Self-examination of the lesson

The teacher, like all people, can make mistakes andlearn from them. On the other hand, the teacher performs the most important function related to the activities for the education, development and upbringing of the younger generation. Therefore, it is very important for representatives of this profession to perform their work qualitatively. To control the activity of the teacher there are a number of activities, including the analysis of the lesson. It allows you to highlight the positive aspects, pay attention to which side you need to work on improving pedagogical skills. However, still, perhaps one of the best forms of analysis is the self-examination of the lesson. Determining independently how his work for 45 minutes was effective, the teacher critically rethinks his activities, which helps him in the future to take into account some points.

The self-analysis of the lesson is a kind of decompositiona lesson on the components, a comparison of the tasks of each of them and their implementation, the purpose of which is to compare what was planned, with what was done in the lesson. It gives the teacher an opportunity to evaluate his own activity.

There are a number of important requirements for the analysis of the lesson. One of the main ones is the availability of the most important didactic, psychological and methodological knowledge. The teacher should have the ability to distinguish those indicators and positions on which the lesson needs to be analyzed. He needs to take into account the characteristics of students and the extent to which they show their abilities in the class. The ability to analyze the validity of the tasks set, as well as the validity of the outline plan, is very important. We need to consider the independent thinking of students at different stages of the lesson, the appropriateness of the teacher's actions, the connection between the different parts of the lesson, and the methods of motivation. In the end, it is worthwhile to compare what the educator sought to do and what he really achieved, and also it is worthwhile to outline the measures that will be taken to eliminate the shortcomings.

The scheme for self-examination of the lesson is approximately as follows:

1. Type, theme, dosage of time.

2. Have the requirements of the program been reflected in the lesson? What was the activity of the students? Was the method of conducting separate parts of the lesson thought through? What exactly would be worth changing in the process of learning new material?

3. What are the goals of the development plan? Were the pupils involved in mental activity (namely, did they carry out thinking operations of analysis, synthesis, classification, etc.)? What intersubject connections have been established?

4. How was the educational work carried out?

5. Characteristics of the interaction of students and teachers, based on didactic principles.

6. Were the requirements for the selection of methods met?

7. What kinds of activities were used by the teacher? Was there contact with the students?

8. Were hygiene requirements met? Were there enough lighting? Were the students seated in view of their growth, vision, etc.?

Self-examination of the lesson in the primary school, for example,is significantly different from that which will be used by teachers working in the upper grades. Therefore, undoubtedly, the information given is of a general nature.

It would seem that it is easier for an experienced teacher thanthe introspection of the lesson? After all, he has enough methodological knowledge to consider his own activity. But in fact for many teachers it's much easier to conduct a large number of open lessons than to do a self-examination of the lesson one time. It often happened that the observer sees a sad picture - a set of formal phrases instead of justifying their actions by the teacher. Such fear of the need for self-reflection indicates a certain lack of professional qualities or that the management system inside the school is authoritarian in its essence. In order not to get lost and not get lost on empty phrases, analyzing yourself, the teacher should use a special memo. In many schools such a document is worked out at the meetings of the teachers' council.

Self-examination of the lesson is an important partthe activity of the teacher, because his analysis of his own lesson is in fact his preparation for the next lesson, often taking into account his own mistakes.

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