METHODS AND TECHNIQUES OF FORMING A COHERENT STUDENT TEAM IN VOCATIONAL EDUCATION INSTITUTIONS

The article reveals the system of basic methods and techniques of forming a student body in vocational education institutions. The team is seen as the ultimate goal of education, as a comfortable environment in which each individual has the opportunity to develop their abilities, implement didactic tasks, to preserve their individuality. By team we mean not a random gathering of people, but one that is united by a common socially significant goal, group activities to achieve this goal, where there are bodies of self-government and coordination and there are relations of responsible dependence.An important place in our study was given to building a system of relationships between the class teacher, assets and members of the study group both horizontally and vertically. In an organized team there should be a relationship of responsible dependence, joint responsibility for the collective cause. On the way to forming a cohesive student body it was important to apply an individual approach to personality, taking into account the individual psychological qualities of each student, creative use of pedagogical ideas of prominent scientists, practitioners to implement results in modern vocational education institutions.

Formation of the Readiness of Classroom Teacher to Organization of Problem-Value Communication with Students in the Conditions of Implementation of the Working Program of Education

The article is devoted to the problem of the class teacher’s readiness for problem-value communication with pupils as one of the factors of the effectiveness of educational activities. High demands for the moral and ethical component of the modern young generation require the teacher to pay attention to the transmission of socially significant knowledge and the formation of value attitudes towards oneself, others and the world. One of the tools for understanding and forming value orientations is problem-value communication. Such communication can be organized, first of all, in the class team. The authors of the article believe that the readiness of the class teacher to organize problem-value communication with pupils the requires special training using potential of formal and non-formal education. The purpose of the article is to substantiate and describe the essential characteristics of the formation of the readiness of the class teacher to organize problem-value communication with pupils. Methodology. For methodological substantiation, the authors rely on axiological, systemic and event-driven approaches. Results. The research results are in the characteristics of the components of readiness and the conditions for its formation by means of formal and non-formal education. Also described are subjective factors that negatively affect the formation of readiness to organize problem-value communication with pupils.

The Factors Altering the Age of Onset of Menstruation among Adolescent Girls in Wardha Region

Introduction: Several studies have found that the most common age of menstruation onset has come down dramatically over the previous century, and that there has been a profane (with respect to time) tendency toward early menstruation onset in most metropolitan countries. Emerging economies, such as India, have also suffered a drop in recent years. The purpose of our study was to determine how diet and socioeconomic status influenced menarche age in this location. Methods: Following a simple random sampling among the schools, 100 girls between the ages of 10 and 15 were volunteered for this study. The girls were given a pre-designed questionnaire after receiving clearance and agreement from the school principal/class teacher. The female doctor gave the girls a brief examination. The age of the mother during menarche, as well as the family's socioeconomic situation and other characteristics, were all enquired about in depth. Results: Our study shows that the age of onset of menstruation in higher socioeconomic classes is lower as compared to Lower Socioeconomic class. No significant relation between BMI & type of food and usual age of onset of menstruation was seen in this study. Conclusions: As we progress from a lower to a better socioeconomic level, we see a trend of lowering the age of first menstrual flow. Because such data is scarce in this portion of India, more research must be conducted among girls from other parts of the state before the data can be compared to national figures.

What the 'lost children' helped us find

The public emphasis on 'lost learning' and hapless child victims fails to acknowledge children's drive to learn and misconceives the role of the teacher. Through direct conversations and close observations Emily Rowe, class teacher, and Jeni Smith, school governor, worked together to learn from year 5 and 6 children about their experiences of learning during the pandemic and to reflect on what children learn at home with the adults there and alone, and on the role that teachers play in children's intellectual growth. They reflect on the centrality of listening and careful observation, on children's resilience, ambition and intellectual engagement, and the significance of a community of learners in a primary school. The paper ends with a compilation of all that the children listed they had learned at home, at school and on-line during the time of lockdown.

Parental Involvement and Academic Achievement of Primary Students: A Case Study of Two Nigerian Parents

This case study reveals how parents perceive their involvements and expectations of their children’s academic achievements. The primary purpose of this study is to explore parental involvement in the academic achievement of primary students in Nigerian schools and to assess parental involvement at the Primary School level and how it enhances academic achievement. The researcher chooses the qualitative research method for this study and makes use of Semi-structured interviews to collect data on the first-hand experiences of two international post-graduate (PG) students at International Islamic University Malaysia (IIUM). The major finding of this study is parental involvement with their children. The Parents went to school to communicate with the class teacher and also they assisted with their children’s homework at their residential premises. Parents had high expectations of their children’s academic achievement in the class. There were some differences in the way the two parents were involved in the academic work of their children. This is because of some causes such as lack of time, new subject matter and distance to the schools. The findings of this study have implications mostly for teachers, teacher educators and educational decision-makers.

Upaya Guru Kelas Dalam Meningkatkan Disiplin Pada Anak Usia 4-5 Tahun Melalui Metode Pembiasaan

This research started from the background of the lack of understanding of the class teacher regarding instilling discipline in children from an early age, namely awareness in discipline including, arriving on time, obeying class rules, tidying up toys after use, queuing and being orderly. The formulation of the problem in this paper is how the class teacher's efforts in improving the discipline of children aged 4-5 years through the method of habituation. The purpose of this study is to describe the discipline of children aged 4-5 years through the method of habituation. This writing is Classroom Action Research, which is carried out through 3 cycles with each cycle of stages being planning, implementing, observing and reflecting. This writing took place in Darunnajah Islamic Kindergarten 1. The data was collected by observation, interviews and documentation. The results of the writing show: 1) The results showed an increase in discipline with the habituation method in the first cycle which was in the category of developing according to expectations amounting to 56.4%, then in the second cycle it became 83.3% and in the third cycle it reached 93.6%. 2) Children's discipline can be improved by the habituation method by providing examples to students, providing motivation, in instilling discipline carried out continuously and consistently. Besides that, it is also accompanied by clapping and songs, reading Islamic stories, accompanied by giving rewards in the form of praise and star stickers.

Development of the methods for the class teacher effectiveness assessment

The problem of developing a methodology for assessing the effectiveness of the class teacher’s educational activity and the possibility of its implementation in the context of an educational establishment has been getting more vital. The developed methodology for assessing the class teacher performance efficiency was tested on the basis of four educational establishments in Nizhny Novgorod, which are the clinical internship bases to train future teachers and class teachers at Minin University (Nizhny Novgorod), who were experts carrying out the examination of the methodology for assessing the performance efficiency according to the proposed indicators. The developed methodology for assessing the class teacher performance efficiency can be used in the practice of educational organizations to develop a system for assessing the encouragement of the class teacher performance, supervising his professional growth, developing individual trajectories of professional improvement, analytical conclusions, and expertise.

As práticas corporais de aventura nas aulas de educação física durante o ensino remoto: planejando o movimentar-se com a prancha de equilíbrio

OBJETIVO: Apresentar a proposta de planejamento e a construção de uma prancha de equilíbrio para o ensino das Práticas Corporais de Aventura para alunos dos anos finais do ensino fundamental, no contexto do ensino remoto. MÉTODOS: Foi elaborado a partir da Disciplina Estágio Supervisionado em Educação Física Escolar II, desenvolvida no 2° semestre de 2020, do curso de Licenciatura em Educação Física da Universidade Federal de Santa Catarina. texto considera a análise conjuntural da Educação Física no ensino remoto e da unidade educativa que serviu de base para se estruturar este planejamento. A proposta de intervenção foi pensada buscando considerar os conteúdos yoga e meditação que estavam sendo trabalhados pela professora da turma. RESULTADOS: Destaca-se que o conteúdo Práticas Corporais de Aventura surgiu a partir de um levantamento prévio feito com os estudantes sobre conteúdos que tinham interesse em aprender. Foi planejado um conjunto de cinco módulos de conteúdos para duas turmas do nono ano da escola-campo. CONCLUSÃO: Conclui-se que essa experiência pedagógica proporcionou aos envolvidos um conjunto de aprendizados significativos para o incremento da prática pedagógica docente. E que, a ausência do contato mais efetivo com os estudantes e com a realidade da escola-campo impactou a experiência formativa dos graduandos em Educação Física.ABSTRACT. The body practices of adventure in physical education classes during remote teaching: planning to move with the balance board.OBJECTIVE: To present the proposal for planning and building a balance board for teaching Adventure Body Practices to students in the final years of elementary school, in the context of distance education. METHODS: It was developed from the Discipline Supervised Internship in School Physical Education II, developed in the 2nd semester of 2020, of the Licentiate Degree in Physical Education at the Federal University of Santa Catarina. The text considers the conjunctural analysis of Physical Education in remote education and the educational unit that served as the basis for structuring this planning. The intervention proposal was designed seeking to consider the yoga and meditation contents that were being worked on by the class teacher. RESULTS: It is noteworthy that the Corporal Practices of Adventure content emerged from a previous survey made with students about content they were interested in learning. A set of five content modules was planned for two classes in the ninth year of the field-school. CONCLUSION: It is concluded that this pedagogical experience provided those involved with a set of significant learnings for the increment of the teaching pedagogical practice. And that the lack of more effective contact with students and with the reality of the school-field impacted the formative experience of undergraduates in Physical Education.