To ensure that lessons and extracurricular activities in educational institutions are carried out at the proper level, each teacher uses special manuals, which are called “Methodological recommendations”. At the very beginning of the textbooks for the teacher in a particular subject there is an article that indicates the uniform requirements for the educational process, lists the main types of both current and verification work, discusses the general requirements for maintaining and assigning notebooks.
Methodical recommendations give detailed instructions for maintaining student notebooks, specify the procedure for checking the teacher's written work. It also indicates the criteria for evaluations made by the teacher, the rules for making entries in the classroom journal.
Further guidelines contain more specific material relating directly to the conduct of classes. Based on the document - the curriculum - the introductory article gives the number of lessons assigned to a particular topic of the subject, gives an approximate planning of the topic, painted by the hour.
Contain recommendations and sample homework. And many even give detailed plans for some or all of the lessons. This, of course, is a great help for a teacher, especially one who is in its infancy and today is still conducting its first lessons.
However, no one will insist that the methodological recommendations are an unshakable authoritarian document, deviation from the article of which is like a crime. Indeed, even the teaching process itself, as well as extracurricular education, is a creative process, constantly changing and developing.
Even the same lesson in different parallel classes, a talented teacher will not conduct the same. He will draw up an individual lesson plan for each particular class, taking into account its preparation, the level of students' abilities.
In one team, for example, children know how to work individually, diligently and efficiently. But various quizzes and improvisations confuse the guys here: they get lost, their performance deteriorates.
The other class, on the contrary, hates routine and constancy. In such a team, the teacher each time has to find new forms of the lesson in order to captivate students, grab their attention, and force all children to take part in the lesson.
A wonderful effect is provided by a method such as the appointment of one of the students as a teacher. Fun? Yes! Interesting? Sure! And, most importantly, the need to find errors in the answers and work of others, setting a fair assessment of the knowledge of comrades helps the “teacher” subsequently easily find mistakes in himself, give an assessment of his work, which is far from unimportant, as it might seem at first glance.
Many methodological recommendations also contain examples of individual tasks. And again, a novice teacher should be warned that they are designed taking into account the abilities of the average student. Perhaps, having got to know the students better, a talented teacher will develop for each child absolutely individual tasks that will correspond precisely to his level of training and intellectual abilities.
Therefore, the teacher should use the methodological recommendations in preparation for the lessons precisely as recommendations, the foundation on which the "lesson building" will be built with its own unique "architecture", with its own individual approach.
No wonder they say that a teacher is a scientist, a psychologist, an artist, a writer, and even sometimes a magician. And the learning process is a turbulent river constantly flowing forward. Technological progress leaves its mark on him. And if children curl their lips at the phrase “write an essay at home in your notebooks”, maybe it’s worthwhile to “follow their lead” and slightly modify the task ?. “Today you will send me articles for our site on the Internet. The theme is to describe the funniest event in your life. I post articles, users of the site rate them, winners are marked on the main page, and I will put the ratings in the journal. ”
Of course, in the manuals for the teacher, the compilers probably do not recommend such homework. But sometimes, taking into account the psychology of students, it is possible to make universally recognized teachers' recommendations and their own adjustments.