Self-analysis of the pedagogical activity of a primary school teacher according to the Federal State Educational Standard. Self-analysis techniques for teachers: what to reflect in self-analysis of a teacher’s work

Self-analysis materials

pedagogical activity

primary school teachers

Lutovina Oksana Gennadievna

2015

The process of updating primary education directs me towards an active search for new content of education and changes in learning priorities. School education should be structured so that graduates can independently set and achieve serious goals and skillfully respond to different life situations. The scientific and methodological program for the development of our school is: “Formation of an educational environment that ensures accessibility, high quality education and the education of a socially adapted individual,” therefore, I consider the goal of my work not only to give the student a certain amount of knowledge, but also to teach them to learn, to develop interest in learning .

The fundamental difference between the new generation standards is their focus on the outcome of education. The development of the student’s personality comes to the fore based on mastering methods of activity and developing competencies. Along with general literacy, such qualities of the child as the ability for self-development, the formation of purposeful cognitive activity and motivation, as well as social and interpersonal relationships, that is, an individual development trajectory is being built.

The purpose of my professional activity is directly consistent with the activities of the educational institution. It is aimed at creating conditions conducive to the formation and development of key competencies in the context of integration of general and additional education, improving the quality of student learning.

To achieve this goal, I set the following tasks:

Identification and development of students’ intellectual, creative and communicative abilities, accumulating experience in collective creative activities;

Continuation of work to implement the principle of an individual approach in training and education;

Formation in students of the need for self-control and self-esteem;

Identifying and realizing the educational potential of students;

The use of modern educational technologies, various variable approaches to the creative activity of students;

Involving primary school students in the system of additional education;

Implementation of health-saving technologies in the educational process;

Continuous improvement of the level of one’s teaching skills, erudition and competence in the professional field.

During the inter-certification period, I worked on the problem “Technology of problem-based and dialogic teaching in elementary school.” The result of this work was speeches at meetings of the district methodological association, pedagogical councils, school problem groups, parent meetings: “The technology of problem-dialogical teaching as a means of realizing modern goals of education for primary schoolchildren” (RMO, 2014), “How to cultivate a child’s love for reading" (parent meeting, 2013), “Subject-developing environment in the context of the requirements of the Federal State Educational Standard” ( teachers' council, 2013) , “Evaluation and marking: incentive or alienation”(school problem group, 2013), “How to conduct multi-topic lessons in integrated classes” (school problem group, 2012), “Creating a health-saving environment at the primary level of general education” (RMO, 2011), “Teacher’s activities primary classes in the context of the emergence of a new model of education" (teachers' council, 2011).

I have repeatedly shared my work experience not only at the school level, but also at the district level.

Combined literacy lesson on the topic “Sounds “n”, “n”, “r”, “r”. Letters N, R. (ShMO, 2011)

Russian language lesson in 1st grade on the topic “Repetition. Offer. Intonation. Punctuation marks at the end of a sentence" (RMO, 2012)

Math lesson in 3rd grade on the topic “Multiplication and division of three-digit numbers.” (SHMO, 2013)

The school is working on the theme “Creating an educational environment that ensures accessibility, high quality education and the education of a socially adapted individual.”

My priority learning goal is studying modern pedagogical technologies. In my work, I use the following educational technologies that contribute to the formation in children of key competencies leading to student success in modern society:

1.problem-dialogical learning

I consider this technology to be a central point in the process of cognition and learning, since students do not receive ready-made knowledge, but obtain it through their own efforts. I create a problematic situation at various stages of the lesson: determining the topic of the lesson, updating knowledge, explaining new material, consolidating, independent work. During the lesson of explaining new material, I offer tasks that allow students to independently deduce the rule. At the consolidation stage, the main means of creating a problem situation is the integration of questions and practical methods that make it possible to find an invariant solution to the problem. In independent work I include problem tasks taking into account a differentiated approach;

2.research activities

One of the main problems of modern education, which I work on during lessons and outside, is the organization of research activities with primary school students.

Children are by nature explorers, discovering the world around them with joy and surprise. They are interested in everything. I maintain this interest in lessons about the surrounding world and in extracurricular activities at the “I am a researcher” club, where I work according to a modified program. The organization of scientific research activities of schoolchildren allows students to develop cognitive interests, independence, a culture of educational work, allows them to systematize, generalize, deepen knowledge in a certain area of ​​the academic subject and teaches them to apply them in practice.

To develop children's research behavior skills in the classroom, I teach them to see a problem, ask questions, put forward hypotheses, classify, observe, conduct experiments, draw conclusions and conclusions, structure material, prove and defend their ideas.

During the lessons of the surrounding world, research was carried out: “Do shrubs and trees die in winter”, “The influence of alcohol on a growing organism”, “Connection of generations”, “The big history of a small village”, etc. The results of the study “The influence of alcohol on a growing organism” were reflected in project and presented at the annual school scientific and practical conference “Through search and creativity to excellence.” In addition, every year we take part in the regional scientific and practical conference “The Facets of Creativity”.

3.information and communication technologies

I pay great attention to solving the problem of using information and communication technologies in lessons in primary school.

Using ICT in teaching allows me to:

Provide positive motivation for learning;

Conduct lessons at a high aesthetic level (music, animation);

Increase the amount of work performed in class;

Improve knowledge control;

Organize the educational process rationally, increase the effectiveness of the lesson;

Develop research skills;

Provide access to various reference systems, electronic libraries, and other information resources.

I use educational electronic resources as:

1. Illustrations of educational material (tables, diagrams, experiments, video clips, musical works, multimedia presentations);

2. Support for educational material (assignments, tests, presentation texts, etc.)

3. Source of educational material (electronic textbook, development of assignments for independent work student).

To do this, I use ready-made Internet resources, training programs, independently created by electronic educational resources.

The use of various tests is of particular relevance due to the need to prepare students for school testing and monitoring studies.

To obtain new information and broaden the horizons of students in class and outside of class, I use presentations , which I compile myself using material taken from Internet resources.

In the modern information society, every student must be able to work on a computer, namely, find the necessary information in various information sources (electronic encyclopedias, the Internet), process it and use the acquired knowledge and skills in life. I teach this in technology lessons in the “Informatics” block and in extracurricular activities in the “Me and the Computer” club, where I work according to the author’s program. During the lessons the children get acquainted with the main components of a computer: monitor, system unit, keyboard; about their purpose and structure; study work with programs Word,Paint,P ower Point, create files, save them to your hard drive, copy, cut, move, create folders and work with them.

The active use of information and communication technologies allows my students to more successfully achieve the general goals of education, develops their competencies in the field of communication (the ability to collect facts, compare them, organize, express their thoughts, reason logically, listen and understand oral and written speech, discover something- something new, make choices and make decisions). The children's interest in the subjects they study increases.

4.technology for forming the type of correct reading activity(I use it in the process of explaining new material, practicing basic concepts and monitoring knowledge);

5. multi-level learning technology;

6. individual and differentiated teaching approaches;

7. health-saving technologies(use of dynamic pauses, physical training minutes, training of emotions, finger gymnastics);

8. gaming technology They help make the learning process interesting, exciting, and awaken students’ curiosity.

The use of the above technologies in the learning process helps:

Provide high level students’ knowledge, the ability to independently acquire and apply it in practice, to involve every primary school student in the active process of learning;

Create conditions for search and research activities, develop practical thinking, provide the opportunity for self-knowledge;

To foster a culture of work, collectivism, humanity and mercy, spirituality, a culture of behavior and conflict-free communication, and respect for the environment;

Collaborate with parents and other institutions that influence the intellectual development of children and their upbringing.

I try to make all my classes interesting, educational, and develop children’s thinking and their ability to assess their psycho-emotional state. At every lesson, I teach schoolchildren to engage in meaningful work at all stages. This activates attention, helps to instill in children hard work and a careful attitude to working time, teaches children to value the results of their work, the work of their classmates and adults.

I believe that learning is more effective when the student is an active participant in the process. Therefore, I organize the educational process in such a way that in the lessons there are methods that activate the initiative and creative self-expression of the students themselves: work in groups of permanent and variable composition, discussion in pairs, role-playing and business games, discussion methods (round table, brainstorming), design . Group learning increases the activity of students, involves both strong and weak students in work, fosters mutual support, a culture of communication, creates a broad visual and sensory basis for theoretical generalization, and provides conditions for students to master such complex skills as goal setting, control, and evaluation. I create an atmosphere of interest for each student in the work of the class. By immersing themselves in the learning environment during the lesson, students have the opportunity to organize their learning activities.

I encourage the student to find his own way of doing independent work. As a class, we analyze different ways of completing tasks, select and master the most rational ones. I create pedagogical communication situations in the classroom that allow each student to show initiative, independence, and find self-expression. I often invite children to choose tasks themselves, varying in content, type and form. A differentiated approach creates a situation of success in the learning and development of each student.

The quality of the result of such work equally depends on the activities of each student and on the coherence of the actions of the entire class as a whole. When testing students’ knowledge, I organize self-control, mutual control, analysis of a friend’s answer and its evaluation.

In my work I use not only classical, but also non-traditional forms of lessons: travel lesson, competition lesson, open thoughts lesson, tournament lesson, project defense lesson and others.

In order to effectively use the time of schoolchildren and my own time, I try to make maximum use of the opportunities, knowledge, and interests of the students themselves in order to increase productivity and reduce costs in the learning process.

To this end, I plan my activities: I draw up work programs, calendar and thematic planning, lesson plans.

Planning helps to select material, balance the learning load, clearly identify the stages of the lesson, organize differentiated work, select multi-level tasks, determine the degree of mastery of the material, think through the control of monitoring, and most importantly, organize learning activities so that each student acts in the lesson: is in search, solved problems, suggested solutions, etc.

I try to build interaction with students on the principles of cooperation pedagogy. Analyzing my professional activities, I came to the conclusion about the effectiveness and efficiency of communication and learning based on joint creative activity.

I organize interaction with the class in class and outside of class on the principles of respect, mutual trust and cooperation. I organize the educational process on the basis of interaction, dialogue, during which students learn to think critically, solve complex problems, weigh and defend alternative opinions, make thoughtful decisions, participate in discussions, and communicate with other children. To do this, I organize pair and group work, role-playing and business games, and various creative works. When testing students’ knowledge, I organize self-control, mutual control and analysis of a friend’s answer with his assessment.

I believe that the cognitive interest in my lessons is rated as above average. Active forms and methodological techniques that I use in my lessons help to improve the necessary skills of students, develop a sustainable interest in subjects, cognitive activity, creativity, and optimize the learning process. Interest is lost if students are unable to cope or find it difficult. To avoid this, I conduct individual lessons with children, which help me maintain interest in learning activities among younger students. To develop communicative and social competence, I use work in microgroups, which is an effective form of instilling interest in subjects. Play also helps to arouse interest in educational activities, with the help of which younger schoolchildren easily and quickly absorb educational material, learn to think logically and fantasize. Using a wide variety of games in my practice (crosswords, mathematical lotto, magic squares, riddles, etc.), I noticed that children’s motivation to learn increases. Games help us repeat and consolidate, generalize and systematize the knowledge acquired during the learning process, making the learning process interesting and exciting.

My children are active participants and winners of school, municipal, All-Russian competitions and Olympiads.

Daria Gorelkina – winner of the school crafts competition “Santa Claus’s Toy Factory” (2013)

Fateeva Daria – winner of the school drawing competition “New Year’s Tale” (2013)

Dmitry Petrov – winner of the school poetry competition “Teacher, before your name...” (2013)

Fateeva Daria – winner of the regional competition “Living Classics” (2013)

Nikita Kochergin, Nikita Egorov, Nastya Yakunina – 1st place in the regional competition “Second life of unnecessary things” (2013)

Victoria Gurova – participant of the regional competition “Star Playground” in the “One Actor Theater” category (2012)

Miloserdov Vadim, Gurova Victoria - participants in the International competition-festival of children's arts and crafts "Easter Egg 2012" (2012)

Dolgushin Nikita – 1st place, Mountain bike competition among youth (2014)

Maxim Ulyanov – 1st place, All-Russian marathon “Favorite Tales” (2013)

Maxim Ulyanov – 2nd place, All-Russian marathon “ABC of the Animal World” (2013)

Nikita Kochergin, Vadim Sharshnev – 2nd place, All-Russian marathon “Fun Mathematics” (2013)

Fateeva Daria - 3rd place, All-Russian marathon “Fun Mathematics” (2013)

two students took part in the all-Russian competition “Russian Bear Cub” (2012);

five students took part in the all-Russian mathematical competition “Kangaroo” (2014)

In extracurricular activities I also encourage children to be active. I conduct additional developmental events in subjects: intellectual tournaments, subject weeks, literary games, health holidays, competitions, quizzes. My class and I participate in all school events. In the current academic year, students themselves proposed numbers for the concert program for Mother's Day and the Autumn Ball. Last school year, we took charge of the kindergarten children: the students played outdoor games with him, prepared a performance for the harvest festival, and held a competition on Russian folk tales and riddles.

The children took an active part in such events as “Autumn Ball”, “Mother’s Day” (songs and poems), “New Year’s Tale” (dramatization); designed an exhibition of drawings “How beautiful this world is.” A concert program was prepared for the day of honoring veterans.

I maintain close contact with the rural House of Culture. So, for the Victory Day, students under my leadership made congratulatory letters-triangles for veterans of the Great Patriotic War and home front workers and prepared a literary and musical composition.

Based on the school development program on the importance of education and upbringing as a citizen of Russia based on the development of the teacher’s initiative and creativity using modern methods, I strive to ensure that the educational needs of individual students are met through classes in class and outside of school hours. The combination of various forms of educational activity allows us to identify students with differing capabilities and inclinations. This allows you to create an educational field around each student. In my work, my main goal is to work on a strong student and the desire to “bring up” everyone else to this level.

This approach makes it possible to achieve a positive attitude towards the Russian language, mathematics, literature in children and parents, contributes to the formation of a friendly microclimate in lessons and extracurricular activities, and creates a situation of success.

The effectiveness of using these teaching and upbringing technologies is confirmed by the results of children's educational activities.

Information about the quality of knowledge and level of training of students over 3 years

2011 – 2012 academic year

4th grade(4 students)

2012 – 2013 academic year

1 class

2013 – 2014 academic year

2nd grade(12 students)

The modern reform of the education system and the realities of our lives require improving the methodology and methodology for assessing the personal and educational achievements of students. In my teaching activities I use the following forms and methods of control:

1. Current certification: oral surveys, written independent works, dictations, tests, test assignments, graphic works, presentations, essays, reports, creative works.

2. Final certification (for a quarter, half a year, a year): diagnostic - tests, tests, partially search tasks, dictations, presentations, essays, control of reading technique, control of computing skills, comprehensive tests).

3. Individual student rating as the main indicator of learning success (the rating system for learning control creates competition in learning, has a positive effect on student motivation, and minimizes randomness in assessment).

4. Computer testing.

Other forms of recording achievements:

1.Lesson activities (analysis of the dynamics of current performance).

2. Extracurricular activities (participation in exhibitions: “Skillful Hands”, “Gifts for Mothers”; thematic exhibitions: “On the Conquest of Space”, “At Battle Sites”; presentations; competitions; Olympiads; competitions; activity in projects and programs of extracurricular activities; creative report).

3. Portfolio - a method of cumulative assessment (allows me to maintain high learning motivation among my students, encourages their activity and independence, expands learning and self-learning opportunities, develops skills in reflective and evaluative activities).

4. Analysis of psychological and pedagogical research.

In first grade there is a non-grading system. From the second grade I evaluate students using a five-point system. The following types of assessment take place in my activities:

Internal (assessment given by a teacher, school) and external assessment (monitoring studies of students’ educational achievements, certification of an educational institution).

Subjective or expert (observations, self-assessment, introspection, etc.) and objective (based on the analysis of written answers and student work).

Various forms of assessment, the choice of which is determined by the stage of training, general and special learning objectives, current educational objectives, the purpose of obtaining information (peer assessment, group assessment, etc.).

Quantitative and qualitative assessments.

Integral assessment (portfolio, exhibitions, presentations, differentiated assessment of individual aspects of training).

To record assessment results, I use achievement sheets, class registers, electronic forms of documentation, student diaries, a personal observation diary, certificates based on the results of in-school control, and characteristics of students.

A class is a living organism, the psychological health of which depends on mood, academic success, and mutual understanding in the team. Extensive experience as a teacher taught me to assess the psychological state of a student at first glance.

I know that nothing brings children together more than a common cause, which helps to evoke positive emotions in students. I “cure” a bad mood or failure with a responsible assignment, a request: to help a classmate, check a neighbor’s work, choose interesting tasks for primary school, etc.

Relationships with students are confidential and respectful. Micro-studies on the problem of “Teacher-student relationships” show that in mathematics lessons, according to students, understanding reigns, and the teacher and student work in collaboration.

Ideally, parents should be active participants in the educational process and work closely with the teacher.

Interaction with parents is carried out traditionally through school-wide, class parent meetings. I report on them the overall class achievements of students and the successes of individual students. We resolve problematic issues in an individual conversation. This helps develop trusting relationships with parents.

Not all parents adequately perceive the quantitative assessments of their children. The so-called evidence base helps dissuade them of this. I conduct micro-studies of schoolchildren’s learning ability:

Level of memory development;

Level of development of thinking.

In the class, a survey was conducted among parents on the topic “Emotional and psychological state of the child in the class.” Based on the results of the survey, it is clear that parents are satisfied with the living conditions of the class team. Children feel comfortable in the classroom and school.

Our school has a good tradition of holding open days. I invite parents to lessons so that they can see their children’s work, and let them look at notebooks for tests and speech development. Together we identify problems and outline solutions to improve the performance and intellectual level of schoolchildren. I am sensitive to the opinions, requests and wishes of parents. I never leave them unattended. As a token of gratitude, parents of 4th grade students congratulated me on Teacher’s Day this year through the regional newspaper Trudovaya Nov.

The psychological atmosphere in our teaching team is friendly, I enjoy communicating with colleagues, I am always ready to help, give advice, a kind word, if I need to type something, I have instructed and helped in drawing up work programs, filling out an electronic diary, etc.

By nature, I am a non-conflict, sociable person, so I rate my relationships in the team as good. Our teaching staff is a team of like-minded people, which allows us to achieve one of the highest quality of knowledge and one hundred percent training in the region.

I constantly improve the level of my professional skills. A large role in this is given to self-education and the exchange of teaching experience. For these purposes I:

1) I am taking advanced training courses (2011 “Formation of professional competence of a primary school teacher in the context of the implementation of the new generation Federal State Educational Standard”);

2) I am currently taking courses in the professional retraining program “Teaching a foreign language in the context of the implementation of the Federal State Educational Standard for basic general education”

3) I participate in school and district methodological events;

4) participated in the municipal scientific and practical conference “The Living Secret of Education, or Lessons for the Soul”(2013)

5) I take part in online professional competitions, online forums, online teacher councils, and professional skills competitions;

6) I post my materials in the media ( collection “IMC of Rasskazovsky district”), on Internet sites, in online professional communities;

7) developed work programs in all disciplines, an original program of extracurricular activities “I and the computer”, a modified program of extracurricular activities “I am a researcher”;

8) exchange experiences with colleagues on methods of teaching individual subjects;

9) in accordance with the school’s work plan, I diagnose the individual educational needs of students.

Over the past 5 years, she has been awarded:

Year of award

The demographic situation in the village led to a sharp reduction in class sizes (once the best school in the area became a branch) and, as a consequence, the formation of complete classes. Happensdifficulty in organizing a lesson, you need to think through the lesson so that all the children work.

In classes 3 - 13 students. If someone thinks that 3-4 students are good for a teacher, then this person is deeply mistaken. It is very difficult to motivate children to work productively, there is nowhere to “turn around”, and sometimes there is no one to ask. I want to immerse myself in the lesson, in this children’s “fuss”, work, in this light work noise, in this thicket of questions and even some misunderstandings, I want to argue, even make a mistake, and not in front of anyone or with anyone.

Unfortunately, the understanding that the main child’s work - studying must be approached responsibly and with full dedication - comes to some children and parents late.

I believe that individualization of training, more active implementation of information and communication technologies, and project methods will help to cope with these difficulties.

I see the main direction of my future activities in improving the quality of education through the maximum use of research, information and communication learning technologies in lessons, preserving and strengthening the health of students with the help of health-saving technologies.

So I plan:

 develop tasks aimed at developing universal learning activities for all academic subjects;

 continue work on the use of information and communication technologies in educational activities;

continue the study of pedagogical technologies that contribute to the activation of students in the process of speech development;

 develop indicators, criteria, tools for tracking organizational, information, and intellectual skills;

create conditions for students’ research work in class and in extracurricular activities (mini-projects; research in a deeper sense of the word);

continue work to reveal the creative abilities of children;

contribute to the development of the child’s personality through participation in competitions, seminars, and olympiads, including distance ones.

Municipal budgetary educational institution

Platonovskaya secondary school

Rasskazovsky district, Tambov region

Materials that reflect

practical results

pedagogical activity

primary school teachers

Lutovina Oksana Gennadievna

2015

Introspection
professional
activities of a mathematics teacher
Guretskaya Svetlana Sergeevna
KSU "Secondary school No. 10 named after N.K. Krupskaya"

Guretskaya Svetlana Sergeevna - mathematics teacher.
23 years of teaching experience, 23 years in this educational institution. Higher education, 1993 Krasnoyarsk State University, specialty - mathematics, qualification - mathematics teacher, highest qualification category since 2012.

Tell me and I will forget
Show me and I will remember
Involve me and I will learn.
The goal of the individual pedagogical activity of a mathematics teacher is the effective construction of the educational process at any level of education, taking into account the multi-level preparation of students, involving them in research work, preparing them for admission and study at universities and other educational institutions.
In my professional activities, I set a goal - to create conditions conducive to the development of a versatile personality, capable of carrying out productive and conscious activities in relation to objects of the surrounding world. I consider it necessary to organize the educational process so that it provides favorable conditions for all students to achieve a basic level of training, corresponding to the State Education Standard.
In my teaching activities I set several goals:
- provide students with high-quality knowledge in mathematics;
- to reveal the abilities, intellectual, creative and moral potential of each student;
- to instill independent work skills with a focus on further education in various educational institutions;
- improvement of forms of organization of educational activities;
- use of new pedagogical technologies, effective teaching methods;
- develop and strengthen interest in mathematics.
All this allows me to develop the student’s personality in accordance with his abilities, interests and capabilities, and for students to achieve certain success in their studies and realize their plans for further education.
I try to organize teaching in the classroom in an atmosphere of goodwill and purposefulness. I select materials for the lesson in such a way as to create a situation of success along the path of progress from ignorance to knowledge, from inability to ability. In my lessons I use group work and individual work, taking into account the educational needs of each student.
- I try to develop and maintain interest in the subject every lesson. In order to effectively use working time in the classroom, I use various forms of organizing the educational process: lessons, lectures, workshops, consultations, additional classes, competitions. During the lessons I try to combine group work with individual and independent work, I select and compose developmental, logical, problem-solving, intellectual tasks that are educational, entertaining and developmental in nature, and instill in students confidence in their abilities.
The main attention is aimed at ensuring that all students have sufficiently firmly grasped the basic didactic units of the program. A very important task for the teacher is to teach all students to independently acquire knowledge, and this can be achieved by involving them in active activities at all stages of learning.
In this regard, I chose the topic that I am working on, this is “Activation of students’ mental activity.” Scientific and technological progress and the information revolution require a person to be able to navigate the growing flow of information. Therefore, the role of independent work of schoolchildren, which contributes to the formation of skills, creative activity and information culture, is increasing.
In the course of working on a methodological topic, I conduct open lessons, test lessons, seminar lessons, conference lessons, practice independent creative homework assignments, and use computer programs. Proficiency in ICT allows me to use a computer for different purposes:
as a means of visualizing the educational process (presentations, modeling),
to individualize the scientific process,
for organizing collective and group work,
as a means of developing and preparing various types of educational and methodological material (lesson planning, methodological developments, tests, interactive tests and other types of work).
I am constantly looking for ways to improve the effectiveness of teaching, using a variety of ways to transfer knowledge, non-standard forms of influence on the individual that can interest students, stimulate and motivate the learning process.
In my lessons I use modern educational technologies:
- information and communication technologies;
- developmental training and personality-oriented;
- gaming technologies;
- project-based learning;
- I combine educational technologies in one lesson.
So, when studying new material, it is advisable to use a projector, which allows you to display everything that is happening on the computer screen on a large screen. Thus, the teacher can lecture without drawing with chalk on the blackboard and significantly speed up the delivery of material. At the same time, using interactive drawings and drawings, give a visual representation of figures in stereometry.
Modern electronic educational tools allow you to create presentations for lessons, testing work in mathematics, and also provide ample opportunities for project activities.
I believe that I have information and communication competence, namely:
- developing my own professional competence in the field of using COR in mathematics as part of the study of topics in the school mathematics course;
- I am able to assess the quality of educational centers in order to select them for use in the educational process;
- developing lessons and fragments of lessons in mathematics using COR;
- I use various methods and forms of teaching in mathematics lessons using COR;
- engaged in self-education in mastering new ICT tools;
- I use the following ICT tools in everyday life and work (user ICT competencies):
1. Computer and peripheral equipment;
2. User-level software;
3. Communication tools (e-mail, Internet) at the user level.
I can apply the following in my professional activities (special ICT competencies):
1. selectively use ICT resources in professional activities
2. determine the pedagogical feasibility of using electronic educational products in the educational process;
3. work with distance learning courses.

In my activities I am guided by a democratic style of communication. When conducting lessons and extracurricular activities, I make sure to take into account the age characteristics of my students and their abilities. The psychological atmosphere in the class is friendly, based on mutual respect, trust and openness. I contribute in every possible way to the development of students’ interest in mathematics: using active forms of activity (group work, didactic games, work in the system of level differentiation), using reference diagrams, tables, algorithms that enable children to gain deep and lasting knowledge. I use various methods in individual work with schoolchildren: the method of personal example, suggestion, stimulation, demands, instructions. So in grades 5-6 I try to conduct dictations more often with mutual checking of the options. I assign homework on the theoretical part of the topic in the form of crossword puzzles and mini-essays, which contributes to the development of creative activity. Working in grades 5-6, I try to teach students how to work independently with a textbook, develop the ability to highlight the main points from what they read and draw up a semantic summary on a given topic. Many students who were not previously active in the classroom begin to present their work to their classmates, and an interest in the subject appears. In my lessons there is mutual understanding, respect for the opinions of the teacher and comrades. The result of this is the development of independence, curiosity and the desire to achieve more.
The general intellectual abilities of students are different, and their learning ability is also different: some can learn new material very quickly, others need much more time, a large number of repetitions to consolidate the material, for some, auditory perception of new information is preferable, for others - then visual. When working with students who have learning difficulties, I strive to develop a positive attitude towards learning. To do this, I use entertaining material related to the essence of what is being studied, encourage the child’s success, demonstrate personal affection, attention, and readiness to help. To prevent academic failure, I purposefully place emphasis in teaching at various stages of the lesson, namely:
in the process of monitoring students’ preparedness;
when presenting new material;
during independent work.
I organize individual work with gifted children in different ways: solving additional problems in the class, stimulating the search for different options for solving a problem, offering additional tasks for homework, introducing students to additional literature on the subject, stimulating the search for various proofs of the same theorem.
In order to advance students with different levels of preparedness, I use the following forms of work in the classroom:
a combination of theory and practice in each lesson (the lesson is divided into two parts: the first part is training for everyone, the second is two parallel processes: independent work of students and individual work of the teacher with individual students). This form of work allows you to organize an individual and differentiated form of work in the lesson, while offering students new types of tasks, gradually complicating them
work in small groups, during which work can be carried out along several trajectories: differentiated groups according to level of knowledge, groups for organizing mutual assistance, in which the most prepared students control, help and evaluate their comrades. This form of work contributes to the organization of differentiation of students, as well as the development of collectivism and communicative qualities.
individual work, where each student is offered a set of tasks, the completion of which allows them to move from the simplest material to more complex ones. Usually I offer such tasks as training work.
There are students who have well-developed logical thinking and are good at mastering science and mathematics subjects, but do not have an inclination or interest in the humanities. And there are students with well-developed imaginative thinking, who feel deeply, but do not love mathematics. Of course, you can teach such different students in the same way, but the quality of the educational process will decrease. To organize the productive activities of schoolchildren, it is necessary to carry out differentiated instruction at certain stages of lessons. Differentiated tasks make it possible to ensure that all students master the content of the material, which may be different for different students, but the implementation of the invariant part is mandatory for everyone.
Independent work is an integral part of my lessons. I teach children how to effectively manage time in independent work, and form students’ personal responsibility for the results of their work. I develop in children the ability to work not only individually, but also in groups of various kinds, to distribute responsibilities correctly, to bear responsibility not only for themselves, but also for the results of the activities of their comrades, and to respect the opinions of group members. I am able to predict the results of my work, outline ways to consolidate and further develop what has been achieved, while providing for stages of consistent elimination of shortcomings. The ability to find mutual understanding with each child allows you to achieve 100% academic performance with a stable quality of knowledge of 40-44%.
For the development of students' cognitive interest, extracurricular work on the subject plays an important role, which is combined with academic work, having a common goal, although it differs in organizational and methodological forms. Extracurricular activities create conditions for the fuller realization of students’ potential, for the formation of creative and practical skills, and for the effectiveness of knowledge. In extracurricular activities I use the following forms and methods: games, quizzes, publishing a mathematical newspaper, holding mathematical weeks, attracting children to participate in mathematical Olympiads and battles. Students of grades 5-8 took part in the school Olympiad.
In each class, in addition to children with weak and average intellectual development, there are also strong children; unfortunately, there are only a few of them. In order to achieve a high level of knowledge for such children, I use additional activities in my work with them: clubs, electives. I organize assistance in preparing students for successfully passing the UNT and continuing further education, reviewing assignments from textbooks in class to prepare for passing the UNT, and answering students’ questions that arise during their independent preparation.
To monitor the quality of assimilation of program material, timely identification of typical and random errors, I use various types of control of students’ knowledge: tests, independent work of a differentiated nature, tests, testing. In my practice I use the reflection method, which helps teach children self-assessment of knowledge. At the beginning of the year I carry out initial tests (“zero cuts”), and at the end - final tests. By analyzing the test results, you can trace the overall picture of changes in knowledge, skills and abilities. This system of work allows me to adjust the educational process in a timely manner. The level of learning in all classes is stable. But there is a problem class with low motivation to learn, so my main task when working in this class is to maintain 100% academic performance. In this class, I use self-paced, self-assessed work based on students' individual abilities.
I consider it necessary to maintain the level of professional growth. I improve my professional skills by taking advanced training courses, attending various thematic seminars, taking lessons from my colleagues, studying various pedagogical technologies, and purchasing methodological literature. I apply the experience summarized in these sources in my work.

In my professional activity, I see more positive aspects, but there are also difficulties: I believe that the number of hours allocated to studying subjects in the mathematics program is not enough to better prepare students for the UNT and final certification in the new form. As a subject teacher, you need to prepare extra a large number of didactic material, look for solutions to many non-standard problems. In conclusion, I would like to add that, despite the introduction of innovative technologies into the educational process, we should not forget that traditional forms of teaching should also take place in the classroom, which also help to achieve good results. The teacher must be able to combine elements of all forms, methods, technologies and techniques of teaching, both modern, new and traditional, old school, to achieve the main goal - to teach the child to learn to live. The goal of a modern school is to form an informational personality, that is, capable of not only, and not so much, fulfilling its functions, but making critical decisions and establishing new relationships in a rapidly changing reality. In these conditions, the teacher, and therefore me, is required to build the pedagogical process in accordance with the needs and goals of modern society.

I, Kokorskaya Tatyana Stepanovna, work as a primary school teacher at the Astrakhan secondary school. Higher education. She graduated from the Kokshe Academy in Kokshetau in 2011 with a degree in primary school teacher. Work experience at this school is 14 years. I try to approach teaching activities conscientiously and creatively. Over the entire period of work, she has accumulated some experience in teaching and educating students.

In 2013, the second qualification category was awarded.

During the inter-certification period I completed the following courses:

1. Modern ideas and methods of child development. Certificate 2015 Astana Center for Pedagogy and Psychology
2. Program for updating the content of education in primary school." Certificate 12.07. 2016

JSC "NISH" branch of the private institution "Center of Pedagogical Excellence" in Petropavlovsk

I conduct my teaching activities in accordance with: “The Law on Education, State Educational Standards for Primary Education of the Republic of Kazakhstan,” curriculum, instructional and methodological letters and other regulatory documents.

My pedagogical credo:
“The purpose of educating a child is to make him able to develop further without the help of a teacher,” these words of Elbert Hubbart became the motto of my teaching activity.

The years of primary school education are the period of the most intensive development, the age of great potential, the birth of personality, the formation of the foundations of self-awareness and value orientations, the manifestation of the child’s first creative abilities, his individuality.

My main task is to teach children to learn, to independently obtain the knowledge necessary in everyday life and further education in middle and high school, to help their little personality reveal itself.

Teaching a child to learn means ensuring his success until he graduates from school. This is my main goal.

I achieve this goal by solving the following tasks:
- developing students’ interest in learning activities;
- development of a creative personality;
- teaching students the ability to express their point of view and justify answers to questions;
- fostering interest in the process of cognition, searching for new sources of information, developing cognitive activity through the use of new educational technologies, active forms of learning.

My task is to show that learning becomes the main, leading activity in a child’s life. By developing the cognitive aspect, I create the prerequisites for the development of the motivational sphere.

During a child’s education in primary school, it is important not to waste time and make the most of each child’s natural gifts. And primary school teachers bear a colossal responsibility in this regard.

Our dynamic life is changing a lot in education. I think that today there is no teacher who would not think about the questions: How to make the lesson interesting and bright? How to get kids interested in your subject? How to create a situation of success for each student in the classroom?

I have been working for the second year under the new conditions of updating the content of education. The goal of the updated Program is to improve teaching skills and introduce a criteria-based assessment system.

This helps to update and improve teacher practice. Without assessment, the educational process is impossible. Assessment plays a huge role both for the teacher and for the students themselves.

In traditional assessment, we used a five-point grading system, but this was not always objective.

Formative assessment is working with each student, identifying his achievements, which allows for a more accurate and objective assessment of the student’s skills and abilities. This assessment allows me to track each child's learning progress.

For me, formative assessment is the process of observing how learning occurs day-to-day. This is a constant assessment (no marks) of self-assessment and mutual assessment of students according to certain criteria. It is very important that children know how to evaluate their knowledge. In formative assessment, the teacher is always there for the student. He gives his student “feedback”.

“Feedback is a “verbal assessment” or written comment on the work. The teacher praised the student, which means he made it clear that the material had been mastered successfully, pointed out shortcomings in completing a task, did not give a grade, but at the same time appreciated the work.

With formative assessment, the student is given the right to make mistakes. Children see that they know what they can do, what they still need to work on, what they need to do to avoid making similar mistakes.

In my practice, I use the following types of financial institutions:
- “Written comments”,
- “Two stars and one wish”
- “Mini-test”, “Complete the sentences”
- “Traffic Light”, “Thumb”, etc.

I would like to note the positive aspects of formative assessment:
- allows you to track the progress of each student in the class on a daily basis;
- has a positive effect on the growth and development of educational achievements;
- creates conditions for active learning;
- stimulates the teacher to further work taking into account the assessment results.

I have learned that formative assessment requires hard work and experience on the teacher's part every day. And the result of my work will be the knowledge of my students, their desire to learn and be independent.

To achieve this goal in my teaching activities, I solve the problems of individualization and differentiation of the educational process, through the introduction of modern educational technologies: student-oriented, problem-based and developmental education; project method; information and communication technologies of education. I believe that the active use of modern educational technologies in the educational process increases the effectiveness of learning, allows us to meaningfully and methodologically enrich the educational process and, undoubtedly, is one of the conditions for achieving a new quality of general education

I build the learning process according to the principle: “When teaching children, learn yourself.” Without well-thought-out teaching methods, it is difficult to organize the assimilation of program material.

In my teaching practice, I use a number of techniques and methods that allow me to intensify the cognitive activity of students, which I use in my lessons depending on the age characteristics, the material being studied, the topic and the characteristics of the class.

To implement the cognitive and creative activity of schoolchildren in the educational process, I use modern educational technologies, which make it possible to improve the quality of education, use study time more effectively and reduce the share of reproductive activity of students, and achieve high learning outcomes.

Modern educational technologies are focused on individualizing the educational process.

In my work I use problem-based teaching methods. The creation of problematic situations in educational activities and the organization of active independent activities of students to resolve them contributes to the creative mastery of the material, and the development of thinking abilities.

Multi-level teaching gives me the opportunity to help weak students, make the learning process feasible and accessible for them, increase their success, and also help realize the desire of strong students to progress faster in their studies and study the material more deeply. In this way, all students are motivated and do not lose interest in their studies.

Education in primary school is unthinkable without gaming methods: role-playing, business and other types of educational games. The game broadens one's horizons and develops the skills and abilities needed in practical activities.

As they grow older, I increasingly involve children in research activities. The use of ICT helps to increase interest in learning, helps to systematize material, and diversify forms of control. I use computer educational games and programs, electronic textbooks, simulators, and presentations.

Ensuring health safety and compliance with SanPIN standards is mandatory in organizing the educational process. Health-saving technologies make it possible to evenly distribute various types of tasks during the lesson, to alternate mental activity with rest, which gives positive results in learning. During the lessons we do physical education, eye warm-ups, do relaxation exercises, and learn acupressure and self-massage techniques.

In the practice of my work, non-traditional lessons occupy a significant place: a fairy tale lesson, a game lesson, an integrated lesson, a research lesson, a travel lesson, an auction lesson, a holiday lesson and others.

The main task of every teacher, including mine, is not only to give students a certain amount of knowledge, but also to develop their interest in learning and teach them how to learn.

Without well-thought-out teaching methods, it is difficult to organize the assimilation of program material. The teacher needs to not only tell and show everything clearly, but also teach the student to think and instill in him the skills of practical action. In my opinion, this can be facilitated by active forms and methods of learning.

In this regard, I chose the topic of self-education that I am working on: “Increasing the motivation of younger schoolchildren through the use of active learning techniques.”

Active learning techniques are a system of methods that ensure activity and diversity in the mental and practical activities of students in the process of mastering educational material.

Active learning involves a range of approaches to teaching and learning that require students to participate more than passively listening to the teacher.

I use active teaching methods at all stages of the lesson (Organizing the class, checking homework, setting goals and objectives of the lesson, explaining new things, consolidating what has been learned, summarizing knowledge, organizing independent work, summing up the lesson, reflecting on learning activities).

For each stage of the lesson, its own active methods are used to effectively solve specific tasks of the lesson stage.

Active learning techniques put the student in a new position when he ceases to be a “passive vessel” that we fill with knowledge, but becomes an active participant in the educational process.

Currently in my work I widely use the following most effective active learning methods:

1. Creating a positive attitude (motivation) - an emotional mood for the lesson (epigraph, costumed appearance, video fragment, rebus, riddle, anagram), clarifying goals, expectations, fears.

2. Statement and solution of problematic issues, creation of problematic situations. Types of problem situations used in lessons: unexpected situations; conflict situation; situation of non-compliance; situation of uncertainty; situation of assumption; situation of choice.

3.Organization of reflection and summing up.

4. Presentations of educational material - the use of information technology, electronic textbooks, interactive whiteboards, etc.

5. The use of forms of so-called interactive learning or their elements: “project method”, “brainstorming”, “debates”, “interviewing various characters”.

6. Elements - “highlights” (intellectual warm-up, cartoons, epigrams).

7. Implementation of a personality-oriented and individually differentiated approach to students, organization of group activities of schoolchildren (work in pairs, in permanent groups, in rotating groups) and independent work of children.

8. Non-traditional types of lessons: excursions, fairy tale lessons, travel lessons, research lessons, project activities, etc.

9. Games, game moments (role-playing, simulation, didactic).

Active teaching methods help: develop motivation for learning and the best aspects of the student, teach students to independently acquire knowledge, develop interest in the subject, allow students to intensify the development of communication skills, educational information and educational and organizational skills.

This technology has many advantages in our difficult work, and is just right for the implementation of the program of updated content of education in the Republic of Kazakhstan in primary grades.

The choice of one or another method in the classroom depends on various reasons: the purpose of the lesson, the students’ experience in this matter, their background knowledge.

I would like to note that when planning my lessons, I pay great attention to working in groups and pairs. To do this, it is necessary to include in the lesson the usual scheme of critical thinking technology: the challenge stage - the comprehension stage - the reflection stage. This scheme allows most children in the class to work with information actively. Since educational activities place high demands on the child’s psyche - thinking, perception, attention, there are still children in the class who do not yet know how to listen and be attentive enough, and are distracted in class. Working with them requires some repetition of actions. It is very nice that when working in pairs or groups there are children in the class who can be assigned some of the teacher's responsibilities. These children are my first helpers in increasing the motivation to teach weak children.

The parents of my students are my support, support and first helpers. In them I found like-minded people. All work and life of the class is planned and carried out in close contact with parents; their opinions, requests, wishes and comments are taken into account both in terms of education and in matters of children’s progress. Information about children’s educational successes and difficulties is communicated to parents through personal conversations and the student’s diary.

I use a wide variety of forms of work: parent meetings, conversations and consultations, lectures, joint educational events, themed classes, excursions, sports competitions.

“The one who walks will master the road.” I never stop there. I improve my professional skills at advanced training courses, at regional and district seminars, attend lessons from school colleagues, study and implement various pedagogical technologies. I share my teaching experience with colleagues, conduct open lessons, give reports and messages to colleagues. I constantly monitor new products, new programs, and acquire methodological literature. I study material on the network of creative teachers. I am an active subscriber of the republican pedagogical and methodological magazine “Primary School”.

I participate in the work of the regional methodological association of primary school teachers. I am the head of the primary school education department at our school.

Results of the quality of student knowledge over the past three years

Conclusion

Based on the analysis of my work, in my future teaching activities I set the following tasks:
- actively introduce new technologies of training and education into the practice of their activities;
- follow the motto of the modern school “Teach not everyone, but everyone”, each person is an individual, and the lesson should allow one to show his individuality, then it will be a lesson for the student and will meet all the requirements of a modern school.

An analysis of one’s own pedagogical experience showed that the teacher is the main figure in the implementation of major innovations in practice. And for the successful introduction of various innovations into practice, for the implementation in new conditions of the tasks assigned to him, the teacher must have the necessary level of professional competence and the desire to achieve success in his activities.

Thus, success in teaching largely depends on the personality of the teacher, on his desire to do his work as effectively as possible.

I was convinced that teaching requires daily hard work and a certain amount of experience from the teacher. And the result of the work will be the knowledge of my students, their desire to learn and be independent.

The goal is to get acquainted with the teacher’s self-analysis methodology, analyze the teacher’s creative activity and develop recommendations for improving the professional activities of young teachers.

Modern changes in Russian education have determined the transition from the traditional system of training and education to expanding the range of educational services, requiring the teacher to be able to independently build and implement his own concept of activity. The teacher’s determination of the educational strategy is ensured by the continuous study of his own pedagogical potential, which is based on self-analysis of professional activity.

Analysis of one’s own activities as a process of understanding pedagogical experience is the most important and unique tool for overcoming difficulties existing in work, and an incentive for self-improvement. Therefore, developing a teacher's ability to self-analyze is the main condition for identifying the best aspects of his professional work and difficulties.

The importance of self-analysis of teaching activities is also increasing due to the fact that currently there is a tendency to formulate the content of coursework based on educational needs.

At the same time, in the existing system of methodological work, due attention is not paid to the issue of developing the skills of teaching staff to analyze their own activities. At the same time, targeted development of the ability for self-analysis is impossible without organizational and pedagogical support. Therefore, developing a teacher’s readiness to identify real-life difficulties is possible in the presence of specially organized work in this direction by municipal and school methodological services, which, due to their constant proximity to the teacher in the conditions of a particular educational society, can implement this process comprehensively and systematically.

Increasing the role of methodological work at the school and municipal levels in organizational and pedagogical support of the process of developing a teacher’s ability for self-analysis is due to the fact that within the framework of the existing close interaction of these structures, the opportunity opens up to analyze the work of a teacher in this direction. It is within the framework of methodological activities that it is possible to build an integral support system, taking into account the unity of content and forms of work with teaching staff. Scientific publications on the problem of self-analysis (Yu.A. Konarzhevsky, S.V. Kulnevich, etc.) are aimed primarily at identifying the main aspects of the teacher’s analysis of his own activities and determining the structure, means, and algorithm for its implementation.

However, the process of comprehension and a holistic vision of pedagogical problems are successful only in the course of the teacher’s professional activity and with his active participation. Therefore, the idea of ​​​​developing a teacher’s ability to self-analyze professional activity in the process of methodological work is largely important for pedagogical science. Scientific research on this issue is scarce and does not reflect a systematic vision of this problem in modern conditions.

Theoretical aspects of the problem of developing a teacher’s ability for self-analysis in the process of methodological work.

The development of a teacher’s ability for self-analysis is based on the formation of the ability to analyze one’s own activities and develop the need for it. Therefore, introspection has a deep psychological basis, which is associated with the emergence of individual reflective consciousness. The substantive aspect of the problem is based on the internal self-regulatory mechanism, which, according to G.K. Selevko, constitutes a need, orientation, self-concept (9). Based on this, the teacher is considered as a subject who feels the need for professional knowledge and self-knowledge. And this, in turn, leads to the formation of such personal characteristics as self-affirmation, self-determination, self-expression, self-realization in teaching practice. This approach contributes to the formation of teachers as subjects of their activity.

At the same time, self-analysis is a means of successful interaction and mutual understanding between teachers and students, parents, and colleagues. In this regard, the emphasis is shifted to the methods and techniques of analysis, in which a special place is given to the awareness of the means and methods of changing the final results. Therefore, the analysis of one’s own activities can be considered as a purposeful process of establishing relationships between actions, motives and means (3).

Considering the process of self-analysis, researchers proceed from the fact that in the course of professional activity, a teacher who learns about the world, according to A.S. Rubinstein, encounters contradiction and internal discomfort.(8)

The teacher’s identification of a discrepancy between what is and what is required takes him to the next stage - identifying the problem and identifying the causes. Identification of clear positions of professional difficulties allows us to move on to finding ways to eliminate them. Knowledge of the mechanism of self-analysis and the ability to adequately use it in the analysis of one’s own activities serve as support for understanding contradictions and identifying problems.

The process of a teacher’s awareness of himself as a professional is based on self-knowledge and is carried out through self-control, self-diagnosis, understanding of difficulties and self-assessment. It is these components that are identified as components that contribute to the development of the teacher’s ability for self-analysis.

Self-control is considered from the point of view of the initial stage of analysis. This is due to the fact that control helps to establish a discrepancy between the normatively specified parameters and the actual state. In this regard, self-control is carried out by comparing the ideal model of professional activity and one’s own actions, which allows the teacher to identify contradictions.

Self-analysis helps the teacher identify the causes of professional difficulties by obtaining systematic operational information and establishing a pedagogical diagnosis. This process is ensured by self-diagnosis, with the help of which the teacher, on the one hand, builds information flows, determines the range of pedagogical problems and highlights the main ones, on the other hand, focuses on internal development, vision of his strengths and weaknesses, awareness of existing contradictions and problems, forecasting further self-improvement.

From the above positions, the development of the ability for self-analysis of professional activity can be considered as a complex multifactorial analytical process of a teacher studying his teaching experience, based on self-control, self-diagnosis, awareness of difficulties and assessment of further prospects for self-improvement.

Forming a teacher’s readiness for self-analysis requires an appropriate organization, which is characterized by the following: it responds flexibly to changing conditions of the educational society; teacher interaction is based on cooperation; educators manage change; it offers favorable opportunities for professional growth and self-actualization.

The content of methodological work, focused on developing the ability for self-analysis, includes a certain sequence of stages of its implementation. Namely: diagnostics, which ensures that the teacher determines the range of difficulties, planning educational and extracurricular activities taking into account the choice of content and variable forms, methodological support, creating comfortable conditions for advanced training and receiving feedback.

The degree of mastery of the basics of analyzing one’s own activities depends on the active professional position of the teacher. To develop it in methodological work, it is necessary to use innovative forms that provide emancipation, professional self-affirmation and self-expression of the teacher. During the active work of a teacher, such qualities as independence, logic of reasoning, analytical and associative thinking are formed, which are necessary for the development of the ability for self-analysis.

The critical position of a teacher in relation to his own activities depends on his self-education in combination with the content of the work of the school methodological service. The development of a sustainable focus of teachers on self-analysis is accompanied by appropriate training, which includes the work of interdisciplinary groups to solve professional problems. An important aspect in the organization of methodological work is consultations with experienced teachers and methodologists, as well as the activities of creative groups, scientific and practical conferences, round tables discussing specific tasks. This approach allows us to see the specific problems of a teacher and, on their basis, create a flexible system for developing teachers’ ability to self-analyze.

The processuality of self-analysis is based on a logical method of cognition, which includes decomposing a situation into elements, combining them into a single whole, determining the causes and seeing the prospects for their development. The analysis of one’s own activities is built from the position of the teacher’s critical attitude towards professional activities in the past, present and future. This approach requires the teacher to have developed analytical and associative abilities, independence, and logic.

According to the characteristics and evaluation criteria, the researchers identified the following levels of development of teacher self-analysis: low (sensory-emotional), medium (conscious), high (system-conscious) - indicators of their development were developed.

Criteria for the levels of formation of self-analysis components

Components of Self-Awareness	Levels and indicators
Short	Average	High
Self-control	Spontaneous control, when everything is determined using intuition	Conscious selection, comparison, juxtaposition of necessary facts and phenomena	Establishing associations with previously studied and familiar facts, as well as with new qualities of the subject in the integrity of their connections and characteristics
Self-diagnosis	Lack of diagnostic skills	Ability to identify problems and their causes	Identifying problems and determining their priority, as well as the reasons for their occurrence
Awareness of difficulties	little awareness of difficulties	Awareness of performance results	Foresight possible consequences decisions made, establishing cause-and-effect relationships
Self-esteem	Poorly developed self-esteem skills	Combining previously used methods and finding the reasons for their occurrence	Critical assessment of the pedagogical problem and the ability to predict the results of one’s work

Based on the indicator of the formation of self-analysis components, it is possible to determine the levels of development of a teacher’s ability to analyze his own activities, which have the following characteristics:

spontaneous analytical action, when everything is determined from the position of emotions and feelings;

awareness of identifying existing and significant pedagogical situations, turning thoughts to the result;

highlighting contradictions, awareness, systematicity, turning thoughts to the result and the process of obtaining it from the position of critical analysis.

Summarizing the above, we can conclude that the proposed model for developing the ability for self-analysis in the process of methodological work ensures the emergence of new formations in the teacher, focused on recording what the teacher as an individual and professional acquires. Moreover, this process allows us to formulate the need and aspiration of teachers for a conscious increase in professional growth.

Self-analysis of a teacher’s professional activity

An independent analysis by a teacher of his professional activities is a rather complex analytical operation that requires certain research skills. The focus should be on the experience of his professional activities over the past three years, but, in essence, try to compare the experience of the last three years with the trajectory of his professional development over a longer period of “professional biography”.

If self-analysis is a research and analytical procedure, then, in accordance with the laws of science, before making any generalizations it is necessary to collect facts that should be subjected to a primary “description-generalization”, and only then draw final conclusions, now based on the entire volume of accumulated three years of professional experience. At the same time, your experience must be correlated with the key tasks being solved in the educational institution during the analyzed period, tasks often referred to in our everyday usage as the “topic” on which the teacher worked.

After a comprehensive analysis of the collected facts, in the comments of the “General Conclusions” you can perform a “problem analysis”, which contains at least three parameters:

Experience of successfully solved methodological, didactic and psychological-pedagogical problems

Contains a short list of the main, in the teacher’s opinion, problems that the teacher has successfully resolved over the past three years. Some of them were probably resolved on the initiative of the administration, some on their own. It is advisable to indicate in what form the results of resolving problems are presented, whether they are summarized in messages, publications, speeches to colleagues, at meetings and sessions of other associations (methodological association, seminar with teachers, lecture for parents, participation in district, city, regional conferences, etc.).

Experience of problems solved today

It is advisable to illustrate an understanding of the essence of existing problems and the resources available to eliminate them.

Key tasks for improving your professional activities

This is a very indicative section in assessing the innovative potential of a teacher, resources for improving his professionalism, and prospects as a practical worker for “pedagogical production.” Here you can sketch out those facets of your professional experience that will need to be improved, enriched, and developed in the near future (and in the longer term). To answer the question: how does such work on professional self-education “work” to improve the quality of educational activities of the teaching staff of a particular educational institution.

Scheme for the initial collection of factual information for the preparation of self-analysis

“Theme” on which the teacher worked (determined by the objectives of the educational institution for a given period)

Factual information indicating the initiatives, deeds, and achievements of the teacher

PRIMARY PEDAGOGICAL ANALYSIS (How actual actions influenced the improvement of the teaching and educational process, improving its quality, including the growth of the professionalism of the teacher himself)

lessons on topics have been developed; didactic support for them; electives; methodological developments, abstracts, manuals; preparing students to participate in competitions and festivals; clubs, sections, clubs (extracurricular activities, work of the class teacher); work in a methodological association, speaking at seminars, conferences, etc.; practical acquaintance with any advanced pedagogical experience; studying at advanced training courses (where, when, on what topic); other events over the past three years

General conclusion:

(How the work on the “topic” went, where “advancement” occurred, what the problem is seen today, what is the prospect of a solution)

Self-analysis program for teacher difficulties

№	Type of difficulty in the practical activities of a teacher	Points
“0”	“1”	“2”	“3”
Difficulties in planning work
	Thematic planning
	Lesson planning
	Planning extracurricular activities on the subject
	Planning for self-education
Difficulties in activity
	Knowledge of the content of programs, textbooks, software, teaching aids
	Using a variety of forms of work in the classroom
	Ensuring attentive, active work of schoolchildren throughout the lesson
	Conducting practical and laboratory work
	Formation of educational work skills
	Increasing motivation to study
	Implementation of an individual approach to schoolchildren during the learning process
	Organization of extracurricular activities on the subject
	Identification of typical mistakes and difficulties of schoolchildren in their studies
	Organization of classes using the method of level differentiation
	Implementation of educational standards
Difficulties in controlling activities
	Accounting and assessment of the level of quality and training of students
	Self-analysis of the teacher's activities
	Compilation of training monitoring in the subject
	Generalization of your experience (for certification or for further work
	Introduction of experience described in the literature (new pedagogical technologies) into your teaching practice

Conduct research work on self-analysis of the professional activities of a modern teacher. Make your own analysis of the results obtained and develop recommendations for self-analysis for young teachers.

Take as a basis the presented method of self-analysis developed by E.M. Pichugina. festival.1september.ru/articles/526 and supplement this methodology in accordance with the specialty you are receiving.

Recommended reading
Luria A.R. On the historical development of cognitive processes. – M.: Nauka, 1974. – 172 p.
Lipkina A.I., Rybak L.A. Criticality and self-esteem in educational activities. – M.: Education, 1968. – 142 p.
Ananyev B.G. Man as an object of knowledge. – L.: Publishing house Leningr. University, 1970. – 339 pp., p. 314
Horney K. Self-analysis. Psychology of women. New paths in psychoanalysis. – St. Petersburg: Peter, 2002. – 480 p.
Spirkin A.G. Consciousness and self-awareness. – M.: Politizdat, 1972. – 303 p. S. 3.
Polyakov S.D. Pedagogy of cooperation and educational psychology // Issues. psychology. – 1987. - No. 5. – P. 108-109.
Bogomaz S.L. Self-analysis as a condition for professional self-determination of rural high school students: experience of psychological research. Vitebsk, 1997.- 195 p.
. Ginzburg M.R. Personal self-determination as a psychological problem // Issues. psychology. – 1988. – No. 2. – P. 19-26.
Kon I.S. In search of oneself: Personality and its self-awareness. – M.: Politizdat, 1984. – 335 p. P. 195.
\ Bogomaz S.L. Self-analysis: approaches, trends, opportunities and limitations // Vestnik VSU. – 2005. - No. 2 (36). – P. 59-70.

LABORATORY WORK No. 7

Diagnostics of children

Goal - Study of the child’s interpersonal relationships, his social adaptability and relationships with others; awareness of the role of the family in the formation of the child’s personality, in the development of his social skills (René Gilles’ method); methodology for studying the motivation (predominance of play or educational motive of activity) of a child by N. L. Belopolskaya; test "Kinetic Family Drawing" to study individual style of behavior, experience and affective response in significant and conflict situations, identifying unconscious aspects of personality and relationships in the family.

Rene Gilles technique.

This projective technique is used to study the child’s interpersonal relationships, his social adjustment and relationships with others.

The technique is visual-verbal, consists of 42 pictures depicting children or children and adults, as well as text tasks. Its focus is to identify behavioral characteristics in a variety of life situations that are important for the child and affect his relationships with other people.

Before starting to work with the technique, the child is informed that he is expected to answer questions based on the pictures. The child looks at the drawings, listens or reads the questions and answers.

The child must choose a place for himself among the people depicted or identify himself with a character occupying one or another place in the group. He can choose it closer or further from a certain person. In text tasks, the child is asked to choose a typical form of behavior, and some tasks are constructed as sociometric ones.

Thus, the technique allows you to obtain information about the child’s attitude towards various people around him (the family environment) and phenomena.

The simplicity and schematic nature that distinguishes R. Gilles’ method from other projective tests not only makes it easier for the child being tested, but also makes it possible for it to be relatively more formalized and quantified. In addition to the qualitative assessment of results, this projective technique of interpersonal relationships allows you to present the results of a psychological examination on a number of variables and quantitatively.

Psychological material characterizing a child’s system of interpersonal relationships can be divided into two large groups of variables.

1. Variables characterizing the child’s specific personal relationships: attitude towards the family environment (mother, father, grandmother, sister, etc.), attitude towards a friend, towards an authoritative adult, etc.

2. Variables that characterize the child himself and manifest themselves in various relationships: sociability, isolation, desire for dominance, social adequacy of behavior.

attitude towards mother
attitude towards father
treating mother and father as a family couple,
attitude towards brothers and sisters,
attitude towards grandparents,
attitude towards a friend
attitude towards the teacher
curiosity, desire for dominance,
sociability, isolation, adequacy.

The attitude towards a certain person is expressed by the number of choices of this person, based on the maximum number of tasks aimed at identifying the corresponding attitude.

R. Gilles' method cannot be classified as purely projective; it is a form transitional between a questionnaire and projective tests. This is its great advantage. It can be used as a tool for in-depth study of personality, as well as in studies requiring measurements and statistical processing.

The Key to Rene Gilles' Method

Stimulus material for the Rene Gilles method.

1. Here is a table at which different people are sitting. Mark with a cross where you will sit.

2. Mark with a cross where you will sit.

3. Mark with a cross where you will sit.

4. Now place several people and yourself around this table. Indicate their family relationships (father, mother, brother, sister) or friend, comrade, classmate.

5. Here is a table, at the head of which sits a person whom you know well. Where would you sit? Who is this man?

6. You and your family will spend your holidays with your owners who have a big house. Your family has already occupied several rooms. Choose a room for yourself.

7. You have been staying with friends for a long time. Mark with a cross the room that you would choose (choose).

8. Once again with friends. Label some people's rooms and your room.

9. It was decided to give one person a surprise.

Do you want this done?
To whom?
Or maybe you don't care?

Write below.

10. You have the opportunity to go on vacation for several days, but where you are going there are only two free places: one for you, the second for another person. Who would you take with you?

Write below.

11. You have lost something that is very expensive. Who will you tell first about this trouble?

Write below.

12. Your teeth hurt and you should go to the dentist to have the bad tooth pulled out.

Will you go alone?
Or with someone?
If you go with someone, who is that person?

Write below.

13. You passed the exam. Who will you tell about this first?

Write below.

14. You are on a walk outside the city. Mark with a cross where you are.

15. Another walk. Mark where you are this time.

16. Where are you this time?

17. Now place yourself and several people in this picture. Draw or mark with crosses. Write down what kind of people they are.

18. You and some others were given gifts. Someone received a gift much better than others. Who would you like to see in his place? Or maybe you don't care? Write.

19. You are going on a long journey, traveling far from your family. Who would you miss the most? Write below.

20. Your friends are going for a walk. Mark with a cross where you are going.

21. Who do you like to play with?

with friends your age
younger than you
older than you

Underline one of the possible answers.

22. This is a playground. Mark where you are.

23. Here are your comrades. They are fighting for a reason unknown to you. Mark with a cross where you will be.

24. These are your comrades quarreling over the rules of the game. Mark where you are.

25. A friend deliberately pushed you and knocked you down. What will you do?

Are you going to cry?
Will you complain to the teacher?
Will you hit him?
Will you reprimand him?
Won't you say anything?

Underline one of the answers.

26. Here is a man well known to you. He says something to those sitting on the chairs. You are among them. Mark with a cross where you are.

27. Do you help your mother a lot?

Few?
Rarely?

Underline one of the answers.

28. These people are standing around the table, and one of them is explaining something. You are among those who listen. Mark where you are.

29. You and your friends are on a walk, one woman explains something to you. Mark with a cross where you are.

30. During the walk, everyone sat down on the grass. Mark where you are.

31. These are people who are watching an interesting performance. Mark with a cross where you are.

32. This is a table display. Mark with a cross where you are.

33. One of your comrades laughs at you. What will you do?

Are you going to cry?
Will you shrug?
Will you laugh at him yourself?
Are you going to call him names and beat him?

Underline one of the answers.

34. One of your comrades laughs at your friend. What will you do?

Are you going to cry?
Will you shrug?
Will you laugh at him yourself?
Are you going to call him names and beat him?

Underline one of the answers.

35. A friend took your pen without permission. What will you do?

Cry?
Complain?
Scream?
Will you try to take it away?
Are you going to start beating him?

Underline one of the answers.

36. You play lotto (or checkers, or another game) and lose twice in a row. You're not happy? What will you do?

Underline one of the answers.

37. Your father doesn’t allow you to go for walks. What will you do?

Won't you answer?
Are you pouting?
Are you going to start crying?
Will you protest?

Underline one of the answers.

38. Mom doesn’t allow you to go for a walk. What will you do?

Won't you answer?
Are you pouting?
Are you going to start crying?
Will you protest?
Will you try to go against the ban?

Underline one of the answers.

39. The teacher came out and entrusted you with supervision of the class. Are you able to complete this assignment?

Write below.

40. You went to the cinema with your family. There are many empty seats in the cinema. Where will you sit? Where will those who came with you sit?

41. There are many empty seats in the cinema. Your relatives have already taken their places. Mark with a cross where you will sit.

42. At the cinema again. Where will you sit?

Methods for studying motivation (according to N. L. Belopolskaya).

As a model for determining the dominance of educational or gaming motives of behavior, it is proposed to use the introduction of one or another motive under conditions of mental satiety. In this case, objective indicators of changes in activity will be the quality and duration of the task, which, before the introduction of the motive under study, caused a state of mental satiety in the child.

Drawing circles can be used as experimental material in an experiment on mental satiation. The training motive is that the subject is informed that now he will learn to write the letter “O” (or the number “0”) beautifully. If he wants to receive the highest grade for his work - “5”, then he must write at least 1 page beautifully.

The game motive may be as follows. Figures of a hare and a wolf are placed in front of the child (you can use images of these animals instead of figures). The subject is asked to play a game in which the hare must hide from the wolf so that it does not eat him. A child can help the hare if he draws for him a large field with even rows of cabbage. The field will be a sheet of white paper, and the cabbage will be depicted in circles. The rows of cabbage in the field should be even and frequent, and the heads of cabbage themselves should be the same size, then the hare can hide among them from the wolf. For example, the experimenter draws the first two rows of cabbage, then the child continues to work independently.

Depending on which case (first or second) the quality of drawing circles and the duration of the task will be better and longer, the child will have either an educational or a play motive for the activity.

Methodology "Kinetic Family Drawing" (KFA)

Description of the test.

The “Kinetic Family Drawing” test is aimed not so much at identifying certain personality anomalies, but at predicting an individual style of behavior, experience and affective response in significant and conflict situations, identifying unconscious aspects of personality.

The experimental procedure is as follows:

For the study you need a sheet of white paper (21x29 cm), six colored pencils (black, red, blue, green, yellow, brown), and an eraser.

Instructions to the subject.

"Please draw your family." Under no circumstances should you explain what the word “family” means, as this distorts the very essence of the study. If a child asks what to draw, the psychologist should simply repeat the instructions.

There is no time limit for completing the task (in most cases it lasts no more than 35 minutes). When completing a task, the following should be noted in the protocol:

a) the sequence of drawing parts;
b) pauses of more than 15 seconds;
c) erasing details:
d) spontaneous comments of the child;
e) emotional reactions to their connection with the depicted content.

After completing the task, you should strive to obtain as much information as possible verbally. The following questions are usually asked:

1. Tell me, who is drawn here?
2. Where are they located?
3. What are they doing?
4. Are they having fun or are they bored? Why?
5. Which of the people drawn is the happiest? Why?
6. Which of them is the most unhappy? Why?

The last two questions encourage the child to openly discuss feelings, which not every child is inclined to do.

Therefore, if the child does not answer them or answers formally, you should not insist on an answer. During the interview, the psychologist should try to find out the meaning of what the child drew: feelings for individual family members; why didn’t the child draw a picture of one of the family members (if this happened); what certain details of the drawing (birds, animals) mean to the child.

In this case, if possible, you should avoid direct questions and insist on an answer, as this can induce anxiety and defensive reactions. Projective questions are often productive, for example: “If a person were drawn instead of a bird, who would it be?”, “Who would win in a competition between your brother and you?”, “Who will mom invite to go with her?” and so on.

1. Imagine that you have two tickets to the circus. Who would you invite to go with you?
2. Imagine that your whole family is going to visit, but one of you is sick and must stay home. Who is he?
3. You are building a house from a construction set (cutting out a paper dress for a doll), and you are having no luck. Who will you call for help?
4. You have “N” tickets (one less than family members) to an interesting film. Who will stay at home?
5. Imagine that you are on a desert island. Who would you like to live there with?
6. You received an interesting lotto as a gift. The whole family began to play, but there was one more of you than necessary. Who won't play?

To interpret you also need to know:

a) the age of the child being studied;
b) the composition of his family, the age of his brothers and sisters;
c) if possible, have information about the child’s behavior in the family, kindergarten or school.

Interpretation of the results of the Family Drawing test.

The interpretation of the drawing is conditionally divided into 3 parts:

1) analysis of the structure of “Family Drawing”;
2) interpretation of the features of graphic images of family members;
3) analysis of the drawing process.

1. Analysis of the structure of the “Drawing of a Family” and comparison of the composition of the drawn and real family.

A child who experiences emotional well-being in the family is expected to draw a picture of a complete family.

Distortion of the real composition of the family always deserves close attention, since behind this there is almost always an emotional conflict and dissatisfaction with the family situation.

Extreme options are drawings in which:

a) no people are depicted at all;
b) only people not related to the family are depicted.

These reactions most often lie behind:

a) traumatic experiences associated with the family;
b) feeling of rejection, abandonment;
c) autism (i.e. psychological alienation, expressed in the child’s withdrawal from contact with the surrounding reality and immersion in the world of his own experiences);
d) feeling of insecurity, high level of anxiety;
e) poor contact between the psychologist and the child being studied.

Children reduce the composition of the family, “forgetting” to draw those family members who are less emotionally attractive to them, with whom conflict situations have developed. By not drawing them, the child seems to avoid negative emotions associated with certain people.

Most often, brothers or sisters are missing from the picture, which is due to the situations of competition observed in families. The child, thus, in a symbolic situation, “monopolizes” the missing love and attention of the parents for him.

In some cases, instead of real family members, the child draws small animals and birds. The psychologist should always clarify with whom the child identifies them. Most often, this is how brothers or sisters are depicted, whose influence in the family the child seeks to reduce, devalue, and show symbolic aggression towards them.

If a child does not draw himself in his drawings, or only draws himself instead of his family, then this also indicates a violation of emotional communication.

In both cases, the person drawing does not include himself in the family, which indicates a lack of sense of community. The absence of “I” in the drawing is more typical for children who feel rejected or rejected.
The presentation of only the "I" in a drawing may indicate different psychological content depending on other characteristics.

If the image of “I” contains a large number of body details, colors, clothing decoration, and a large figure, then this indicates a certain self-centeredness, hysterical character traits.
If the drawing of oneself is characterized by a small size, sketchiness, and a negative background is created by the color scheme, then one can assume the presence of a feeling of rejection, abandonment, and sometimes autistic tendencies.

Increasing the composition of the family and including strangers in the family picture can also be informative. As a rule, this is due to the unsatisfied psychological needs of the only children in the family, the desire to take a protected, parental, leadership position in relation to other children (drawn dogs, cats, etc., in addition to family members, can provide the same information).

In addition to parents (or instead of them), depicted adults who are not associated with the family indicate the perception of the negativity of the family, the search for a person who can satisfy the child in close emotional contacts, or the consequence of a feeling of rejection and uselessness in the family.

2. Location of family members.

It indicates some psychological features of relationships in the family. Analysis makes it necessary to distinguish between what the drawing reflects - the subjectively real, the desired, or what the child is afraid of and avoids.

Family cohesion, drawing a family with joined hands, and their unification in common activities are indicators of psychological well-being. Drawings with opposite characteristics (disconnected family members) may indicate a low level of emotional connections.

The close arrangement of the figures, due to the idea of ​​placing family members in a limited space (boat, small house, etc.), may indicate the child’s attempt to unite, unite the family (for this purpose, the child resorts to external circumstances, because he feels the futility of such attempts).
In drawings where part of the family is located in one group, and one or more individuals are distant, this indicates a feeling of non-inclusion, alienation. If one family member moves away, one can assume a negative attitude of the child towards him, and sometimes judge the threat posed by him.

3. Analysis of the features of the drawn figures.

Features of graphic drawing of individual family members can provide a wide range of information: about the child’s emotional attitude towards an individual family member, about how the child perceives him, about the child’s “self-image”, about his gender identification, etc.

When assessing a child’s emotional attitude towards family members, you should pay attention to:

1) the number of body parts. Are there: head, hair, ears, eyes, pupils, eyelashes, eyebrows, nose, mouth, neck, shoulders, arms, palms, fingers, nails, feet;
2) decoration (clothing details and decorations): hat, collar, tie, bows, pockets, hairstyle elements, patterns and trim on clothes;
3) the number of colors used to draw the figure.

A good emotional relationship with a person is accompanied by a large number of body details, decoration, and the use of a variety of colors.

Large sketchiness, incompleteness of the drawing, omission of significant parts of the body (head, arms, legs) can indicate, along with a negative attitude towards a person, also aggressive impulses towards him.

Children, as a rule, draw their father and mother as the largest ones, which corresponds to reality.

Some children draw themselves as the biggest or equal in size to their parents. It's connected with:

a) the child’s self-centeredness;
b) competition for parental love, excluding or reducing the “competitor”.

Children who:

a) feel insignificant, useless;
b) requiring guardianship and care from parents.

The absolute size of the figures can also be informative. Large, full-length figures are drawn by impulsive, self-confident children prone to dominance. Very small figures are associated with anxiety and a sense of danger.

When analyzing, you should pay attention to drawing individual parts of the body:

1. Hands are the main means of influencing the world, physically controlling the behavior of other people.

If a child draws himself with his arms raised up and long fingers, this is often associated with aggressive desires.

Sometimes such pictures are drawn by outwardly calm and docile children. It can be assumed that the child feels hostility towards others, but his aggressive impulses are suppressed. Such drawing of oneself may also indicate the child’s desire to compensate for his weakness, the desire to be strong, to dominate others. This interpretation is more reliable when the child, in addition to “aggressive” hands, also draws broad shoulders or other attributes of “masculinity” and strength.

Sometimes a child draws all the family members with hands, but “forgets” to draw them for himself. If at the same time the child draws himself as disproportionately small, then this may be due to a feeling of powerlessness, his own insignificance in the family, with the feeling that those around him are suppressing his activity and controlling him excessively.

2. The head is the center of localization of the “I”, intellectual activity; The face is an important part of the body in the process of communication.

If parts of the face (eyes, mouth) are missing in the drawing, this may indicate serious impairments in communication, isolation, or autism. If, when drawing other family members, a child omits the head, facial features, or shades the entire face, then this is often associated with a conflictual relationship with this person, a hostile attitude towards him.

The facial expressions of the drawn people can also be an indicator of the child's feelings towards them. However, children tend to draw smiling people; this is a kind of “stamp” in drawings, but this does not mean at all that children perceive others this way. For the interpretation of a family drawing, facial expressions are significant only in cases where they differ from each other.

Girls pay more attention to face drawing than boys, this indicates a good gender identification of the girl.

In girls' drawings, this moment may be associated with concern for their physical beauty, the desire to compensate for their physical deficiencies, and the formation of stereotypes of female behavior.

Teeth presentation and mouth protrusion are common in children prone to oral aggression. If a child draws this way not of himself, but of another family member, then this is often associated with a feeling of fear, the perceived hostility of this person towards the child.

Each adult is characterized by certain details in a person’s drawing, which become enriched with age, and their omission in the drawing, as a rule, is associated with the denial of some functions, with a conflict.

In children's drawings, there are two different schemes for drawing individuals of different genders. For example, a man’s torso is drawn in an oval shape, a woman’s – triangular.

If a child draws himself in the same way as other figures of the same sex, then we can talk about adequate gender identification. Similar details and colors in the presentation of two figures, for example a son and a father, can be interpreted as the son’s desire to be like his father, identification with him, good emotional contacts.

4. Analysis of the drawing process.

When analyzing the drawing process, you should pay attention to:

a) the sequence of drawing family members;
b) the sequence of drawing parts;
c) erasure;
d) return to already drawn objects, details, figures;
e) pauses;
e) spontaneous comments.

The interpretation of the drawing process in general implements the thesis that behind the dynamic characteristics of drawing lie changes in thoughts, actualization of feelings, tensions, conflicts; they reflect the significance of certain details of the child’s drawing.

In the drawing, the child first depicts the most significant, main or most emotionally close person. Often the mother or father is drawn first. The fact that children often draw themselves first is probably due to their egocentrism as an age characteristic. If the child draws first not himself, not his parents, but other family members, it means that these are the people who are most significant to him emotionally.
Noteworthy are the cases when the child draws his mother last. This is often associated with a negative attitude towards her.

If the first figure drawn is carefully drawn and decorated, then one can think that this is the most beloved family member whom the child reveres and wants to be like.

Some children first draw various objects, a base line, the sun, furniture, etc. and only lastly do they begin to depict people. There is reason to believe that such a sequence of task completion is a kind of defense with the help of which the child postpones an unpleasant task in time. Most often this is observed in children with a dysfunctional family situation, but it can also be a consequence of poor contact between the child and the psychologist.

Returning to drawing the same family members, objects, details indicates their significance for the child.
Pauses before drawing certain details or family members are most often associated with a conflictual attitude and are an external manifestation of the internal dissonance of motives. At an unconscious level, the child seems to decide whether or not to draw a person or detail associated with negative emotions.

Erasing what was drawn or redrawing can be associated with both negative emotions towards the family member being drawn and positive ones. The final result of the drawing is decisive.

Spontaneous comments often explain the meaning of the child's content being drawn. Therefore, you need to listen to them carefully. Their appearance reveals the most emotionally “charged” places in the picture. This can help guide both post-drawing questions and the interpretation process itself.

Conduct research work among children on the problem under study, having previously repeated the material on the methodology of conducting pedagogical research.

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