a writer, in principle, is the most important part of a person’s life - books improve us from the inside, and we improve books from the inside, without even taking direct part in their creation. Thus, Evgeny Yevtushenko leads us to the idea that any real poet and writer, when creating his work, should always be closely connected with society, with ordinary people, for whom, thanks to whom and for whom he works. Based on this, the qualities that distinguish a real poet from an amateur emerge.

The idea conveyed to us by E.A. Yevtushenko, it is clear to me: he believes that in order to become a poet, you need to have a close combination of several qualities at once. You need to have a conscience, have intelligence and courage, be able to understand and appreciate other people’s poems, and, of course, be able to write “tasty” lines yourself. And with all this, each of the qualities must be imbued with love for the people for whom the writer works.

It is difficult to disagree with the author's opinion. Of course, a real poet must treat with conscience the thoughts that he wants to convey to people, but at the same time they must be interesting and must have meaning in order to be able to interest them. The courage of a real poet, on the one hand, exposes him to risk, but, on the other, shows his dedication for the sake of his own creativity. And in order to understand how to write, in order to identify your style, you need to be able to appreciate and analyze the creativity of your colleagues and learn to write yourself, improving your skill. Also, someone who wants to be a real writer should not forget that his creativity should be directed not inward, but outward, for other people, because a person writes for a person, he is valued by him and from him he receives feedback and inspiration for further work.

For example, the main character of B. Pasternak’s novel “Doctor Zhivago” is a real poet. Yuri has all the qualities necessary for this: he is a talented doctor, and therefore he deliberately directs all his activities, including creative ones, for people, and his analytical abilities help him in the process of writing poems. The hero has a conscience and fulfills his duty both to the wounded partisans and to the Kolchak volunteer, and boldly rushes to the aid of the victims. In relatively calm times, being an ordinary citizen, Yuri reads books and writes his very beautiful poems, full of love for society and proclaiming the idea of ​​​​the intrinsic value of the individual as an exceptional unit.

No one will argue with me that A.S. was a real, truly talented poet. Pushkin. His lyrics were always imbued with a warm and tender love for women, for comrades, for the fatherland and for life in general. M.Yu. Lermontov wrote in his poem “The Death of a Poet”: “...He [A.S.] rebelled. Pushkin] is alone against the opinions of the world, as before...”, which shows the courage and dedication of the great poet in relation to his work. Talent A.S. Pushkin and his contribution to Russian literature are undeniable; he knew who to follow as an example and what to convey with his creativity. It is thanks to this that the writer remained a treasure of our fatherland and an example for all subsequent generations.

Thus, we can conclude that a true poet is determined by his extraordinary intelligence and talent, courage and ability to understand and evaluate the work of his colleagues, as well as, of course, the talent to sink into a person’s soul from the very first line and remain a bright, warm spark in it, illuminating the way to the future.

The main educator of any person is his life experience. But in this concept we must include not only “external” biography, but also “internal” biography, inseparable from our assimilation of the experience of humanity through books.

The events in Gorky's life were not only what happened in the Kashirins' dyehouse, but also every book he read. A person who does not like a book is unhappy, although he does not always think about it. His life may be filled with the most interesting events, but he will be deprived of an equally important event - empathy and comprehension of what he read.

The poet Selvinsky once rightly said: “The reader of poetry is an artist.” Of course, the reader of prose must also have artistic perception. But the charm of poetry, more than prose, is hidden not only in thought and in the construction of the plot, but also in the music of the word itself, in intonation, in metaphors, in the subtlety of epithets. Pushkin’s line “we look at the pale snow with diligent eyes” will be felt in all its freshness only by a highly qualified reader. A true reading of a literary word (in poetry and prose) does not imply cursory information, but an enjoyment of the word, its absorption by all nerve cells, the ability to feel this word with the skin...

Once I was lucky enough to read a poem to the composer Stravinsky. Stravinsky listened, it seemed, half-hearing, and suddenly at the line “wisdom with his fingers,” he exclaimed, even closing his eyes with pleasure: “What a delicious line!” I was amazed, because not every professional poet could note such a discreet line. I am not sure that there is an innate poetic ear, but I am convinced that such an ear can be cultivated.

And I would like, belatedly and not comprehensively, to express my deep gratitude to all the people in my life who raised me to love poetry. If I had not become a professional poet, I would still have remained a devoted reader of poetry until the end of my days.

My father, a geologist, wrote poetry, it seems to me that he was talented:

Shooting back from melancholy,
I wanted to run away somewhere
But the stars are too high
And the price for the stars is high...

He loved poetry and passed on his love for it to me. He read perfectly from memory and, if I didn’t understand something, he explained, but not rationally, namely the beauty of reading, emphasizing the rhythmic, figurative power of the lines, and not only of Pushkin and Lermontov, but also of modern poets, reveling in the verse that he especially liked :

The stallion underneath him sparkles with white refined sugar.
(E. Bagritsky)

The wedding is spinning with a silver hem,
And she doesn’t have earrings in her ears - horseshoes.
(P. Vasiliev)

From Makhachkala to Baku
Moons float on their sides.
(B. Kornilov)

Eyebrows from under the shako threaten the palaces.
(N. Aseev)

I should make nails out of these people,
There couldn't be any stronger nails in the world.
(N. Tikhonov)

Teguantepec, Teguantepec, foreign country,
Three thousand rivers, three thousand rivers surround you.
(S. Kirsanov)

Of the foreign poets, my father most often read to me Burns and Kipling.

During the war years at Zima station, I was left in the care of my grandmother, who did not know poetry as well as my father, but she loved Shevchenko and often remembered his poems, reading them in Ukrainian. When I visited taiga villages, I listened to and even recorded ditties, folk songs, and sometimes I composed something. Probably, education with poetry is generally inseparable from education with folklore, and can a person who does not feel the beauty of folk songs feel the beauty of poetry?

My stepfather, an accordionist, turned out to be a person who loves both folk songs and poems by modern poets. From his lips I first heard Mayakovsky’s “Sergei Yesenin”. I was especially struck by: “You’re shaking a bag of your own bones.” I remember I asked: “Who is Yesenin?” - and for the first time I heard Yesenin’s poems, which were then almost impossible to get. Yesenin’s poems were for me both folk songs and modern poetry.

Returning to Moscow, I greedily pounced on poetry. The pages of the poetry collections that were published at that time seemed to be sprinkled with the ashes of the fires of the Great Patriotic War. “Son” of Antokolsky, “Zoya” Aliger, “Do you remember, Alyosha, the roads of the Smolensk region...” Simonova, “Woe to you, mothers of the Oder, Elbe and Rhine...” Surkova, “It’s not in vain that we cherished friendship like infantrymen cherish a meter of bloodied land when they take him in battle..." Gudzenko, "Hospital. Everything is in white. The walls smell of damp chalk..." Lukonina, "The boy lived on the outskirts of the city of Kolpino..." Mezhirova, "To become a man, It’s not enough for them to be born..." Lvova, "Guys, tell Polya - the nightingales sang today..." Dudin; all this entered into me and filled me with the joy of empathy, although I was still a boy. But during the war, the boys also felt like part of a great fighting people.

I liked Shefner’s book “Suburb” with its alienated images: “And, slowly rotating the emerald green eyes, thoughtless as always, the frogs, like little Buddhas, sat on logs by the pond.” Tvardovsky seemed too rustic to me then, Pasternak too fat. I almost never read poets like Tyutchev and Baratynsky - they looked boring in my eyes, far from the life we ​​all lived during the war.

Once I read my poems to my father about a Soviet parliamentarian killed by the Nazis in Budapest:

The huge city darkened
The enemy is hiding there.
Turned white like an unexpected flower
Flag of truce.

Auteuil suddenly said: “There is poetry in this word ‘accidental’.”

In 1947, I studied at the poetry studio of the House of Pioneers of the Dzerzhinsky district. Our leader L. Popova was a unique person - she not only did not condemn the passion of some studio students for formal experimentation, but even supported it in every possible way, believing that at a certain age a poet must overcome formalism. My friend’s line “and now autumn is running away, flashing yellow spots of leaves” was cited as an example. I wrote then like this:

The owners are Kipling's heroes -
Celebrate the day with a bottle of whiskey.
And it seems that blood lay among the boils
Printing on tea bags.

One day, poets came to visit us - students of the Lenin Institute Vinokurov, Vanshenkin, Soloukhin, Ganabin, Kafanov, still very young, but already having gone through front-line school. Needless to say, how proud I was to perform my poems together with real poets.

The second military generation, which they represented, introduced a lot of new things into our poetry and defended lyricism, from which older poets began to move towards rhetoric. The quiet lyrical poems “The Boy” by Vanshenkin and “Hamlet” by Vinokurov that were subsequently written gave me the impression of a bomb exploding.

“Do you love Bagritsky?” - asked me after the performance at the Vinokurov House of Pioneers. I immediately began to read to him: “We are rusty leaves on rusty oaks...”. The young master’s left eyebrow rose upward in surprise. We became friends, despite the then noticeable difference in age and experience.

I am forever grateful to the poet Andrei Dostal. For more than three years he worked with me almost daily in the literary consultation of the Molodaya Gvardiya publishing house. Andrey Dostal discovered Leonid Martynov for me, in whose unique intonation - “Did you spend the night in the flower beds?” - I immediately fell in love.

In 1949, I was lucky again when I met the journalist and poet Nikolai Tarasov in the newspaper "Soviet Sport". He not only published my first poems, but also sat with me for long hours, patiently explaining which line was good, which line was bad and why. His friends - then a geophysicist, and now a literary critic V. Barlas and a journalist L. Filatov, now the editor of the weekly "Football-Hockey" - also taught me a lot about poetry, giving me rare collections to read from their libraries. Now Tvardoasky did not seem simple to me, and Pasternak did not seem overly complicated.

I was able to get acquainted with the works of Akhmatova, Tsvetaeva, and Mandelstam. However, my expanding “poetic education” did not at all affect the poems that I published at that time. As a reader, I got ahead of myself, a poet. I basically imitated Kirsanov and, when I met him, I expected his praise, but Kirsanov rightly condemned my imitation.

My friendship with Vladimir Sokolov had an invaluable influence on me, who, by the way, helped me enter the Literary Institute, despite the lack of a matriculation certificate. Sokolov was, of course, the first poet of the post-war generation to find lyrical expression of his talent. It was clear to me that Sokolov knows poetry brilliantly and his taste does not suffer from group limitations - he never divides poets into “traditionalists” and “innovators,” but only into good and bad. He taught me this forever.

At the Literary Institute, my student life also gave me a lot to understand poetry. In seminars and in the corridors, judgments of each other's poems were sometimes ruthless, but always sincere. It was this ruthless sincerity of my comrades that helped me jump off the stilts. I wrote poetry, and obviously this was the beginning of my serious work.

I met the wonderful, unfortunately still underestimated poet Nikolai Glazkov, who then wrote like this:

I'm ruining my own life
I'm playing the fool.
From the sea of ​​lies to the field of rye
the road is far.

I learned from Glazkov how to free up intonation. The discovery of Slutsky’s poems made a stunning impression on me. They seemed to be anti-poetic, and at the same time they sounded the poetry of a mercilessly naked life. If earlier I tried to fight “proseism” in my poems, then after Slutsky’s poems I tried to avoid overly elevated “poetism.”

While studying at the Literary Institute, we, young poets, were not free from mutual influences. Some of Robert Rozhdestvensky’s poems and mine, written in 1953-55, were like two peas in a pod. Now, I hope they won’t be confused: we have chosen different roads, and this is natural, like life itself.

A whole galaxy of women poets appeared, among whom, perhaps, the most interesting were Akhmadulina, Moritz, Matveeva. Smelyakov, who returned from the North, brought back the poem “Strict Love,” full of chaste romanticism. With Smelyakov’s return, poetry became somehow stronger, more reliable. Samoilov began to publish. His poems about Tsar Ivan and “The Tea Room” immediately created for him a strong reputation as a highly cultured master. "The Cologne Pit", "Horses in the Ocean", "Let's wave our fists after the fight..." by Boris Slutsky, poems that were innovative in form and content, were published. All over the country, Okudzhava’s songs, exhaled by time, began to be sung. Coming out of a long crisis, Lugovsky wrote: “After all, the one I knew does not exist...”, Svetlov again regained his charming, pure intonation. Such a large-scale work as “Beyond the Distance” by Tvardovsky appeared. Everyone was reading Martynov's new book, "The Ugly Girl" by Zabolotsky. Voznesensky appeared like fireworks. The circulation of poetry books began to grow, and poetry came out into the public square. This was a period of flourishing interest in poetry, unprecedented here and anywhere in the world. I am proud that I had to witness the time when poetry became a national event. It was rightly said: “An amazingly powerful echo - obviously, such an era!”

A powerful echo, however, not only gives the poet great rights, but also imposes great responsibilities on him. The education of a poet begins with education in poetry. But subsequently, if the poet does not rise to self-education through his own responsibilities and duties, he slides down, even despite his professional sophistication. There is such an allegedly beautiful phrase: “No one owes anyone anything.” Everyone owes everyone, but especially the poet.

Becoming a poet is the courage to declare oneself a debtor.

The poet is indebted to those who taught him to love poetry, for they gave him a sense of the meaning of life.

The poet is indebted to those poets who came before him, for they gave him the power of speech.

The poet is indebted to today's poets, his comrades in the workshop, for their breath is the air that he breathes, and his breath is a particle of the air that they breathe.

The poet is indebted to his readers and contemporaries, for they hope to speak about time and themselves through his voice.

The poet is indebted to his descendants, for through his eyes they will someday see us.

The feeling of this heavy and at the same time happy debt has never left me and, I hope, will not leave me.

After Pushkin, a poet without citizenship is impossible. But in the 19th century, the so-called “common people” were far from poetry, if only because of their illiteracy. Now that poetry is read not only by intellectuals, but also by workers and peasants, the concept of citizenship has expanded - more than ever, it implies the spiritual connections of the poet with the people. When I write lyrical poems, I always want them to be close to many people, as if they wrote them themselves. When I work on things of an epic nature, I try to find myself in the people I write about. Flaubert once said: “Madame Bovary is me.” Could he say this about a worker in some French factory? Of course not. And I hope that I can say the same thing, for example, about one of my poems and about many of the heroes of my poems: “Nyushka is me.” Nineteenth-century citizenship could not have been as internationalist as it is now, when the destinies of all countries are so closely connected with each other. Therefore, I tried to find people close to me in spirit not only among the builders of Bratsk or the fishermen of the North, but also wherever the struggle for the future of humanity takes place - in the USA, in Latin America and in many other countries. Without love for the homeland there is no poet. But today the poet does not exist without participating in the struggle taking place all over the globe.

To be a poet of the world's first socialist country, which uses its own historical experience to test the reliability of the ideals suffered by humanity, imposes a special responsibility. The historical experience of our country is and will be studied through our literature, through our poetry, for no document in itself has psychological insight into the essence of the fact. Thus, the best in Soviet literature acquires the high significance of a moral document, capturing not only the external, but also the internal features of the formation of a new, socialist society. Our poetry, if it does not stray either towards invigorating embellishment or towards skeptical distortion, but has the harmony of a realistic reflection of reality in its development, can be a living, breathing, sounding history textbook. And if this textbook is true, then it will rightfully become a worthy tribute to our respect for the people who fed us.

The turning point in the life of a poet comes when, having been brought up on the poetry of others, he begins to educate readers with his poetry. The “powerful echo”, returning, can, with the force of a return wave, knock the poet off his feet if he is not strong enough, or so concussed that he loses his hearing for poetry and time. But such an echo can also educate. Thus, the poet will be educated by the return wave of his own poetry.

I sharply separate readers from admirers. The reader, with all his love for the poet, is kind, but demanding. I found such readers both in my professional environment and among people of various professions in different parts of the country. They were always the secret co-authors of my poems. I still try to educate myself with poetry and now often repeat the lines of Tyutchev, whom I fell in love with in recent years:

We can't predict
How our word will respond, -
And we are given sympathy,
How we are given grace...

I feel happy because I was not deprived of this sympathy, but sometimes I feel sad because I don’t know if I will be able to thank him fully.

Aspiring poets often write letters to me and ask: “What qualities do you need to have to become a real poet?” I have never answered this, as I considered, naive question, but now I will try, although this may also be naive.

There are perhaps five such qualities.

First: you need to have a conscience, but this is not enough to become a poet.

Second: you need to have intelligence, but this is not enough to become a poet.

Third: you need to have courage, but this is not enough to become a poet.

Fourth: you need to love not only your own poems, but also those of others, however, this is not enough to become a poet.

Fifth: you need to write poetry well, but if you don’t have all the previous qualities, this is also not enough to become a poet, because

There is no poet outside the people,
Like a son without his father's shadow.

Poetry, according to a well-known expression, is the self-awareness of the people. “To understand themselves, people create their poets.”

Victoria Lukomskaya
Essay “My educational philosophy.” Does being a teacher mean loving?

Great Russian teacher Vasily Alexandrovich Sukhomlinsky wrote: « The teacher is, first of all, an ordinary person who loves children. He believes in absolutely everyone, believes that he can become a good person. A man who simply loves to be friends with children, and who genuinely enjoys communicating with them. And he never forgets that he was once like that himself.” These words, in my opinion, best characterize the profession teacher. First of all, only that person can be a teacher, which loves. Loves children, nature, your work, family... The whole world! But above all, he loves children.

It was not by chance that I ended up in this profession. Love for children, the desire to be friends and communicate with them is our family tradition. My mom was teacher, my aunt is a primary school teacher, my sister also became a teacher.

After graduating from school, I already knew exactly who I would be in this life. I perfectly understood and realized what it was to work kindergarten teacher. I always had an example before my eyes - this is my mother, she worked teacher. Kind, affectionate, attentive, she loved and devoted herself completely to her work. I looked at her and I thought: “So I will become the same, and I will be the same love children».

After graduation pedagogical institute, entering the walls of the kindergarten no longer as a guest, but as a future teacher, hearing a children's song from the music room, smelling the smell of freshly baked buns, plunging into the atmosphere of this small world, I realized - this is the place where everything is so familiar to me, close, this is what I want to do all my life.

First set of three year olds. I was terribly afraid and worried whether I could, and whether I would succeed... And I could, and it worked. From the very first days of working with kids, I loved them, happily went to work.

In our kindergarten, all groups are named after flowers. My group is called "Violets". More Maxim Gorky said: “Children are the living flowers of the earth”. And I completely agree with him, I can compare my children to these amazing flowers. They come to the younger group, some from the early development group, some from home, small, small, like violet leaves, and then over the course of four years they grow, gain strength and "bloom", who with what flowers, all so different, beautiful. And we are there all this time, trying to warm them with maternal warmth and affection, to make the kindergarten a second home. After all, flowers require careful treatment, attention, care and love.

Pedagogical activity – creative activity. The teacher must be able to sing, dance, know age and individual characteristics, all developmental techniques and actively use them in activities with children in kindergarten. All this helps teacher successfully lead children from group to group, raise them in development and education from step to step.

The teacher must be patient and friendly, because we have to work not only with children, but also with parents. You need to learn to respect your parents and take their opinions into account. Only through our joint interaction, and this is now the most important requirement of a modern kindergarten, will we be able to contribute to the full development of the child’s capabilities and abilities.

Every day I start with the thought of what new, interesting things I can show and tell my children, what new things I can teach them, how to amaze them. Passionate, interested in everything teacher– this is happiness for a child. Therefore, I do everything to make my children interesting, fun, and comfortable with me. We play, fantasize, write, read a lot, watch, listen to music, draw, sculpt, and do manual labor.

Its purpose pedagogical I consider the maximum development of each child, preserving his uniqueness and revealing his potential abilities. I'm trying educate children are sensitive and attentive, to awaken in them an interest in understanding the world, I teach them to ask many questions and try to find answers to them themselves, to respect old age and adults, to teach them to appreciate and love beauty, love your homeland.

It’s not always possible to achieve everything at once, but over time you learn a lot. In our fast-paced times, we cannot stand still, I am learning, trying to learn and keep up with important events in the field of preschool education, educate yourself and improve your professional status. I am an eternal student, so that together with my children I can explore the world even better, discover new things, create and enjoy these discoveries every time.

I've been working for 15 years now teacher and I think, this is not just my profession, but also my calling, my way of life. Over the years, I have never regretted that my life is spent among children. This profession makes me forget all my problems and sorrows, always feel healthy, energetic and always be in the world of a unique, fairy-tale childhood.

“In any profession, love for it is one of the conditions for success”, wrote Joliot-Curie to Irène. I love my profession and found my calling in it. I - teacher, and I’m also an ordinary person who just loves children.