A teacher, like all people, can make mistakes and learn from them. On the other hand, the teacher performs the most important function related to the training, development and education of the younger generation. Therefore, it is very important for representatives of this profession to do their job efficiently. To control the activities of the teacher, there are a number of activities, including the analysis of the lesson. It allows you to highlight the positive aspects, to pay attention to which side you need to work on improving pedagogical skills. Nevertheless, perhaps one of the best forms of analysis is self-analysis of the lesson. Determining independently how effective his work was for 45 minutes, the teacher critically rethinks his activities, which helps him to take into account some points in the future.
Self-analysis of a lesson is a kind of decomposition of a lesson into its components, 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 enables the teacher to independently evaluate their activities.
There are a number of important requirements for lesson analysis . One of the main ones is the availability of the most important didactic, psychological, and methodological knowledge. The teacher must have the ability to highlight those indicators and positions for which you need to analyze the lesson. He needs to take into account the characteristics of the students and how much they show their abilities in the lesson. The ability to analyze the validity of the tasks set, as well as the validity of the synoptic plan, is very important. It is necessary to consider the independence of students' thinking at different stages of the lesson, the appropriateness of the teacher’s actions, the relationship between the different parts of the lesson, and motivation methods. In the end, it is worth comparing what the teacher sought to do and what he really achieved, as well as outlining the measures that will be taken to eliminate the shortcomings.
The lesson introspection scheme 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 student activity? Was the methodology for conducting parts of the lesson thought out? What exactly would be worth changing in the process of teaching new material?
3. What goals of the development plan have been achieved? Were the students involved in mental activity (namely, did they carry out the mental operations of analysis, synthesis, classification, etc.)? What intersubject communications were established?
4. How was the educational work carried out?
5. Characteristics of the interaction of students and teachers, based on didactic principles.
6. Have you met the requirements for the selection of methods?
7. What types of activities were used by the teacher? Did you have contact with students?
8. Have you met hygiene requirements? Was there enough lighting? Were the students seated taking into account their growth, vision, etc.?
The introspection of a lesson in an elementary school, for example, differs significantly from that which will be used by teachers working in high school. Therefore, undoubtedly, the information provided is of a general nature.
It would seem that it is easier for an experienced teacher than self-analysis of the lesson? After all, he possesses a sufficient amount of methodological knowledge in order to consider his own activity. But in fact, for many teachers it is much easier to conduct a large number of open lessons than to do a self-analysis of the lesson once. It happened more than once that the observer sees a sad picture - a set of formal phrases instead of the justification of his actions by the teacher. This fear of the need for self-reflection indicates a certain lack of professional qualities or that the management system within the school is authoritarian in nature. In order not to get lost and not stray into empty phrases, analyzing himself, the teacher should use a special memo. In many schools, such a document is developed at meetings of the teacher's council.
Self-analysis of the lesson is an important part of the teacher’s activity, since his analysis of his own lesson is actually his preparation for the next lesson, often taking into account his own mistakes.