home→Powders→ Responsible teacher. "Mentor, unforgettable leader and teacher

Responsible teacher. "Mentor, unforgettable leader and teacher

The legal responsibility of teachers is one of the main and most important elements of the system of legal guarantees for the implementation of their duties and, thus, an element of their legal status. In fact, the knowledge by teachers of both their duties and the responsibility that they may incur for non-fulfillment or improper fulfillment of their official, official (functional) duties and, accordingly, a correct, adequate reaction, is the most important guarantee that a pedagogical worker will be able to continue to carry out their professional teaching activities, grow professionally and rely on the effective guarantee of their civil and professional rights and legitimate interests.

As previously noted, legal liability in relation to subjects of educational legal relations can be conditionally divided into educational legal liability (provided for by educational legislation) and “ordinary” liability, i.e. provided for by the norms of traditional branches of law, primarily labor, civil and administrative. This relativity reflects, it should be said, the specifics of educational relations, which is manifested in the fact that the norms, primarily of labor and civil law, regulating these relations, acquire an “educational-legal connotation”, i.e., as noted in Chapter 2, constitute a “special” part of the norm of educational law.

Thus, the educational and disciplinary responsibility of pedagogical workers is generally provided for by the Law of the Russian Federation “On Education”, and this responsibility is in many respects close to the responsibility under labor law. This is on the one hand. On the other hand, this responsibility itself does not contain a legislative list of grounds and measures of responsibility, their wording is, as a rule, indirect. For example, in paragraph 1 of article 13 of the law, the legislator obliges an educational institution to indicate in its Charter the rights and obligations of participants in the educational process. Through a broad interpretation, it becomes clear that this norm indirectly refers to the responsibility of pedagogical workers, which the Charter should contain. Firstly, teachers are one of the most important participants in the educational process, and secondly, a variety of their legal duties is their legal responsibility.

In somewhat more detail, but again indirectly, the law speaks of the responsibility of pedagogical workers by listing the grounds for the responsibility of the educational institution itself (clause 3 of article 32), which was already discussed in the previous chapter. We only note that most of these grounds are directly related to the professional activities of teachers (subparagraphs 2), 3), 4) of paragraph 3 of Art. 32).

"Educational and labor" responsibility of teachers is provided for in paragraph 4 of Art. 56 of the Law of the Russian Federation "On Education". Among the grounds for the dismissal of a teacher at the initiative of the administration of an educational institution (moreover, without the consent of the trade union of pedagogical workers), the legislator includes: 1) a repeated gross violation of the charter of an educational institution during the year; 2) the use, including a single one, of methods of education associated with physical and (or) mental violence against the personality of a student, pupil; 3) appearing at work in a state of alcoholic, narcotic or toxic intoxication.

The Federal Law "On Higher and Postgraduate Vocational Education", unlike the previous one, practically does not speak at all about the responsibility of higher education teachers. It is limited to pointing out that "the academic freedoms granted entail an academic responsibility for creating optimal conditions for the free search for truth, its free presentation and dissemination."

It is obvious that the legislator has taken the path, firstly, of using the possibilities of sectoral legislation (labor, civil, administrative and, in special cases, criminal) and, secondly, of granting the rights to more detailed regulation of the grounds and measures of responsibility by by-laws. However, as the analysis of model provisions (on a general educational institution and a higher educational institution) shows, the executive authorities also did not begin to formulate in detail the grounds and measures of legal responsibility of pedagogical workers, limiting themselves to the most general prescriptions and, like the legislator, referring to sectoral legislation. Thus, this problem of the responsibility of pedagogical workers "fell on the shoulders" of the educational institutions themselves in the face of their local regulatory legal acts - the Charter, internal regulations (IRR), etc.

So, in the mentioned Charter of the Perm State Pedagogical University in paragraph 54 it is directly stated that for violation of the Charter of the University, labor discipline, Internal Regulations and Rules for living in a hostel, disciplinary sanctions may be imposed on employees of the University in accordance with the law Russian Federation: remark, reprimand, dismissal from work. Section 6 of the PVR of the same University contains a very detailed description of both the measures of disciplinary responsibility of employees of the University and the procedure for its application. Some universities are expanding the list of disciplinary measures against their employees: in addition to reprimands, reprimands and dismissals, the Internal Regulations of the Ural Academy of Public Administration also provide for a severe reprimand (clause 31 of the PVR).

If we try to generalize the grounds for legal (educational, disciplinary and labor) liability to pedagogical workers of a general education institution (school teachers) and higher education (teaching staff of a university), they boil down to the following.

school teachers are responsible for:

Repeated gross violation of the Charter of the educational institution during the year;

The use (even one-time) of methods of education and training associated with physical and (or) mental violence against the personality of the student;

Appearing at work in a state of alcoholic, narcotic or toxic intoxication;

Inattention allowed to the life and health of children during lessons (classes), extracurricular and extracurricular activities;

Incorrect behavior towards parents of students, colleagues;

Unworthy behavior at work, at home and in public places;

Failure to comply with the requirements of safety and labor protection, industrial sanitation, hygiene, fire and environmental safety.

The teaching staff of the university is responsible in fact for the same offenses, but "adapted" to the conditions of pedagogical activity in higher education. Say, in accordance with paragraph 84 of the Charter of the Ural state university named after A.M. Gorky, research work is the responsibility of the entire staff of the teaching staff, since scientific research is an integral part of the training of specialists. Thus, non-fulfillment or poor-quality fulfillment of this obligation established in a certain order (during attestation, analysis of the quantity and quality of publications, etc.) can be considered as a basis for, for example, reprimanding a teacher. The same can be said, for example, in relation to the systematic refusal of a teacher to improve his qualifications at faculties (institutes) for advanced training, etc.

In addition to the considered types of legal responsibility, pedagogical workers can (should) bear civil law And financial responsibility. Note that such responsibility is provided for both by educational legislation, and by civil and labor law itself.

In accordance with Art. 49 of the Law of the Russian Federation "On Education", the state, represented by authorized state educational authorities, in the event of poor-quality training of graduates by an accredited educational institution, has the right to bring a claim to this educational institution for reimbursement of additional costs for the retraining of these graduates in other educational institutions (the basis for filing a claim is a complaint from the state attestation services on the quality of training of students). As you can see, it does not speak about the responsibility of the teaching staff directly, but it is obvious that such responsibility indirectly still exists. In this case, one can speak (with a certain degree of conditionality) of a kind of “recourse” claim in the form of subsidiary liability of a pedagogical worker, to which the management of an educational institution can attract him based on the results of attestation procedures, inspections, etc. If, for example, a pedagogical worker allows a violation of educational or other rights and legitimate interests of a student (humiliation of honor and dignity, insult, etc.), then there is, among other things, infliction of moral damage to him. Responsibility for this, in the event of initiation of lawsuit proceedings, can (and should) be borne, of course, by the educational institution itself as a legal entity, whose employees this teacher is. At the same time, an educational institution, depending on the specific situation, has the right to take measures of responsibility, up to and including dismissal, against this employee.

A similar responsibility of a teacher is provided for by Part 1 of Art. 1068 of the Civil Code of the Russian Federation, according to which "a legal entity or a citizen compensates for the harm caused by its employee in the performance of labor (official, official) duties." It is important to emphasize that part 2 of the same article in this case recognizes citizens who work on on the basis of an employment contract (contract), as well as citizens performing work under a civil law contract, if at the same time they acted or should have acted on the instructions of the relevant legal entity or citizen and under his control over the safe conduct of work. Pedagogical workers, as can be seen, are fully subject to this provision of civil law. As for the harm (the Civil Code of the Russian Federation does not say what kind of harm - property or non-property - is specifically discussed), then it can be inflicted by pedagogical workers both on the educational institution itself and on students and other employees of the educational institution. As for the actual content, size and significance of the harm, this is determined on the basis of the unlawful act committed by the employee in the manner prescribed by law.

As for violations of labor legislation by a pedagogical worker, disciplinary measures are applied to him, provided for in Art. 192 of the Labor Code of the Russian Federation, which include a remark, reprimand, dismissal. As has already been shown above, the educational legislation provides for (in fact, duplicates) all these measures, which gave grounds to designate them as measures of educational and labor responsibility.

Finally, a pedagogical worker, like45 and anyone else, can and is obliged to bear, in accordance with the established procedure, the material liability provided for by Art. 232, 233, 238,241 -244, 246-248 of the Labor Code. By direct measures of such liability, compensation for direct actual damage caused to the cash property of the employer (educational institution (reduction of this property or deterioration of its condition). At the same time, the amount of the employee’s liability cannot, as a rule, exceed his monthly earnings, unless otherwise provided by the Labor Code or other federal laws (Article 241 of the Labor Code of the Russian Federation).In addition, and this is perhaps the most important thing: a teacher can be forced to compensate for damage in full (i.e. even if this damage exceeds the monthly salary of the employee) in a number of cases The law refers to these cases (Article 243 of the Labor Code of the Russian Federation):

When, in accordance with the Labor Code or other federal laws, the employee is held liable in full for damage caused to the employer in the performance of the employee's labor duties;

Lack of valuables entrusted to him on the basis of a special written agreement or received by him under a one-time document;

Intentional damage;

Causing damage in a state of alcoholic, narcotic or toxic intoxication;

Causing damage as a result of the employee's criminal actions established by a court verdict;

Causing damage as a result of an administrative offense, if such is established by the relevant state body;

Disclosure of information constituting a legally protected secret (official, commercial or other), in cases provided for by federal laws;

Causing damage not in the performance of work duties by the employee.

The legal responsibility of other categories of pedagogical workers, not considered in this paragraph, is in principle no different from the responsibility of school teachers and the teaching staff of higher educational institutions.

As a conclusion, it should be noted that the issues of legal responsibility of teachers as an important element of their legal status in Russian educational legislation have not yet been properly reflected. In this regard, it is again appropriate to pay attention to the Draft General Part of the Code of the Russian Federation on Education, in which for the first time its developers paid close attention to the topic of legal responsibility of various categories of participants in educational legal relations, including teachers. This is given to 16 articles of Chapter 19 of the Draft, which, I think, is absolutely correct. In particular, in addition to the "traditional" measures of disciplinary liability provided for by Art. 192 of the Labor Code of the Russian Federation, article 193 of the Draft proposes to establish another measure of responsibility: the temporary suspension of a teacher who has committed an offense from conducting classes for a period until the end of a quarter (at school) or a semester (at a university).

Takova general characteristics the legal responsibility of teachers, attention to which in the context of improving educational legislation and increasing the role and importance of discipline in all spheres of society, including, perhaps, especially in the field of education, will undoubtedly increase.

Questions for self-examination, reflection, practical tasks

What are the reasons and the need to distinguish between groups of educators? Provide arguments, beyond those discussed in the chapter, that educators are indeed the central category of educators.

What is the difference between the legal statuses of different categories of educators? What are the consequences of such differences?

3. What are the significant differences between the concepts of "subjective right" and "legitimate interest" in relation to a teacher. Try to graphically "construct" the legal status of: a) teachers elementary school; b) a teacher of senior classes of a general education institution; c) high school teacher. Highlight and comment on the main differences between these statuses.

4. Analyze the main local regulations of your university (Charter, Internal Regulations, etc.) to identify the basic rights and obligations of teaching staff of your university in them. Try to systematize them in terms of belonging to different groups: educational (pedagogical), personal (civil), political, economic, incl. labor, social, cultural, informational.

5. Try to make your own classification of offenses of teachers of various categories. Could you suggest to the legislator any new measures of legal responsibility of a pedagogical worker and the grounds on which it can be imposed?

In the usual sense, the responsibility of the teacher is limited, most often, by the need to ensure the safety of the health and life of children in the course of pedagogical activity. But there is another kind of pedagogical responsibility. We are talking about the responsibility of the teacher-educator for the essence and content of education, training and development, which means the future children entrusted to him.

Download:

Preview:

A number of professional qualities act as components of the teacher's pedagogical responsibility. These include:

professional orientation of the individual;
professional ideals, devotion to the chosen profession;
organization;
initiative;
exactingness;
Justice;
flexibility;
intellectual activity;
creativity;
stability of the nervous system;
high emotional-volitional tone;
good performance.

The listed qualities cannot be successfully implemented if the teacher does not have developed personal and pedagogical qualities:

the ability to make learning material accessible;
creativity at work;
pedagogical-volitional influence on students;
the ability to organize a team of students;
interest and love for children;
pithiness and brightness of speech, its figurativeness and persuasiveness;
pedagogical tact;
the ability to connect the subject with life;
observation;
pedagogical requirement.

The teacher is responsible for the ongoing teaching activities. Today, a teacher is in demand who knows how to create pedagogical reality, who understands the meaning of pedagogical activity and who is aware of himself as the cause of changes in pedagogical reality, who is able to foresee the consequences of responsible activity, and find the right solution.

The teacher's responsibility is a professional and ethical quality, expressed in the ability and willingness to foresee the results of pedagogical activity and to hold accountable for it. The teacher should be able to:

possession of the content of academic disciplines;
possession of modern theories and technologies of training and education;
knowledge and real consideration of the factors that ensure the success of pedagogical activity.

Responsibility as a professional and ethical quality of a teacher's personality is being developed. This development has its qualitatively different stages and specific features.

The concept of "responsibility of a teacher" is considered as a certain attitude to reality, as a property or quality of a person, manifested in pedagogical activity. Since responsibility and activity are directly connected, it is pedagogical activity that becomes the space where this property of the teacher's personality is manifested.

The professional pedagogical potential of a teacher cannot be formed once and for all. The teacher is responsible for continuous personal and professional growth. This is an essential feature of a teacher's professionalism.
The indicators of teacher professionalism can be considered:

self-criticism;
self-demanding;
the need to update the theoretical and practical experience of pedagogical activity;
propensity to innovate;
research style of activity.

Thus, we can say that the teacher's responsibility is manifested in his character, perception, awareness of reality and in various forms of personality behavior.

The process of developing teacher responsibility in the system is holistic and based on complementarity and continuity in the process of professional development.

The success of the process of developing the teacher's professional responsibility is ensured by the observance of the following conditions: the unity of the formation of the cognitive, emotional and behavioral spheres of responsibility of the individual; development of the teacher's self-regulation and reflection; development of the ability to pedagogical goal-setting; the ability to analyze the results of their pedagogical activity.

The leading pedagogical goal of the teacher is the formation of a sustainable interest in education and self-education among students, the disclosure of the individuality of each student. The effectiveness of pedagogical activity will be determined by the extent to whichthe teacher formed such qualities of the student's personality as responsibility and self-determination in personal and professional spheres of life. This task is within the power of a teacher who himself possesses these qualities.

The more the teacher is ready to take responsibility, the more responsibility is inherent in him as a personality trait, the more he.

Responsibility asand the characteristic of a person includes the habit of approaching any matter thoughtfully, carefully, and, if already taken, to bring the matter to the end; the courage to take responsibility, the ability to answer for many things and many.

The teacher's awareness of the meaning of his own activity is an indicator of the presence of professional goals and values that help him bear responsibility for the consequences of pedagogical activity.

The more obvious for the teacher the meaning of his pedagogical activity, the more responsible are his actions.

Posnova Aleksandra AlexandrovnaPrimary school teacher, MAOU secondary school No. 3, Novy Urengoy, Yamalo-Nenets Autonomous Okrug [email protected]

RESPONSIBILITY AS A FACTOR OF SUCCESS OF A MODERN TEACHER.

Annotation.

The responsibility of the professional success of a modern teacher makes it possible to search for information, process and implement it in practical activities. Reflections on the work of a teacher in a modern school. Keywords: modern child, modern teacher, pedagogical search.

Whether you are smart or stupid, whether you are great or small, we do not know until you have said a word! A Persian poet and thinker of the 13th century. Saadi

As Vysotsky sang, “What does family and school teach us?”. Anything but how to be yourself! For example: Makarenko hated patterns and stereotypes in education, because he saw a personality in each of his students. At the same time, we do not forget about the powerful role of society in general and the labor collective in particular. In my opinion, we need teachers who are able to see a person as a unique integrity and develop him on the basis of the laws of the development of science, technology, art, social life and work, to be a guide for children in the information space, teaching them to find, comprehend, process and put into practice new information .A modern child "locked" in a limited space of a living room alone with a TV, computer, suffers from the lack of a developed sensory, mental and creative base. It has been experimentally proven that the human brain is able to perceive and accurately process information at a speed of no more than 25 bits per second (one word of average length contains exactly 25 bits). With such a rate of absorption of information, a person can read no more than three thousand books in a lifetime. And then on condition that he will master 50 pages daily. Such a speed once allowed the most stubborn to master the basic knowledge accumulated by mankind approximately by the middle of life. If the brain is overstrained, it discards what is not urgently needed. Who can boast that he remembers logarithms, Faraday's laws, the chemical formula of cellulose, or the exact date of the reign of Vladimir II Monomakh? We all learned this in school! They taught, but forgot - that is, again we do not know. The situation is exacerbated by the emergence of technology. Devices operating on the principle of "press the button you get the result" create the illusion of meeting the requirements of the times. Pop culture is replacing culture. The Bible in comics and abridged versions of classics are being thrown onto the market, the poetry of romances is cheap "jagi jagi", refined speech - slang. Until recently, all educational systems were designed for the active development of the left hemisphere, which is responsible for logical thinking. As we can see, today its potential has been exhausted. In order to maintain a sense of reality, not to get lost in the constantly changing reality, it is necessary to connect the other half of the brain, which is responsible for intuition and figurative perception, to work. Only in this way, by harmoniously developing both hemispheres, the student will be able to find a common language with the surrounding reality, to see the world in its entirety.

We live in the 21st century and modern society personalities are needed who are able to think creatively, implement the acquired knowledge, be communicative, contact in any social groups. Today, society needs people who can independently and are able to work on the development of themselves: their intellect, their culture. I am proud that the psychology of teaching has begun to change in leading schools. And here begins the most difficult, but also the most interesting: a meeting with oneself. Discovery in yourself, of that very UNIVERSE. It is enough to learn the logic of thinking in areas of different knowledge and the ability to quickly find what you need when you need it. To teach students to learn, and not to give ready-made knowledge, since a person who is able to independently obtain them will always find his place in life, will be able to be a good specialist in constantly changing economic and social conditions. What is learned in school is etched in memory for life.

In the conditions of intellectual competition, continuous self-improvement, pedagogical search and creativity are, in fact, one of the mandatory requirements that apply to a modern teacher. The modern school needs a new teacher, a teacher with innovative thinking, able to adapt to the social demands of society, having high personal qualities: social responsibility, sincerity, optimism. The dream of any school, any student is a smart, kind, understanding and able teacher. This is exactly what you need to strive for. A teacher is a creator, he is always open to new knowledge, constantly grows professionally, receives satisfaction and pleasure from his work. Of course, the path of a teacher is an extremely difficult deep work to transform oneself. The main thing in pedagogy is that the teacher must have his own individual pedagogical style and his students, who are able to think, reason, be carried away by ideas and seek the truth together with the teacher. A lively dialogue in the classroom, which carries a significant semantic load, has great spiritual value. A teacher must not only be an excellent subject student with encyclopedic knowledge, not only possess the most modern methods and abilities to convey his experience, but also be a bright personality who can convince and lead. The teacher is faced with the need to master the ways, methods, forms of self-education. He needs to do self-education integral part of your daily life. The joy of recognizing the world, the enthusiasm for its discovery, the enjoyment of the very process of cognition - this is the most valuable humanistic spirit of the school. The seeking teacher masters the philosophy of education, cultural studies, the history and theory of pedagogy, the history of the school and its current state, and selects the principles, content, means, forms, techniques, methods, structural and organizational elements of upbringing and education that he, this teacher, gives greatest effect. So the teacher creates his own style. To teach to learn - ©to prepare a person for lifeª. To teach self-education is, one might say, the spirit of the time, one of its most important requirements. To skillfully enter the world of practical pedagogy, it is not enough to have only solid theoretical knowledge in the chosen specialty and, it would seem, good performing skills demonstrated in the classroom. A successful start in pedagogical activity also very much depends on the ability from the first minutes of the lesson to bring the spirit of joy and co-creation into the children's team, to arouse curiosity and interest on the part of students in what is being done in the lesson and what is supposed to be done (after all, they are also looking forward to looking forward to meeting with the teacher. After all, only with the full disclosure of souls can one make hearts beat in unison and thereby contribute to the creation of conditions for a normal educational process, to achieve the desired success as a result of training. Most importantly, the teacher must remember that the students are going to meet their equal, and not playing in equality, a knowledgeable and witty person. Teacher, mentor ... - these concepts can be attributed to the eternal without any stretch. As long as humanity has existed and will continue to exist, so long will the concept of "teacher" live. Indeed, behind the word “teacher” is the image of a mentor, on which the life of another person or a whole group of people largely depends. It focuses some life-defining, moral, spiritual, social, professional principles and concepts. The fate of entire peoples, states and civilizations often depends on the moral principles and beliefs, on the degree of responsibility and professionalism of the teacher, as well as on the perception and assimilation of these principles and qualities by his students. Over time, the state and society change, which means that the requirements imposed by the state and society (student, parent, teacher himself) on the personality of the teacher change. The question remains open: what qualities of a teacher (or “competences”) should be constant, that is, not dependent on time, and which should be dynamic, “mobile”, that is, necessary for a teacher in connection with the requirement of a “new” time. In the process of communicating with the teacher as a person, the process of moral growth, learning and learning takes place. Important point This interaction is the perception of the student as a person with its advantages and disadvantages, since the people around him, among which the teacher occupies not the last place, have a special influence on the development of the child. A modern teacher must have innovative thinking, be able to adapt to the social demands of society. But at the same time, the teacher's mission is to shape the society of the future, to give it moral guidelines. In other words, to serve society while at the same time creating it.

Who should teach schoolchildren today? In the modern world, the flow of information is growing daily, and this leaves a peculiar imprint on the work of educational institutions, on the activities of teachers. The bar of requirements imposed by society on the personality of a teacher is rising higher and higher. Who should and can teach schoolchildren today? Usually start with the professional competence of the teacher. And this is undoubtedly important. But it is worth conducting a survey of our customers, and these are the parents and the students themselves, the society itself, as it becomes clear that this is not enough. Children need knowledge, but parents want their children to be able to put it into practice. A teacher who strives for professional growth, who owns new pedagogical technologies for teaching and educating and testing them in practice, will work more efficiently than colleagues following the traditional path of education. Pedagogical activity today involves the exchange of experience with colleagues, educational sites have been created for this, you can and should have your own site. The teacher must be ready for creative activity himself in order to be able to help the child to reveal his creative potential. Another important aspect is the creation of conditions for a safe and comfortable stay of the child at school, and a modern teacher, especially a class teacher, should take care of this. School, parents, students need a successful teacher, which means he must have high personal qualities: social responsibility, sincerity, optimism, willingness to participate, must have an individual style of work. And in everyday life, knowledge, skills, skills, memory, quick wits, perseverance, accuracy, observation, fantasy, imagination, attentiveness, patience, the ability to think logically, analyze, compare, generalize and, finally, RESPONSIBILITY!!! One of the conditions is the presence of a beloved adult friend - a mentor, a teacher. If the teacher is open, ready to share himself, he shines. Where do butterflies fly in the dark? That's right, into the LIGHT. The opinion that prevails in society that every young person "grows up - gets smarter" is deeply erroneous, students just need to show how rich and beautiful the inner world of everyone can be, and then everyone will want to embark on the path of SELF-IMPROVEMENT. And the world around them will never be gray, boring, meaningless. Remember the famous phrase from the movie "Let's Live Until Monday": "Happiness is when you are understood"? Absolutely everyone strives for this happiness. Q.E.D.

DUE TO THE DEVELOPMENT OF LOGICAL THINKING, FOR INNTUITION AND IMAGINATIONAL PERCEPTION, MY "TELETUBBIES" BEGIN TO PRODUCE SUCH IDEAS, THINK IN SUCH CATEGORIES THAT I "NUT" FROM Amazement. MY CHILDREN SHOULD NOT ONLY KNOW, BUT BE ABLE TO APPLY THIS KNOWLEDGE IN STUDIES, IN CREATIVITY AND LIFE. I TEACH CHILDREN TO SEE THE LAWS OF LIFE AND FIND THEIR OWN PLACE OF LIFE IN THE USUAL COMPONENTS OF LIFE AND LIFE. BECAUSE THEY ARE ALL SPECIAL, UNIQUE, POSSESSING EXCEPTIONAL TALENT. AND THE WORLD AROUND THEM, GOD GIVE IT WILL NEVER BE GRAY, BORING, MEANINGLESS. BECAUSE A MAN BEGINS WITH THE AWAKENING OF THE SOUL. PROBABLY, I CATCHED THE PARALLEL AND I TRY TO REVEAL THE UNIQUENESS OF EVERYONE. It is important that your work gives in everyday practice, to work ahead of schedule, with a focus on the future. Education of a free personality, ready for self-realization and further self-education, a personality with its own understanding of the picture of the world, in order to see the presence of individual progress in children

this is the basis of the responsibility of the modern teacher. The ability to be responsible for the quality of their activities. Much depends on such dedicated teachers in education.

Sources of information:

 Gessen S.I. Fundamentals of Pedagogy. M., 1995. MaslowA. Motivation and personality. SPb., 2001. Rozin VM Education at the end of the 20th century. (Materials of the "round table") // Questions of Philosophy. 1992. No. 9Wentzel, K.N. Home of a free child (How to create a free school) / K.N. Wentzel. 3rd ed. M., 1923;Mudrik A.V. Introduction to social pedagogy. M., 1997. Gershunsky B.S. Philosophy of Education for the 21st Century. In search of practice-oriented concepts. M.: Perfection, 1998. Barber M., Murshed M. How to achieve a consistently high quality of education // Questions of Education. 2009. № 4. Management of professional development and changes in the PC system: Monographic collection. / Ed. G.N. Prozumentova, A.B. Zotkin. Tomsk, 2002. Pionova R.C. Pedagogical technologies? Pedagogical technologies... // Intern. scientific conf. ©Intellectual technologies and distance learning at the turn of the XXI centuryª: Proceedings. report SPb. July 79, 1999 SPbGUAP. SPb., 1999. National educational initiative "Our new school".

Moral responsibility characterizes a person in terms of fulfilling her moral requirements.

The moral responsibility of a teacher is a personal quality, which consists in the realization of the moral need to comply with social norms (in particular, personal ones), as well as the ability of an individual to adequately perceive a fair assessment of committed actions, self-assess their actions from the standpoint of humanity and a clear conscience.

IN perspective moral responsibility is the individual's awareness of the current and future development of the nation and humanity, as well as the purposeful, free activity of man. The teacher of an educational institution is morally responsible for the creative acquisition of knowledge, self-improvement, self-realization of one's strengths and abilities.

IN retrospective aspect moral responsibility represents responsibility, reflecting, as a rule, social and legal actions in relation to a person for past behavior, actions, violations of the requirements of social, ethical, legal and professional norms. In this sense, responsibility plays a dual role: it is a way of society's response, education leadership to the negative actions of a particular teacher, and a means of preventing possible negative behavior of this or other individuals in the future.

In philosophy Ancient Greece There were different approaches to understanding the essence of responsibility. Thus, Democritus expressed the opinion that moral responsibility is the regulator of human behavior. He believed that responsibility is not an innate quality and not God's grace, but a product of culture, the result of socialization, education.

Education should be carried out through training, curiosity of children, boys and girls. This does not mean that the main thing for a person is to know a lot, but education should be comprehensive. It is very important in the process of education and upbringing to take into account the nature of the child. Parents and teachers need to form responsibility in children from an early age. An important role in this process is played by labor education, the example of the elders. If children do not observe it, then they develop immorally.

For Socrates, the moral responsibility of the individual is an integral characteristic of the individual, as well as virtue, goodness, justice. Responsibility in education and training provides the meaning of the activity of the individual: its goals, needs, interests, motives, results. After all, according to Socrates, the first duty of a citizen is to have deep knowledge, his own convictions, thoughts. However, these convictions should not diverge from the requirements formulated in the norms and laws of each "policy". Otherwise, one can expect a conscious, responsible behavior from a person. The duty of society is to provide citizens with living conditions worthy of the human essence. The gap between the moral, legal norms of society and the moral and legal consciousness of individuals of everything interferes with the fulfillment of duty, harms both individuals and society, because a person under such conditions becomes irresponsible.

The problem of the moral responsibility of the individual was studied by Plato. Based on the idea of the world of moral entities, he formulated his thought as follows: from idea to reality, from the subject being. Plato substantiates this postulate at the level of the individual and society.

In the system of formation of a responsible personality of Plato, there is a ban on the means of education. Thus, he advocates strict, competent and incorruptible censorship of works of art that can be used in the educational process. The censors, who are entrusted with moral and legal responsibility before the law, the state and the people, must remove those of them that destroy the moral qualities of young people.

To analyze responsibility, Aristotle applied the method of activity, represents the actual existence of a living being and the process of transition of its capabilities to reality. The nature of a living being is revealed precisely in the activity and real experience of communication. However, the soul itself has a decisive influence on the activity itself, which combines rational and unreasonable components, the interaction of which stimulates the emergence of responsibility. That is, responsibility arises when the mind is correctly directed and coordinates with the movement of the senses, and the movement of the senses with the mind.

The ideas of ancient Greek philosophers influenced the content of education in Ukraine. In particular, almost the entire educational system at the Kiev-Mohyla Academy was based on their postulates, where such Ukrainian philosophers and enlighteners as G. Skovoroda, F. Prokopovich, I. Gizel and others studied.

In the era of the Middle Ages, the gospel doctrine reigned, which was characterized by certain universal values. Thus, the idea of responsibility was based on the principle of love. The Son of God - Jesus Christ - must create a kingdom devoid of wars, death, where everyone will be in eternal bliss and love. However, this can only be achieved on condition that a person loves God (the views are characteristic of Arius, Origen, Tertullian, Pelagius, etc.). Each philosopher formulated them in his own way, which means that Ukrainian philosophers, teachers in training and education also used them in a peculiar way "starting from the time of the creation of our state - Kievan Rus. The education of the moral responsibility of the teacher's personality during this period develops in an original way.

The early Christian thinker, who for a millennium had a decisive influence on moral education, was the Bishop of Hippo, the teacher of the church Augustine the Blessed (354-430). He defined the self-improvement of the individual as a constant and intense work of the soul, as self-knowledge, and also believed that having been accomplished through the work of the soul, a person will become a unique, responsible and inimitable personality, which God will rejoice at.

According to the Roman Neoplatonic philosopher Anicius Manlio Severinus Boethius (c. 480-524), in contrast to Augustine, responsible behavior depends not only on God, but also on a person and his Fate. He noted that the responsible action of the individual is the right path to happiness and good.

The idea of responsibility was also originally substantiated by the Roman philosopher, theologian Thomas Aquinas (1225-1274), referring to the moral personality through clarifying the relationship of divine predestination to the free will of man. However, unlike Augustine, who relied on the ideas of responsibility on the teachings of Plato, the views of Aquinas are based on the postulates of Aristotle. He tries to carry out the search for the essence of responsibility, its formation in an individual on the basis of faith, which is priority over science.

Representatives of the philosophy and pedagogy of the Renaissance and New Ages based their research on the problems of responsibility on the ideas of egoism (French Egoisme, from Latin Egone - a moral and ethical principle that characterizes the behavior of a person who seeks to satisfy only his own needs, neglects the interests of other people and society) , partly skepticism (Greek skeptikos - incredulous; a doctrine based on doubts about the existence of some reliable criterion of truth) and epicureanism (the teaching of Epicurus, who materialistically explained the world on the basis of atomistic teachings). They sought to find out not only the objective grounds for responsibility, but also to generalize them. In particular, they were interested in how responsibility can be a product, a property of an individual and a general social organizational force at the same time. The English philosopher Francis Bacon (1561-1620) substantiated the theory of responsibility on the basis of scientific and technological progress, culture, and the humanization of social relations. Man's responsibility, he believed, was to develop his powers and abilities in a cultural way. According to F. Bacon, a person should be responsible not only for the creation and transformation of nature, to skillfully manage this process, but also to treat matter responsibly and without violence. He was one of the first to raise the problem of environmental education.

The representative of the New Age, the Dutch philosopher Benedict Spinoza (1632-1677), considered responsibility from the point of view of substantiality, the essence of which lies in the infinite nature. This nature exists objectively and has its own laws of interconnection. Often the existence of irresponsibility is generated by the arbitrariness of people, their misunderstanding of freedom, the reasons that prompt human aspirations and desires. In addition, noted Z. Spinoza, irresponsibility causes ignorance, and the sciences violate the order of nature, and do not follow it. Avoiding this is facilitated not only by the rules of life, but also by clear knowledge, to which the teacher directs. Properly directed knowledge helps a person to choose a highly moral way of life, overcome the effects of discontent, and benefit society.

The starting point of responsibility for the founder of the empirical-materialistic theory of knowledge of the New Age, the British philosopher and teacher John Locke (1632-1704), is the moral law of nature. He brings the duty of a person in moral and legal aspects, forms its moral duty, which is guided by the mind and which coordinates the activities of people.

Jan-Amos Komensky (1592-1670), a Czech humanist thinker and founder of modern pedagogy, radically changed his view of the educational system. Based on the experience of his predecessors, he determined that the main thing in education is the formation of a conscious, moral, responsible person. He assigned an important role in this matter to the teacher, revealing not only the requirements, but also the conditions and forms of manifestation of his moral responsibility. He considered the material conditions to be fair and sufficient social security for the teacher, and the legal ones - the current school laws, which no one is allowed to violate.

Contrary to the traditions of the medieval school, the issue of moral responsibility was considered by the Swiss educator Johann Tenrich Pestalozzi (1746-1827). He devoted his whole life to raising disadvantaged and poor children, because he believed that the state should have a low level of teacher responsibility, that the authorities are represented by "intellectually developed deceivers", egoists, heartless predators, "smart donkeys" and others.

The problem of responsibility developed in German classical philosophical and pedagogical thought. Thus, the philosopher-teacher Immanuel Kant (1724-1804) not only formulated the main goals of education, but also dialectically substantiated the relationship between education and upbringing. He defined responsibility as a measure of duty in the complex problem of education: the combination of the law of coercion with the ability to use one's freedom. Kant considered the responsible actions of a person not only depending on the sense and consciousness of duty, but also on the sense of duty and a certain inclination. An act out of a sense of duty at the same time has to eliminate the influence of inclination and the object of the will, because even the inclination itself is “blind”, capable of causing the emergence of a moral maxim of responsibility as the highest moral value, but only contributes to its implementation.

The views of I. Kant were highly appreciated by the German philosopher Georg Wilhelm Friedrich Hegel (1770-1831). He noted that the subjective and objective in a responsible act of a person should not oppose each other, he defined responsibility as a sociological form of the absolute spirit. In contrast to I. Kant, G.-W.-F. Hegel noted that responsibility develops sequentially. Real responsible activity of the individual is possible in a free society. It binds people with duty and responsibility, and the stronger this bond, the freer the person. However, a person is freer not in the sense of "doing what I want", but in the sense of achieving the essence.

Having critically comprehended the ideas of I. Kant, I. Fichte, G.-V.-F. Hegel, the German philosopher, one of the founders of pedagogy Johann Friedrich Herbart (1776-1841) based his system of "vihouvual education" on the views of the ancient Greek thinker Parmenides. In his opinion, the new fashionable philosophy leads to a violation of the stability of the development of society and the peace of the individual, and gives rise to social movements. And for the education of the moral responsibility of the teacher, the consent, the unity of society and its harmony with the individual are necessary. This approach J.-F. Herbart sees in the philosophy of Parmenides, in which everything is simple, stable and unchanging.

A significant contribution to the development of the problem of the formation of the teacher's moral responsibility was made by the German teacher Adolf Diesterweg (1790-1866). Noting that the principle of conformity to nature is the main one in any educational system, he supplemented it with the principle of cultural conformity, emphasizing the difficult path to internal self-activity and self-responsibility. According to A. Diesterweg, a person in his development must go through three stages: the stage of sensations; stage of skills and fantasy; stage of free self-expression, amateur performance. However, not every teacher can do this. The most successful are those who were able to reach the third stage.

In the XIX-XX centuries. The problem of moral responsibility was considered by the Ukrainian teacher and writer Boris Grinchenko (1863-1910). In the works "What is the public school in Ukraine now?", "What school do we need?", "People's teachers and the Ukrainian school", literary works, journalistic articles on the problems of public education, culture, training and upbringing, he argued that the teacher can show moral responsibility in conditions of freedom, and getting rid of a poor financial situation.

A significant contribution to the development of the problem of moral responsibility was made by Makarenko and Sukhomlinsky.

In the works of A. Makarenko, the essence of the concepts that he uses in the interpretation of responsibility "responsible dependence", "general responsibility", "strict responsibility", "principle of responsibility", "harmony of responsible individuals", "responsible for decision", "experience of responsibility" "," a sense of responsibility to the team ". The leading educational system is the concept of "responsible dependence". It arises, forms and functions in various types pedagogical activity. At the same time, the personal responsibility of the teacher for the work performed is associated with the responsibility of the team and the harmony of individuals.

In practical pedagogical activity, V. Sukhomlinsky attached great importance to the upbringing of the moral responsibility of the individual. First of all, he noted the responsibility of the head of the educational institution, his ability to manage the team, to know all the nuances of the pedagogical process, etc., as well as the need for not only moral, but also legal, financial responsibility of the teacher and student. One of his leading thoughts is caution in bringing the individual to legal responsibility.

An important contribution to the development of the problem of moral responsibility was made by the Ukrainian teacher, literary scholar Grigory Vashchenko (1878-1967). As one of the leaders, he substantiated the idea of a teacher's responsibility for educating a citizen, a patriot of the nation.

Domestic philosophical and pedagogical thought in the late XIX - early XX century. in determining the content of the moral responsibility of the individual gives priority to the axiological approach. The value of moral responsibility as a component of culture lies in the fact that it is able to unite, restore, humanize the nation and humanity.

The modern Ukrainian teacher Mykola Smetansky considered the problem of teacher's social responsibility from the point of view of an integrated approach, substantiated the theoretical foundations of its formation, highlighted the problems that need to be solved. Among the conditions for the successful formation of the teacher's social responsibility, he considers the following to be the main ones:

Creating a situation of personal interest in work and its results;

Formation of the subject of responsible actions, cognitive, volitional and activity components of his responsibility;

The presence of humanely oriented social control and an objective assessment of the actions of each subject.

The moral assessment of the activity and behavior of the teacher is not limited to the assessment by society, the teaching staff, students and pupils. The teacher as a subject is capable of self-esteem, due to which it becomes a component in the system of moral ties. At this level, moral self-esteem renders the moral essence of a person. The better her demands on herself and self-control are developed, the greater and more promising is the responsibility. The development of self-esteem as its element depends on a number of factors (the social role of the teacher, the estimated influence of the team, etc.). Self-esteem determines the stability of moral responsibility and increases its measure. As the moral responsibility of the teacher is a variable that is directly determined by the ability and internal readiness to carry out responsible actions, as well as the circumstances in which the teacher is located.

Given the current state of science, psychologists and educators single out the level of consciousness, the internal and external aspects of the teacher's moral responsibility. Some scientists (I. Ivanov, A. Kiselev, V. Rudkovsky) define the measure of responsibility only as freedom or as a duty. Freedom and duty in specific forms reflect aspects of the degree of responsibility to a certain extent. They only complement, and do not exclude, manifestations of such a phenomenon, since the pedagogical environment, democratic relations in general allow the teacher to voluntarily and actively fulfill his professional duty, and therefore be well aware of his new social role.

In contrast to this view, the modern Russian researcher Nadezhda Golovko notes that in conditions where the obligation is easy to fulfill, since its morality is undoubted and it is consistent with public assessment, the problem of responsibility disappears. However, it is precisely under such circumstances, when the problem of the measure of responsibility of the individual turns up, that at the same time there is no retrospective responsibility. The prospective aspect of responsibility should be taken into account. The formation of a measure of moral responsibility associated with its promising aspect in the context of the development of a legal society and the reform of education is a common need.

Alexander Dyakov sees a predominantly retrospective aspect in the degree of moral responsibility of an individual. He considers the measure of responsibility to be perspective-legal and ethical concepts, and does not classify it as a general sociological one. It focuses on the possible punishment of the individual in case of failure to fulfill her obligations to society, as well as when she violates legal and moral norms.

It is necessary to make a perspective analysis of value relations and focus on the perspective aspect. The modern Russian researcher Galina Romanyuk considers the qualitative facet of the social subject as a measure of teacher's responsibility; which is a consequence of the development of individual freedom and independence.

In society, there are certain expectations from the teacher for his actions. Such "requests" are characteristic even of his own conscience and he must answer them. Participants in the relationship of responsibility must be mutually socially active, aimed at asserting the interests, values and norms of society, and act positively. The teacher is responsible to the extent that he is free and able to influence the development of society, the surrounding pedagogical environment and students. What is outside the sphere of freedom cannot be the subject of responsibility. So, the degree of moral responsibility of the teacher is determined by: socio-historical conditions of activity; real freedom; the ability to choose the type of behavior; motives and social value of actions; a combination of what is and what should be; personal qualities (giftedness, temperament, will, etc.).

Pedagogical activity requires not only moral, but also legal regulation of relations in the system: "teacher - student", "student - student", "teacher - parents". Moral irresponsibility, as a rule, manifests itself in the legal, that is, in the pedagogical activity, moral and legal responsibility constitute a unity. general principles morality and law. Thus, the Law of Ukraine "On Education" says: "Pedagogical activities can be carried out by persons with high moral character, who have the appropriate education, professional and practical training, whose physical condition allows them to perform official duties."

The Law of Ukraine "On Education" (2003) on the status of a teacher does not provide for the free expression of thoughts by him, which were not subject to legal responsibility.

The state has established pedagogical responsibility for committing offenses. These include offenses related to non-compliance with the law on public policy and the basic principles of education; organization of the educational process; low level of education; biased assessment of knowledge of pupils and students; humiliation of national dignity, neglect of the principle of freedom of conscience, etc.

In the conditions of pedagogical activity, bringing to moral responsibility provides for the legal responsibility of the individual. The Labor Code of Ukraine (1971) states that the commission of an immoral offense by an employee performing educational functions is incompatible with the continuation of this work.

At the same time, the quantitative certainty of moral and legal responsibility is expressed in the limitation by the state of the jurisdiction of public authorities and administration in the sphere of bringing teachers to administrative and material responsibility.

In educational institutions, the ability of the team to respond morally is a necessity and a legal moment, certifying the sign of collectivism, which provides for the individual character of moral responsibility based on a person’s deep assimilation of cultural values, moral norms and attitude to public affairs as to personal ones. It is impossible to replace the individual moral responsibility of a teacher with a collective one, and vice versa.

The boundaries of both individual and collective responsibility must be clear, since it is impossible to be responsible for everything equally in moral and legal terms.

The moral and legal responsibility of a teacher does not arise spontaneously, since it requires constant and persistent education. The driving force behind such education is contradictions and their creative solution. At the present stage of the development of society and education, certain socio-pedagogical, actually pedagogical and psychological, or personal contradictions have been outlined.

Socio-pedagogical contradictions exist between:

Objective requirements of society regarding a high level of moral and legal responsibility and subjective awareness, perception of these requirements by the teacher;

The constant development of the objective conditions of the teacher's activity and the relatively frozen moral and legal norms;

Officially state and social-public pedagogy (learning theory) as a contradiction between freedom and necessity;

Relative quantitative and qualitative changes in the process of forming a measure of moral and legal responsibility of the teacher;

Declarative and guaranteed rights of the teacher;

Essential and proper in the process of material and moral and legal assessment of the teacher's work;

Perspective and retrospective principles of education of the moral and legal responsibility of the teacher.

Actually pedagogical contradictions appear between:

The purpose and means of moral and legal responsibility of the teacher;

Legal and moral-volitional qualities of a person;

The individual style of the teacher's activity and the established traditions of the teaching staff;

Absoluteization of knowledge of moral and legal acts and inadequate real moral and legal support for the implementation of this knowledge;

Quantitative determination of the scope of the moral and legal responsibility of the teacher and the lack of conditions for its implementation;

According to the state of autonomy and dependence of the teacher. psychological, or personal, contradictions occur between:

The needs and impossibility of the creative realization of the personality of the teacher;

Conscious and unconscious in understanding the moral and legal responsibility of the teacher;

Moral and legal norms and value orientations of the personality of the teacher;

Scientific and ordinary levels of moral and legal responsibility;

Positive and negative impacts of the team in the education of the moral and legal responsibility of the teacher.

Ways to resolve contradictions in the formation of the teacher's moral responsibility should be sought based on an analysis of the causes of their occurrence and the creation of real conditions for overcoming them.

In order to improve educational work in educational institutions, it is advisable to direct efforts towards solving the following tasks:

1) at the pre-university stage, create a system of vocational guidance and vocational selection of young people for professional activity which took into account not only the calling of the child to the chosen activity, but also a certain level of development of his abilities, inclinations and intuition. From the point of view of pedagogical forecasting, this requires the creation of special scientific centers with the involvement of many scientists and trainees; development of professional selection programs taking into account the differentiation and integration of knowledge, etc.;

2) at the university stage, the main attention should be focused not so much on the student learning the necessary information and developing certain skills, but on the formation of a need for action, a constant desire for professional growth. Under such conditions, it is necessary to train future teachers to model pedagogical situations, apply knowledge in the process of solving practical problems and improving pedagogical practice. This requires thorough and comprehensive psychological and pedagogical training;

3) at the stage of professional training, the most important are the self-realization of the teacher, his practical ability to use knowledge and moral and legal intuition in order to humanize the learning process, development and upbringing of the child. The teacher, who has been in a situation of moral and legal nihilism and lawlessness for a long time, loses not only his responsibility, but also the ability to form it in students, cannot navigate in determining relationships with students and colleagues. He ceases to be active both at the level of intuition and at the level of logic. Overcoming such a state will be made by humanization and democratization, the creation of a meritocratic society in which the opportunity to obtain a respectable position, material and social protection depends on the level of education, abilities, talent, culture and humanity of the individual.

So, the teacher is the subject of moral responsibility, which is embodied in the choice of a solution between various options appropriate action, and the presence of socio-pedagogical and personal contradictions ensures the dynamics of this responsibility.

Composition

Talking about the Master is not an easy task. On the one hand, the stock of sublime words has already been exhausted, with which one could express gratitude to the representatives of this profession for their incredibly difficult, but extremely important work. On the other hand, so much has been said and written about the purpose of the Teacher, about the role that he played, is playing, and will play in the life of society, that it is difficult for consciousness to find a topic for reflection on this matter. And yet I really want to say something more important about the Teacher.

The teacher is not the one who brings knowledge, but the one who leads to it. He points the Way to the heights of thought, moral heights, spiritual and physical perfection. “A mediocre teacher expounds. A good teacher explains. Outstanding teacher shows. A great teacher inspires,” said thinker W. Ward, and I have no reason to disagree with him.

Every day, starting a lesson, the teacher must, like the Great Teachers of mankind, ascend Mount Sinai, receive the Revelation under the tree of knowledge, make a wonderful journey to heaven for the great Book and carry his Sermon on the Mount to his students.

Not everyone is able to show the Way. Sometimes it is easier to bake bread and feed the hungry than to teach how to get food. To do this, you yourself must know the road firmly and have an inner spiritual and moral core.
And I consider the teacher of the Russian language and literature, the director of the school, Sokolova Tamara Emmanuilovna to be such a person, who, first of all, is a life mentor for all of us.

I think many will agree with me that she is an extraordinary person, a bright personality. And what is surprising: she succeeds in what not every teacher is capable of. They say that interest in the subject being studied depends on how the teacher can convey information to the student, because even the most boring, hated subject turns into a holiday if it is led by a person who is completely devoted to his work, enthusiastic and understands students perfectly.

The Russian language is complex, you need to have a strong desire and determination to be able to get through the jungle of grammar and vocabulary, which is full of all sorts of nuances. But Tamara Emmanuilovna managed to make the Russian language one of my favorite subjects. At the same time, she not only does not get angry, but also does not force, while remaining a strict teacher who does not allow concessions.

But not only does Tamara Emmanuilovna give us knowledge of the language, she helps us adapt to the harsh conditions of this world, in which the strongest wins. And I know that she will help in any situation, calmly listen, support, cheer up. It was Tamara Emmanuilovna who made me understand that one should not give up, because there are no unsolvable problems, that one should never despair. Life is not black or white, life is a riot of colors, and we must not forget that our world is beautiful.

Tamara Emmanuilovna is one of my favorite teachers, although she doesn’t teach with us now, anyway, being next to her, you feel calmer, because so much warmth and kindness comes from her that it’s hard not to fall in love with such a person.

She has worked in our school for 40 years. Tamara Emmanuilovna! How many children she raised! How many children she instilled a love for the Russian language and literature! And although we respect the choice of Tamara Emmanuilovna to go on a well-deserved rest, we really miss her at school.

They say that a great man is a man who has found himself in the pages of a history textbook. It is not true. There are more villains and villains. In our opinion, the person who created the masterpiece is great. A man who has become a master. And this is about her, Tamara Emmanuilovna.

Her masterpiece is her life and professional journey. This is her family. These are thousands of difficult, but very important hours that she gave to the children, each of whom was HER .. And these, of course, are HER students. Pupils are different, many-sided, but grateful without exception.

School for Tamara Emmanuilovna is not only a place of work, it is a second home, in which there are also joys, worries, and problems. There are many professions and specialties. Each has its own shades, its own specific features, but the profession of a teacher, teacher is special and very responsible. The peculiarity of the teaching profession is not only that he brings knowledge to students every hour and every day, but also that he must be an example in everything and for everyone. A person needs to respect himself and enjoy the respect of others, without this it is impossible to live. And they respect Tamara Emmanuilovna, first of all, for her knowledge, pedagogical tact, loyalty to the profession, love for children ..
Every morning for 40 years, Tamara Emmanuilovna Sokolova, a teacher of Russian language and literature, director of the Natalya nine-year school, went to school. She began her career in 1957 as an elementary school teacher in the Soviet elementary school ...

Tamara Emmanuilovna was not indifferent to the matter, she was worried and is still worried about the fate and concerns of her students, she is constantly in search, on the move, in work.

Highly developed self-esteem. No chiefs of the highest rank, promises and promises could force her to change her own values and principles. Therefore, she is the way she is, with a vibrant life full of events and people, difficulties and achievements, a large number of friends of all ages. Her vital energy is enough for everything.

It is very difficult to work in a rural school. Here you are in full view. Every day the director at school is an endless variety of meetings, conversations with students, with colleagues, with parents. But in addition to all this, Tamara Emmanuilovna is also a teacher. And the work of a teacher in a small school is not easy. The teacher is looking for individual approach to students, poses problem situations for them, shows the connection between learning and life, rationally uses every minute of the lesson.

45 minutes of the lesson, each new day forced Tamara Emmanuilovna to solve new and complex problems of training and education during this period of study time. After all, literature is the main subject that creates the soul, feelings and consciousness of children. And the future fate of children depends on how the teacher presents it. Tamara Emmanuilovna understood this very well.

All teachers are different. Each of them has their own approach and their own teaching methods.
Teacher... We often say this word, but we don't think about what a huge role the Teacher plays in our life.
It is hard to imagine how much effort, work, soul, patience teachers put into each of their students so that they grow from little girls and boys into successful ones, happy people. Day after day, year after year, the teacher gives himself to the children. No wonder they say that the school is the second home, and the teacher is the second mother. As a writer lives in his works, as an artist lives in his paintings, so does a teacher live in the thoughts, deeds and deeds of his students.

It seems to me that the teacher can bring us only what is interesting to him. I believe that the sincere and non-egoistic interest of the teacher in the process of classes is a necessary condition. If the subject or the learning process is not interesting to the teacher himself, he will not only not be interested, but will alienate the children from him. Just such a person who fulfilled this condition is Tamara Emmanuilovna Sokolova, one of our favorite teachers.

An important quality of the personality of this teacher, in my opinion, is the fullness of vitality. This person respects a person in each of us, and most importantly, he knows how to see not only the shell formed by external circumstances, but also the deep, eternal essence, and helps it manifest itself, gain the necessary experience. And only he who has found, who sees his inner essence in himself, that is, a mature and experienced person, is capable of such a vision.

The students loved being in the lessons of this teacher, listening to his speeches. Tamara Emmanuilovna conveyed to them as much interesting and necessary information as possible. She seemed to radiate energy that attracts our thoughts, our attention. Everyone admired her wealth and breadth of knowledge. Along with professionalism, they saw in her a kind and sincere soul, devotion to her beloved work. Tamara Emmanuilovna will always meet us halfway in difficult times, she will understand, encourage and say kind words of parting words. We also value patience in it, which is not enough for everyone, and which is also considered an important criterion. teaching activities.

Tamara Emmanuilovna - surprisingly open, easy man with whom you want to communicate and communicate. There was never boring cramming and constant remarks in her lessons. During her years in the school, she has become a favorite teacher for many. She is the kind of teacher who can approach students and maintain discipline using only her natural charm and wasting no effort.

And to the question:
"What are your teaching secrets?"
She answers with a smile:
"Nothing special - just honesty and openness."
- How do you see today's youth?

About modern youth, she notes with bitterness about her cynical attitude towards her future: “The time has come when everything in the world is subject to “buying and selling”, and we, entering this world, of course, cannot but obey, to some extent , its laws. But I want to believe that when our students gather for the next anniversary of their native school, I will see the same living faces and hear cheerful voices, and their attitude towards each other and the values common to us, brought up, including by the school, will change little. ".

Having learned about the life and work of Tamara Emmanuilovna, I can say with confidence that she is a legendary person, a Teacher with a capital letter. Her work was duly appreciated: in 1970 she was awarded the jubilee medal for the 100th anniversary of the birth of V.I. Lenin for conscientious work, in 1977, for the successes achieved in the educational process, Tamara Emmanuilovna was awarded the “Excellence in Public Education” badge. Her example is worthy of emulation.
I am grateful to fate for meeting this Man.

There is no wiser profession in the world
And more necessary - for the introduction of good.
Life gives lessons, and in the process of them
We understand - the teacher was right!
He was right when he said that we would be rewarded
For the things we do on earth
That every action has its price, -
It's about good or evil...
Oh teacher! Prophet and mentor to us -
You are a messenger of goodness!

Tamara Emmanuilovna Sokolova with her spiritual wealth, her talent, talent, erudition, exceptional teaching skills, creative enthusiasm and a wide range of interests will forever remain an example for all of us, for the entire school team: a mentor, unforgettable leader and teacher.

Performed:
8th grade student
Buyuklyan Vika
Supervisor:
Vasilyeva T.A.