Methodology for determining the level of development of self-government according to Rozhkov. Methodology for determining the level of development of self-government in the student team of M.I. Rozhkov

(method of M. I. Rozhkov)

Target: determine the level of development of self-government in the team.

Each student fills out a form with the following digital codes and sentences.

4 3 2 1 0 1. I consider it important for myself to strive for the team of my group to work better.

4 3 2 1 0 2. I make suggestions for improving the work of the group.

4 3 2 1 0 3. I independently organize individual events in the group.

4 3 2 1 0 4. I participate in summing up the results of the group's work, in determining the immediate tasks.

4 3 2 1 0 5. I think that the group is capable of unanimous independent actions.

4 3 2 1 0 6. In our group, all responsibilities are clearly and evenly distributed among the guys.

4 3 2 1 0 7. The elected activist in our group does not enjoy authority among all members of the team.

4 3 2 1 0 8. I think that the asset in our group copes well and independently with its duties.

4 3 2 1 0 9. I think that the guys in our group are conscientious about fulfilling their public duties.

4 3 2 1 0 10. Timely and accurately implement the decisions made by the meeting or group members.

4 3 2 1 0 11. I strive to make every effort to fulfill the tasks assigned to the team.

4 3 2 1 0 12. Ready to answer for the results of his work and for the results of the work of his comrades.

4 3 2 1 0 13. We are well aware of the tasks facing the staff of the educational institution.

4 3 2 1 0 14. Students in my group often participate in organizing various events for the entire school staff.

4 3 2 1 0 15. We strive to help representatives of the team of the group, the self-government bodies of the school in solving the problems facing them.

4 3 2 1 0 16. My comrades and I regularly participate in the discussion of the problems facing the school staff.

4 3 2 1 0 17. We strive to cooperate with other groups and associations in solving the problems facing the whole team.

4 3 2 1 0 18. Satisfied with the attitude of my comrades towards other groups.

4 3 2 1 0 19. We strive to help other groups in resolving the difficulties that arise before them.

4 3 2 1 0 20. I believe that students elected to the self-government bodies of an educational institution enjoy well-deserved authority.

4 3 2 1 01 21. The students of my group conscientiously carry out the instructions of the student self-government bodies of the entire team.

4 3 2 1 0 22. We strive to ensure that the staff of the educational institution achieves better results.

4 3 2 1 0 23. Ready to defend the interests of the entire team of the school in other teams and public organizations.

4 3 2 1 0 24. I am aware of my responsibility for the results of the work of the entire staff of the school.

The semantic meaning of digital codes is given on the board:

4 - "Yes"; 3 - "Rather yes than no"; 2 - "It's hard to say"; 1 - "Rather no than yes"; 0 - "No".

Results processing

When processing the results, 24 sentences are divided into 6 groups (blocks). This systematization is due to the identification of various aspects of self-government:

1) the involvement of adolescents in self-government activities (sentences 1–4);

2) the organization of the class team (5–8);

3) the responsibility of the members of the primary team for its affairs (9–12);

4) involvement of the group in the affairs of the entire team (13–16);

5) relations of the group with other communities (17–20);

6) the responsibility of the students of the group for the affairs of the entire staff of the educational institution (21–24).

For each block, the sum of the points given by all participants in the survey is calculated. It is then divided by the number of participants in the survey and by sixteen (16 is the maximum number of points that the respondent can indicate in each block). The level of self-management of the collective, association, is determined by the results of deriving the coefficients of the first three blocks. If at least one of the coefficients is less than 0.5, then the level of self-government is low; if more than 0.5 and less than 0.8 - medium, if more than 0.8 - high. The level of development of self-government of the entire educational institution is determined by the coefficient of the last three blocks. If each of them does not exceed 0.55, then the level of self-government in the team is low; if it is above this level, but below 0.85, the level of self-government development is average; if more than 0.85, it is high.

QUESTIONNAIRE ON CORRUPTION

1. Corruption is:
1) the use by an official of his powers and rights entrusted to him for personal gain?
2) use by any employee of an educational institution (not necessarily an official) of his official powers and rights entrusted to him for personal gain?
3) other (your choice):

2. Personal benefit in relation to corruption manifestations has:
1) material nature (receipt of money, gifts, provision of services, etc.);
2) moral and material nature (promotion, exam / test, increased scholarship, etc.);
3) moral character, i.e. other personal interest (encouragement, diploma, etc.)

3. Corruption manifests itself in:
1) commission of corruption-related crimes (theft of material and monetary resources using official position, giving a bribe, receiving a bribe, commercial bribery, etc.);
2) committing administrative offenses (petty theft of material and monetary resources using one's official position, misuse of funds, etc.);
3) committing disciplinary offenses, i.e. using one's status to obtain some advantage that is subject to disciplinary action (if yes, give examples)
_____________________________________________________________________________
4) the commission of prohibited civil law transactions (for example, accepting a gift or giving gifts worth more than 3 thousand rubles, rendering services by third parties and similar acts);
5) find it difficult to answer.

4. In your opinion, are the following manifestations of corruption:
1) commission of corruption offenses (crimes, administrative and disciplinary offenses);
2) behavior of a pupil/student that may lead to the commission of a corruption offense;
3) publication of normative legal acts containing corruption-prone norms;
4) patronage of a pupil/student by an official;
5) commission by an official of actions that clearly go beyond the limits of his authority (rights and duties of office);
6) other manifestations (specify which ones): _____________________________________________________________________________

5. Signs of commission of corruption offenses are:
1) non-compliance with the prohibitions and restrictions provided for by law;
2) financial situation that does not correspond to the level of income of the employee;
3) behavior (lifestyle) during off-duty hours (cultural leisure, recreation, etc.);
4) secrecy of open information and suppression of the possibility of revealing manifestations of corruption;
5) other (please specify which ones)_______________________________________________

6. Identification of manifestations of corruption is:
1) the activities of the competent authorities (for example, the prosecutor's office, the FSB and others) to establish them;
2) the life position of any person, contributing to the establishment of corruption manifestations that have become known to him;
3) other (your option): _____________________________________________________________________________

7. In what forms can and should corruption manifestations be detected:
1) in the process of purposeful vigorous activity of the competent authorities;
2) in a passive form (responding to received signals about the commission of corruption offenses);
3) a combination of active and passive forms of detection;
4) other options ____________________________________________.

8. What organizational problems exist in identifying manifestations of corruption:
1) lack of an appropriate regulatory legal framework;
2) the lack of legal consolidation of the obligation of citizens to notify (report) cases of corruption that have become known to them;
3) the absence of special organizational structures responsible for detecting corruption in educational institutions;
4) your other options _____________________________________________________________________________

9. What methodological problems exist in identifying manifestations of corruption:
1) the lack of a developed and tested methodology for detecting corruption manifestations;
2) lack of special knowledge among citizens;
3) other (please specify) ____________________________________________________________.

10. What other problems exist in identifying manifestations of corruption:
1) the prevailing mentality of citizens, characterized by legal nihilism, mutual responsibility and other non-legal manifestations;
2) your options _____________________________________________________________________________
_____________________________________________________________________________

11. With what manifestations of corruption in educational institutions do you encountered:
1) receiving a bribe for admission to an educational institution;

2) forced tutoring by teachers of educational institutions;
3) receiving a bribe for passing exams and tests in institutions of secondary and higher professional education;
4) sale of diplomas and certificates to persons who have not been trained in an educational institution;

5) sale of term papers and theses in an educational institution;

6) appointment of scholarships;

7) providing a hostel;

8) receiving a bribe for placing children in kindergartens and secondary schools;

9) your other options _____________________________________________________________________________

12. Who should identify manifestations of corruption in the activities of educational institutions:
1) prosecution authorities;
2) FSB bodies;
3) other law enforcement agencies;
4) officials of educational institutions (heads, their deputies, head of a structural unit);
5) control and supervisory bodies;
6) every citizen;
7) public organizations or other institutions of civil society;
8) other options _______________________________________________________________.

13. During your studies, did you encounter cases of infringement of rights, freedoms and legitimate interests and the solution of your problems after “stimulating” the official in charge of resolving the issue by giving him a bribe, giving a gift, rendering a service?
1) no;
2) yes, but with isolated cases;
3) yes, very often;
4) yes, almost always.
If you answered yes, please provide specific examples ________________________________________________________________________________________________________________________________________________________________

14. What will you do if a manifestation of corruption is detected:
1) notify the head of the educational institution or the competent authorities;
2) report depending on the form of corruption;
3) let me know if it will not affect your interests;
4) I will not do anything;
5) I don't know.

15. Have you ever reported cases of corruption to competent officials (bodies), and no action was taken on the report:
1) to the prosecution authorities: yes; No
2) FSB bodies: yes; No
3) to officials of the educational institution: yes; No
4) to other bodies (specify which ones): yes; No __________________________________________

_____________________________________________________________________________

16. What do you see as the reasons for the problem of detecting corruption manifestations:
1) latent (hidden) character;
2) passivity, inactive life position of citizens;
3) legal nihilism (disbelief in the force of the law, including in matters of the inevitability of legal liability);
4) the mentality of a particular person;
5) lack of anti-corruption public consciousness;

6) fear of revenge on the part of officials;
7) other options (please specify)________________________________________________

_____________________________________________________________________________.

17. How do you assess the level of corruption in your educational institution:
1) high;
2) medium;
3) low;
4) I don't know.

18. In your opinion, is there a purposeful work of the educational institution in which you study, aimed at identifying and counteracting corruption:
1) Yes
2) No
3) I don't know

19. Countering (revealing) corruption in your educational institution is of the following nature:
1) formal;
2) meaningful (aimed at the result);
3) not carried out;
4) I don't know.

20. What do you see as an increase in efficiency in identifying manifestations of corruption:
1) establishment of appropriate reporting;
2) incentives based on the results of revealing manifestations of corruption;
3) legal education, clarification, raising the level of legal awareness;
4) a tough management policy (from top to bottom) in identifying and counteracting corruption manifestations;
5) other (please specify) __________________________________________________________

_____________________________________________________________________________.

21. Which category do you belong to?
1) a student of a general education school;
2 student of a gymnasium/lyceum;
3) a student of an elementary vocational education institution;
4) a student of an institution of secondary vocational education;
5) a student of an institution of higher professional education;
6) other (please specify) __________________________________________________________

_____________________________________________________________________________.

22. What is your age?
1) Up to 16 years;

2) Up to 20 years;
3) 20-30 years;

4) More than 30 years.

QUESTIONNAIRE "SATISFACTION WITH EDUCATION".

Target: study of the level of satisfaction with the education received.

Students are invited to listen to the statements and assess the degree of agreement with their content on the following scale: 4 - completely agree; 3 - agree; 2 - hard to say; 1 - disagree; 0 - Completely disagree.

1. I study at the educational institution where I planned to.

2. I entered the specialty that I wanted to get.

3. I go to class in the morning with joy.

4. I believe that our technical school is one of the first places in terms of the quality of education.

5. At the technical school I get all the necessary knowledge.

6. The classrooms of the technical school are equipped with everything necessary to become a highly qualified specialist.

7. Teachers of the technical school explain the necessary information in an accessible and high-quality way.

8. The knowledge gained during the internship will help me in my future work.

9. In the library of the technical school, you can get answers to all questions that appear during the educational process.

10. I believe that I can solve the problems that appear during my studies with the help of teachers and other specialists working in the technical school.

11. In a group, I can always express my opinion freely.

12. All teachers of the technical school are tactful and polite towards students, and you can always turn to them for help.

13. I am sure that I will be able to get a job in my specialty after graduation.

Processing of received data

The indicator of student satisfaction with the life of the educational institution (S) is a quotient obtained from dividing the total scores of the answers of all survey participants by the total number of answers. If Y is equal to 3, then we can state a high degree of satisfaction, but if Y is equal to 2 and 1, then this, respectively, indicates an average and low degree of student satisfaction with the life of the educational institution.

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Ministry of Education and Science of the Russian Federation

Novokuznetsk Institute (branch) of the Federal State Budgetary Educational Institution of Higher Professional Education

"Kemerovo State University"

Faculty of Foreign Languages

Department of Pedagogy

COURSE WORK

ON THE DISCIPLINE "PRACTICAL PEDAGOGY"

TOPIC "ORGANIZATION AND METHODOLOGY FOR CREATING AND DEVELOPING STUDENT SELF-GOVERNMENT IN A MODERN SCHOOL"

Supervisor:

O.S. Seregina

Novokuznetsk 2014

INTRODUCTION

CHAPTER 1

1.1 Characteristics of the concept of "student self-government" in the historical aspect

1.2 Structure and forms of student self-government

1.3 The main trends in the development of student self-government

CHAPTER 2. EXPERIENCE OF ORGANIZING STUDENT SELF-GOVERNMENT IN THE REGIONS OF RUSSIA

2.1 The level of readiness of the teacher to organize student self-government

2.2 Systems of school self-government in the regions of Russia

2.3 Conditions for the creation of student self-government in a modern school

CONCLUSION

LIST OF USED LITERATURE

INTRODUCTION

The relevance of research

Currently, in many educational organizations (secondary (complete) general education), the presence of student self-government bodies is considered secondary, optional and interfering with the educational process. At the same time, the creation of such a structure in an educational organization is provided for by the Statutes of secondary schools and Decree of the President of the Russian Federation of June 1, 2012 N 761 "On the National Strategy for Action in the Interests of Children for 2012-2017".

The main purpose of student self-government is to satisfy the individual needs of students, aimed primarily at protecting their civil rights and interests, participating in solving pressing problems of a general educational organization. The participation of students in student self-government contributes to the formation of a clearer and more conscious civic position and a value attitude towards themselves and others; allows to increase social competence; develop social skills of behavior and attitudes towards independent decision-making in social problem situations.

Student self-government opens up opportunities to independently take the initiative, make decisions and implement them in the interests of the student team. As a rule, self-management is manifested in the planning of the activities of the team, the organization of these activities, in the analysis of their work, summing up what has been done and making appropriate decisions. In fact, school self-government is the preparation of students for entry into adulthood, with their own rules of relationships, with their own social institutions and various organizations. The development of self-government helps to understand the complexity of social relations, to form a civic position, to determine one's capabilities in the implementation of leadership functions.

School self-government allows students to express themselves in public life, "try on" various roles. However, in many schools in Russia, student self-government is rather poorly developed. Often it is a one-time event, during which students only partially take responsibility for organizing and conducting a collective activity. Quite often, school administrations do not realize the importance of student self-government in the process of educating a person. The problem of organizing student self-government was studied in the scientific works of A. S. Makarenko, N. K. Krupskaya, N. I. Prikhodko, N. A. Shapovalova, S. I. Karpenko and others.

From the above, it appears relevance chosen topic of the course work.

object research is a pedagogical process in the modern school, subject- student self-government in a modern school.

Research hypothesis. If, from the very beginning of work with the student team, the educational process includes techniques that allow the development of student self-government, then in the future this will create the ground for the teacher to more productive professional pedagogical activity.

Target research - to study various forms of self-government in the school, helping to form the social activity of students.

To achieve this goal, it was necessary to solve a number of tasks:

1. To trace the historical development of self-government in the school.

2. Determine the educational value of student self-government.

3. To study the structure of self-government in the school community.

4. Identify the main forms and content of self-government in the student team.

5. Determine trends in the development of school self-government.

6. Get acquainted with the experience of creating school self-government in various regions of Russia.

7. To identify the conditions and factors that make it possible to organize self-government successfully.

To solve the tasks set, the following methods:

· theoretical analysis of scientific sources on the topic;

observation;

generalization of theoretical data on the topic.

Methodological basis of the study are the dialectical method of cognition and the activity approach to the problem of processing educational and scientific material; method of ascending from the abstract to the concrete.

Significance of the study is that the positive impact of self-government on the social activity of schoolchildren is characterized, the level of readiness of teachers for the development of self-government at school is revealed, the conditions for creating self-government in a modern school are revealed.

Structure and main content of the study

The course work consists of an introduction, two chapters, a conclusion, a list of references.

In administered substantiates the relevance of the research topic; its purpose, tasks, methods and hypothesis are determined; the significance of the study is considered.

V first chapter(“Theoretical foundations for the functioning of student self-government in a modern school”) determines the degree of development of various aspects of the topic in pedagogy and other scientific fields, characterizes the concept of “student self-government” in historical terms, indicates the structure and forms of student self-government, and considers the main trends in the development of student self-government.

In second chapter(“The experience of organizing student self-government in the regions of Russia”) the level of readiness of the teacher to organize student self-government in a general educational organization is determined, various systems of school self-government in the regions of Russia are presented, the conditions for creating student self-government in a modern school are indicated, conclusions are drawn about the effectiveness of the functioning of self-government systems.

CHAPTER 1. THEORETICAL FOUNDATIONS OF THE FUNCTIONING OF STUDENT SELF-GOVERNMENT IN A MODERN SCHOOL

1. 1 Characteristics of the concept of "student self-government" in the historical aspect

The concept of "self-government" entered pedagogy relatively recently, and understanding the essence of this phenomenon is far from unambiguous. According to the pedagogical dictionary, this is “a form of organizing the life of a group of students, ensuring the development of their independence in making and implementing decisions to achieve socially significant goals” 1 Pedagogical Encyclopedic Dictionary / Ed. B.M.Bim-Bad M.: Bolshaya Ros. Encycl., 2002. [p. 528].

The thoughts, ideas and statements of many ancient philosophers formed the basis of the theory of school self-government. These are the statements of Plato about education through a positive example, Aristotle - about the close connection of physical, mental and moral education, the principles of humanistic pedagogy of Vittorino de Feltre and many others.

The first mention of student self-government and its organization dates back to the 16th century. In the city of Goldeberg there was a Latin school under the direction of Valentin Trotzendroff. In this school, students were widely involved in the performance of various social duties, the same requirements were presented to all, prescribed in the charter of the school. The names of Ya. A. Comenius and I. G. Pestalozzi are connected with the development of the theory of school self-government. In student self-government, they saw one of the ways to organize discipline in the school with the help of students, teaching them independence. In the second half of the 19th century, in the educational institutions of Imperial Russia, student communities were created on the basis of children's self-government, their positive influence on the personality was noted by K. D. Ushinsky, N. G. Chernyshevsky and other prominent personalities.

From the first years of the existence of the Soviet school, student self-government was proclaimed as one of the basic principles of educational work with students. The wide involvement of children and youth in the construction of the new school was a direct reaction to all kinds of suppression, humiliation and cruel regimentation of students that prevailed in the old school before the revolution. The “Basic Principles of the Unified Labor School”, published by the State Commission for Education on October 16, 1918, states: “Children should participate in all school life. To do this, they must enjoy the right of self-government and show constant active mutual assistance. Preparing to become citizens of the state, they should feel like citizens of their school as soon as possible”22 Public Education in the USSR, Collection of Documents. 1917-1973 M., 1974. [p.143].

Before the Soviet teachers who began to build a new school, there was an example of a bourgeois school in which some forms of self-government were well developed. But the example of bourgeois schools in many ways did not suit the young Soviet state, it needed to be rethought, modernized. During the first stages of the creation of student self-government in the Soviet state, the work of N. K. Krupskaya played a huge role, she paid a lot of attention to the problems of self-government, saw self-government as a powerful tool for educating schoolchildren.

Undoubtedly, the student self-government of the bourgeois school was progressive for its time, since it represented, first of all, a departure from the children's life strictly regulated by teachers, a departure from the suppression of the initiative of schoolchildren. More democratic at that time was self-government in a number of advanced schools in the United States, in those schools the students were more free to choose the methods and forms of school self-government.

However, one cannot assume that self-government in US schools had only positive aspects. It included many of the negative features of the school of class domination of the bourgeoisie. N. K. Krupskaya in her article “The Educational School Community” (1916) noted that student self-government in a bourgeois school degenerates into a game of self-government, it is characterized by “many unsympathetic features that are so striking, for example, in American school republics with their courts, prosecutors, punishment cells, police”33 Krupskaya N. K. Ped. op. in 10 volumes, 1. [p. 372].

To a large extent, positive assessments of some aspects of the work of American schools in the pedagogical writings of N. K. Krupskaya were explained by the fact that the school in pre-revolutionary Russia "was clenched into the fist of the tsarist regime" and, in comparison with it, the American bourgeois school was relatively progressive.

The experience of the Soviet school in the creation and development of school self-government is varied and great. A great teacher A. S. Makarenko made a huge contribution to the development of self-government. His findings often became the main factor in the creation of self-government in the children's team. A. S. Makarenko discovered and revealed the main elements of the school team management system, such as planning, stimulation, goal setting, etc.

The ideas of A. S. Makarenko about the organizational structure of the collective, its self-government bodies, the council of the collective, and the general meeting have not lost their significance to this day.

It is worth noting that many Soviet sources state that in the USSR, school self-government functioned at a fairly high level, largely due to the pioneer movement. However, the declared independence of the pioneers was practically absent in reality. Under the leadership of the Komsomol members, the pioneers carried out the tasks that the party leadership set for them, sending orders to the Komsomol. All activities of the pioneer organization were highly politicized, especially in the first decades of its existence. Of course, thanks to the pioneer movement, the Soviet state managed to raise loyal citizens who played a huge role during the Great Patriotic War. The Pioneer organization became truly mass, but over time, its work became more and more formalized and limited to the school. Each school had a senior pioneer - a counselor at the rate, who was supposed to organize the work of squads. Detachment leaders from high school Komsomol members were more and more formal in their social work. In practice, pioneer gatherings often took place under the guidance of teachers. Clubs of international friendship were created at schools, organized hikes, subbotniks in school areas, assistance to veterans, collection of secondary raw materials, military sports games, solemn pioneer lines and other events that were less and less interesting to teenagers and were often held only for reporting.

With the collapse of the USSR, most of the school self-government that existed in the country fell apart. The aggravated social situation in modern Russia required the creation of an updated system of school self-government. In the 1990s, it was necessary to engage students in activities that were interesting to them and useful to society, and to prevent the spread of alcoholism and drug addiction among schoolchildren. The teachers again faced a difficult task, again they had to start almost from scratch.

At the present stage, student self-government has entered a new stage of development. Many modern educators consider various aspects of self-government. For example, M. I. Rozhkov reveals in his research the essence and content of self-government, where a special place is given to the classroom student meeting. A number of teachers are studying the system of collective creative affairs at school, the creative interaction of students, which develops their communicative and organizational skills. Other teachers raise the issue of the management team of the school staff, paying special attention to the stages of its formation and activities.

Thus, we see that school self-government has a rather rich history at the moment. In each country, student self-government has its own unique features and traditions, and we see that these traditions change, are updated, depending on how the state changes, in which student self-government is being introduced.

1.2 Structure and forms of student self-government

The most important task of the teacher involved in the development of school self-government is the search for the most effective forms of organizational work of students, the forms and content of the activities of self-government bodies. Unfortunately, some teachers clearly underestimate the seriousness of the issue of forms of self-government. For practical school workers, this problem is especially important, because at first it is they who have the final say in determining the number, composition, structure and functions of self-government. It is teachers who establish connections between these elements, identify ways of their development and improvement. It should be noted that this task is not limited to the creation of one scheme of student self-government, ideal for all schools and any team. We are talking about the development of general requirements, the basic principles for creating a system of school self-government, taking into account its specific development at various stages of the children's team.

The need for a certain body of the collective arises only when there is a real possibility of organizing a business with the help of children. The development of forms of student self-government is directly dependent on the development of various types of extracurricular activities at school. The improvement of the educational process over many years has led to the fact that in the practice of the school, the main types of schoolchildren's activities have been identified, namely: educational activities, sports, cultural - mass, tourism, journalism. The introduction of these types of activities of student groups into school practice has led to the creation of a versatile system of student self-government, affecting the main aspects of school life. However, not all types of extracurricular activities are equally well developed in every school. Sports are developed in one school, tourism in another. On the one hand, this is good, it is a kind of "calling card" of a particular school, but on the other hand, this is a shortcoming in the work of teachers. School self-government should develop as many different qualities in children as possible, therefore school administrations should involve teachers who are able to develop self-government as widely as possible.

There are two main forms of involving school activists in the organization of any event. The first form is most typical for schools with a well-developed system of extra-curricular activities, with the presence of organized initiative groups of schoolchildren. Here, this very initiative group becomes the main assistant to teachers, which will take responsibility for organizing the event. The second form is characteristic of schools that do not have well-developed creative associations of students, at least in individual areas. In such cases, work is organized by class. The class teacher takes responsibility for the event by involving his class. At the class meeting, responsible persons are selected, instructions are given. It is not difficult to guess that in such cases the possibilities of students are somewhat limited, since the classes consist of children of the same age and they do not have the experience that is inherent in the active initiative groups from all over the school. Mixed forms of involving students in extracurricular activities are also possible.

The mere presence of certain collective bodies and an initiative group does not yet create a system of school self-government. Self-government involves the connection of various bodies with each other, their interdependence, which also cannot be established arbitrarily, but depends on the existing structure of the children's team.

The theoretical development of questions of the structure of the children's team was carried out mainly by A. S. Makarenko. Before him, these issues were either solved incorrectly, or they were not given any importance at all. In a number of his works, A. S. Makarenko, defending the point of view of the educational team as a system of equal primary teams, substantiated it with a number of considerations. First, the presence of primary teams eliminates the danger of depersonalization of individual students. When there are many people in the team, it is possible for an individual to fall out from under the influence of the team, but if the transition from the general team to the individual is made through the primary team, in which everything is in sight, then there is no such danger. Secondly, the presence of primary teams makes it possible for healthy competition of groups within a common team, which is much more effective in educational terms than the competition of individuals. The primary collective must have its own self-governing bodies, otherwise it will lose one of the main characteristics of the collective. The vast experience accumulated by the school over many years speaks of the expediency of building self-government bodies in accordance with the division of the general team into primary ones. In a general education school, the traditional primary team is the class.

All associations in their structure are either hierarchical or horizontal. In any student group, the highest self-government body is the council or assembly. He has the right to elect the executive body, coordinate and control its activities. The supreme body of student self-government decides all issues related to the school life of students. The general meeting of all self-government bodies is usually held several times a year. The executive body organizes self-government in various types of student activities, its leader (chairman) is elected, as a rule, for 1 year. Sometimes business councils are formed to organize major socially useful affairs. Pedagogical supervision of the work of the executive body is carried out by the director or one of his deputies. At different stages of development, student self-government can cover different areas of activity, and in each school the set of these areas is individual. In its development, school self-government goes through several stages. This process is typical for all schools. Consider the main features of these stages.

1. The initial stage is characterized by the absence of any experience and organizational skills. At this stage, assignments are distributed by the teacher. The bodies of the collective that were created during this period were not numerous and were not quite ready for independent work. The initiative for their creation may come from teachers. At this stage, the only primary teams with which the executive body builds its work are the classrooms.

2. The second stage is characterized by the emergence of an ever wider asset, students are imbued with the interests of the school team, gain initial, as yet small and uncomplicated experience in organizational work, there is a feeling of satisfaction from the work done and faith in further success, the first traditions are formed.

In addition, at this stage, in almost every school, in addition to classes, one can still distinguish such primary groups as clubs, creative associations, and children's public organizations.

3. The final stage is characterized by the fact that the division of students according to their participation in self-government into active and passive becomes barely noticeable, by the final stage each student already has significant leadership experience, almost all students become organizers of their own affairs. A distinctive feature of the third stage is the involvement of almost every student in the organization of self-government.

If temporary executive bodies begin to appear in the school: business councils, organizing committees, initiative groups, and all of them are included in the general system of self-government (representatives of these temporary entities are invited to meetings of the executive body), then we can say that self-government in this school is at the third stage - the highest stage of development. The duration of one or another stage in the development of self-government of students cannot be strictly regulated, limited by any time frame. Similarly, the development of individual forms of self-government cannot be strictly described in stages.

Thus, the analysis of the main forms of self-government allows us to trace the main features of the system of student self-government and the trends in its development.

1.3 The main trends in the development of student self-government

Over time, any team changes, it is updated. Together with the collective, the structure of the work of its bodies also changes. In order to carry out the correct pedagogical management of school self-government, it is necessary to know the main trends in its development. That is why it is especially important, by analyzing the previous experience of the school in the development of self-government, to outline the main directions, the main trends in the development of self-government, to determine the paths along which it will move in the near future. Without this, the pedagogical leadership will move blindly and will not fulfill its tasks.

The most common trend in the development of self-government is a constant increase in the number of schoolchildren who take an active part in the life of the school, this pattern is noted by almost all teachers who seriously organize self-government at school. Attracting more and more people to self-government is carried out by developing its various forms, primarily by increasing the number of people responsible for individual areas of work in primary teams. The number of students-organizers is also increasing due to the fact that with the development of self-government in schools, new collective bodies are being created. This is because with the development of amateur activities of children, new types of activities arise that require organization by the forces of students. In other cases, the emergence of new organs is associated with the complication of a long-standing section of the work. The area, which was previously occupied by one organ of the collective, grows so much in different directions that there is a need to organize it in a new way. From the existing self-government bodies, new bodies are allocated.

The participation of all schoolchildren in self-government becomes especially real when the public opinion of the children's team begins to operate in full force, when each student will not ignore the shortcomings in the work of his school, but will actively interfere in her whole life.

Another important trend is the constant expansion of the rights and obligations of enterprising schoolchildren, the complication of the functions of the bodies of the collective. It is obvious that the functions of individual self-government bodies, the rights and obligations of responsible persons are changing, becoming more complex depending on the accumulation of organizational experience, on increasing the personal responsibility of schoolchildren for the cause of their team. So, when organizing a school event, for example, KVN, the efforts of responsible persons are first aimed at gathering all the participants for rehearsals, so that the event takes place without the so-called "sagging". But later, when the participants are already gaining experience in conducting such events, a new goal appears - to achieve the highest possible quality of this event. Now I have to deal more with the substance of the matter, write more funny jokes, work on acting skills, etc.

During the formation of the team, individual students often violate the established norms of behavior and do not comply with the legitimate requirements of teachers. Although at this time the main role in discipline is played by teachers, from the very first steps, a large part of the children's team is also involved in the struggle for uniform requirements. Only in this case the requirements of the teacher become the requirements of the children for each other and for themselves. Gradually, as life within the team improves, the number of violations of discipline decreases sharply, and with them the number of prohibitive functions of school self-government decreases.

The strengthening of the role of student self-government in the organization of school affairs also finds its expression in the fact that as the forms of self-government develop, there is a merger, a coincidence of work on making collective decisions and on their direct implementation.

Another trend of self-government is the broad development of its external function, that is, cooperation with other school (and not only) groups. Having developed strongly enough, school self-government goes beyond the boundaries of its own school. Establishes contact with teams of other schools, universities, enterprises, administrations of various departments. At this stage of the development of self-government, the members of the team have the opportunity to exchange their experience, then various meetings of representatives of different school groups are held. Various self-management Olympiads and outreach events, such as tourist rallies or camps for activists from different schools, have become widespread.

In the development of the external function, two main stages are clearly visible: at the first, holding separate meetings, getting to know other teams, and at the second, uniting with other teams for joint work. Consequently, as student self-government develops, a business relationship arises between the bodies of the collective and various responsible persons.

The tendency to create a unified system of school self-government with centralized leadership in a number of schools also found its expression in the creation of school councils that unite the actives of the school community. The tendency to strengthen centralized leadership is also manifested in the expansion of the range of issues that are resolved at general meetings. However, the centralization of leadership should not lead to the loss of their rights by subordinate bodies. First of all, centralization consists in coordinating and controlling the activities of primary teams in all areas of work in accordance with the school-wide plan. Leadership should be as close as possible to the direct participants in the affairs of the team.

Thus, the trends in the development of student self-government are a reflection of today's reality. Self-government should develop in step with the times, so the teachers who organize it should rely on the really developing situation in Russia.

Based on the foregoing, it is worth noting that modern student self-government contains the best features of European, American and Soviet schools. At the moment, teachers have not invented radically new systems of self-government, mostly modern schools use the revised, often simplified, experience of Soviet teachers. As before, one of the main tasks of the teacher involved in the organization of student self-government is the choice of the most effective form of self-government in the school, taking into account the specifics of the school staff.

Understanding the theoretical part of the development of self-management, described in the first chapter, is a smooth transition to practice. The study of the forms, structures, development trends and history of student self-government described above opens up the possibility for teachers to create a powerful and extensive system of student self-government.

CHAPTER 2. EXPERIENCE OF ORGANIZING STUDENT SELF-GOVERNMENT IN THE REGIONS OF RUSSIA

2 . 1 The level of readiness of the teacher to organize student self-government

The preparation of the teacher for this work is of great importance in the organization of school self-government. Far from all sources containing recommendations on the creation of self-government in the school pay due attention to this stage.

In his study “Development of teachers' readiness for the organization of student self-government”, M. V. Podobed puts forward the hypothesis that the process of developing the readiness of teachers for the organization of student self-government will be effective if:

1) in accordance with systemic and activity approaches, develop and implement a system for developing the readiness of teachers to organize student self-government;

2) identify and implement a set of pedagogical conditions for the functioning of this system, including:

Translation of the teacher from the subject of education to the position of the subject of social - pedagogical activity;

Implementation of the educational program in the process of methodological work at school, taking into account the professional experience of teachers;

Providing opportunities for teachers for professional self-realization.

The main purpose of the experimental work was to test the proposed hypothesis. The ascertaining stage of the experiment took place during the usual methodological work at school and was aimed at solving the following tasks: development and substantiation of the level characteristics of the development of teachers' readiness for the organization of self-government; determination of the initial level of readiness of teachers for the organization of self-government in the school. student self-government teacher independence

The criteria for teachers' readiness were: the teacher's focus on supporting self-government (motivational criterion); awareness of the teacher about the essence of self-government and ways to support it (content criterion); possession of methods of pedagogical activity for organizing and ensuring the work of self-government at school (operational criterion). For each of them, criteria-level characteristics were determined.

The cross-sectional data were presented as a percentage distribution of teachers by the level of readiness, assessed within each of its components. Then, using the methods of mathematical statistics, the numerical values of the readiness components were obtained. This made it possible to obtain a numerical assessment of the readiness of teachers to organize student self-government for each of the sections.

Analysis of the results of the ascertaining experiment shows that the preparation of the groups was insufficient. However, it should be noted that the obtained conclusion reflects the generalized group results. The identified trend is associated with insufficient attention to the development of teachers' readiness to organize self-government.

The formative stage of the experiment was aimed at testing the effectiveness of the designed system for the development of teachers' readiness to create school self-government, as well as a set of pedagogical conditions for the implementation of this system. The formula of the experiment was reduced to the choice of two experimental groups (EG1 and EG2) and one control group (CG).

EG1 functioned on the basis of the Municipal Educational Institution, secondary school No. 18 in Chelyabinsk. This sample group consisted of 41 people. Here, a full range of pedagogical conditions for the implementation of the system for developing the readiness of teachers for the organization of student self-government was implemented.

The experimental group EG2 included teachers from the Municipal Educational Institution, Secondary School No. 6 in Kopeysk. This included 36 people. The implementation of the system under study was carried out without one pedagogical condition (implementation of the educational program in the process of methodological work at school, taking into account the professional and vital experience of teachers). Finally, the control group was made up of teachers from the Municipal Educational Institution, Secondary School No. 76 in Chelyabinsk (a total of 39 people). Methodological work in this school was organized in the traditional way, but with the inclusion of elements of the developed system

Intermediate and final sections were held at the end of each of the three stages of the implementation of the system for developing the readiness of teachers to organize student self-government: information-stimulating, effective-practical and creative-transformative. In total, there were four cuts (zero, two intermediate and final).

At the end of the formative stage of the experiment, the fact of an increase in the growth of readiness assessments attracts attention. EG1 - 1.85, EG2 - 1.71. The reliability of these conclusions is confirmed in the course of testing the hypothesis about the homogeneity of the distribution of teachers in EG1, EG2 and CG according to the levels of development of readiness for the organization of student self-government.

The dynamics of changes in the level of development of teachers' readiness to organize self-government in the control group showed that, compared with the zero cutoff, there were changes in the quantitative ratio of teachers by levels. At the end of the experiment, the readiness score was 1.38. This is explained by the fact that in the methodological work in this group the whole complex of pedagogical conditions was not observed.

Table 1 Mean values of teacher readiness components (zero cutoff)

Readiness Components	Readiness assessment
Motivational		Operating

Table 2 Average values of teacher readiness components (final cut)

Readiness Components	Readiness assessment
Motivational		Operating

Processing the results of the experiment using the methods of mathematical statistics indicates a positive trend in the development of teachers' readiness to organize student self-government using the developed system. The highest results were achieved using the whole range of conditions. There were no significant changes in the control group, which indicates the need to use a special system for developing the readiness of teachers to organize student self-government.

The set objectives of the study were implemented, the stated goal was achieved, the hypothesis was experimentally proven.

Thus, thanks to the study of M. V. Podobed, we see that not all teachers are sufficiently prepared to work on the development of self-government at school. This training requires a whole system of teacher readiness development.

2 . 2 School self-government systems in the regions of Russia

In modern Russia, every school has self-government bodies. In different schools they are developed in different ways, they have different forms, different degrees of development, but, in general, they are similar. Here are some of them:

The model of school self-government by V. Ya. Gudanis, deputy director for educational work of school No. 1 in Gorokhovets, Vladimir Region, is represented by the following bodies: the president, the presidential council, the headman, school sectors for science and education, labor and order, "Leisure" and the press - - Centre.

Elections. From September 12 to September 24, the school is conducting an election campaign to nominate a candidate for the position of President of the children's school organization. Candidates can be students in grades 8-11. The candidate submits to the organizing committee a program, an autobiography with his personal achievements.

Election plan:

1) Presidential Campaign:

Selection of candidates from classes

Presentation of programs of candidates to the organizing committee of the school

formation of initiative groups in support of candidates

holding a round table "I am the best president" (debate)

2) Elections of self-government bodies:

meeting of the organizing committee of the school

· presidential elections

election of the presidential council

Headman

The headman is one of the bodies of school student self-government. It includes elders of 5-11 grades. The chairman is a member of the school's Presidential Council.

The tasks of the elder:

Assistance in the formation of the personality of a leader in schoolchildren, capable of cooperating with others in collective activities, owning a culture of interpersonal relations, ready and able to protect the rights and interests of his team;

Assistance in mastering the social role of the organizer of various affairs by students;

development of independence and creative thinking among schoolchildren.

Sector for science and education

The sector for science and education is one of the bodies of school student self-government and consists of schoolchildren responsible for academic work in the classroom. The sector is headed by the chairman and vice-chairman, who are members of the school's presidential council.

The tasks of the sector for science and education are:

· training of members of class educational sectors;

· analysis of the progress of students in grades 5-11, monthly summing up the results of progress once a month at sector meetings;

· rendering assistance to methodological associations of teachers in conducting subject weeks and olympiads.

Sector for labor and order

It was created and operates as one of the administrative structures of the Presidential Council, as well as a children's association that solves the problem of forming students:

Healthy lifestyle habits

culture of business communication;

Skills for socially useful work.

The sector contributes to ensuring cleanliness and order on the territory of the school building, yard and sports ground.

Tasks of the labor and order sector:

distribution of areas of care between classes;

Implementation of constant monitoring of cleanliness in the "zones of care" of classes and in classrooms;

· development of schedules for subbotniks, labor landings, cleaning of "care zones" of classes.

Sector "Press Center"

The school press center is one of the bodies of school self-government. Consists of those responsible for information work in the classes.

The sector is headed by the chairman and vice-chairman, who are members of the Presidential Council of the school.

The tasks of the school press center are:

• coverage through various media of events taking place within the walls of the school;

· production of school newsletters, leaflets, etc.

Conducting surveys, surveys students and school teachers.

Leisure sector

Sector "Leisure" - one of the bodies of school student self-government, consisting of those responsible for cultural work in the classroom.

The sector is headed by the chairman and deputy chairman, who are members of the Presidential Council of the school.

The objectives of the Leisure sector are:

organizing and conducting extra-curricular activities;

analysis of the activities carried out;

organization of leisure activities for students.

The system of student self-government of secondary school No. 1 in the city of Aleksin, Tula region, represented by S. Oskina, is based on group activities, which include adolescents. In terms of types and content, it can be different, the main thing is its socially significant orientation and relevance for schoolchildren as subjects of this activity. Students become its organizers, emotionally experiencing and gaining new knowledge, forming skills, habits, values, social experience of behavior. The value meaning of this activity is the self-organization of a teenager, which brings his personality, as an “open system”, to a higher level and allows him to fulfill himself and assert himself.

At the first preparatory stage diagnostics of the state of school student self-government was carried out using the following methods:

At the level of pedagogical self-government: observation with varying degrees of involvement (activities of the pedagogical council, methodological associations), a questionnaire survey of teachers.

On the parental level: questionnaire survey of parents, interviewing teachers about the degree of participation of parents in making managerial decisions in the sphere of life of the class, school.

On the level of student self-government: observation, interviewing, the method of M.I. Rozhkov "Identification of the level of development of self-government in the student team."

To establish the level of formation of organizational skills, it is possible to use the method of observation of varying degrees of involvement, the methodology of A.N. Batarshev).

As a result, a number of difficulties were identified:

low level of students' knowledge about the possibilities of school student self-government;

· a low level of motivation of students and teachers in the development of the process of student self-government and, as a result, a low level of school student self-government with an average level of class student self-government;

The bias of students in assessing their qualities.

In addition, the diagnostics made it possible to identify the leadership composition of students and teachers who support their pupils.

At the second stage of development students, teachers and parents were trained. Methodological associations were held, pedagogical councils dedicated to the problems of self-government, a permanent "School of the asset" began to operate.

However, the main task is to increase the motivation of students. Since the school has been implementing the model of individual choice for several years, the free choice of each of the students has become a fundamental value. The two-month work of the election commission made it possible to successfully hold the election of the chairman of the Supreme Student Council. Observers were involved in the elections - leaders of student self-government of other educational institutions of the Tula region. Following the results of the elections, a “round table” was held for students of four schools “School management. The position of students: our desires and opportunities”, where the following issues were discussed:

1. To what extent can students really influence school policy? Do you see the limits of what is allowed to you at school? The problem of freedom in school.

2. Why do we need presidents, mayors and other authorities in the school? What is the purpose of student self-government?

3. Bodies of self-government - is it an opportunity for action only by leaders-organizers? How to captivate and involve others in solving problems at school?

4. Adults and youth: what do we have in common? What are the new forms of interaction between teacher and student at school? How to make the teacher listen to the student?

5. What are the prospects for cooperation with other schools? Do you accept the idea of creating an "Association of student self-government bodies" of the Tula region?

Again, the problem of the disinterest of many students in the development of self-government sounded sharply. The participants of the “round table” saw its solution in the creation of the Association of School Student Self-Government in the Tula Region, signing an agreement on social partnership and including the traditional summer gathering in the activities of the Association.

In June 2008, the leaders of student self-government on the basis of school No. 1 and the tent camp on the Oka held their first three-day gathering. It was devoted to the problems of self-government already at the level of the Tula region.

The way to solve the problem turned out to be correct: internal motivation, interest is born in the evening by the fire, in debates in the rain, in trainings and games, in informal communication of equals.

The system of student self-government of secondary school No. 45 (Khamovniki) of the Central Administrative District of Moscow is represented by the Glorievsky Committee.

The purpose of the activity of the Gloriev Committee of the school is to organize intra-school, interclass and personal competitions for the award of the Gloriev Committee prizes.

The Glorievsky committee of the school includes students of grades 5-11, one from each grade. Class representatives to the Gloria Committee are elected at class meetings during the first week of September each year.

The Glorievsky Committee operates in its elected composition for one year.

Meetings of the Glorievsky Committee are held at least once a quarter.

The activities of the Glorievsky Committee of the school are covered in the newspaper Glorievsky Izvestia, which is published after each meeting of the Committee.

Glorievskiye Izvestia publishes interim results of annual competitions, decisions of the Gloriev Committee, regulations on appointed competitions, announcements of committee meetings, changes in the composition of the committee.

The Glorievsky Committee has the right to appoint or cancel annual intra-school competitions, change their regulations, determine the procedure for awarding and submit proposals to the administration for encouraging school employees who are actively participating in intra-school competitions.

Summing up, we can say that at the moment in Russia there are many different options for creating a system of student self-government. But in fact, none of them is radically new. All of them are based on Soviet models of school self-government.

2 . 3 Conditions for the creation of student self-government in a modern school

The study of models of student self-government made it possible to single out a group of necessary conditions for implementation: organizational, personnel, program-methodical, social-pedagogical and psychological.

Organizational conditions for the development of self-government are represented by the following positions:

· improvement of normative - legal base;

Accounting for the type of educational institution:

· Creation of a unified information environment for institutions of additional education for children.

Personnel conditions for the development of self-government are, first of all:

· improving the pedagogical skills of employees of institutions of additional education for children, within the framework of the system of children's self-government;

· the need to train activists of children's self-government during the school year and during the summer holidays.

The program and methodological conditions for the development of self-government are understood as:

availability of a strategy and basic principles for the development of children's self-government;

the presence of multi-level programs for teaching the skills of organizing children's self-government in an educational institution,

Socio-pedagogical conditions for the development of self-government include:

taking into account the psychological and age characteristics and capabilities of students, their individual qualities;

support in working with students on the leading principle of activity, the theory of the educational team and pedagogical diagnostics:

Inclusion and work with student self-government bodies of a larger number of teachers;

· active use in the work of the theory of social management, the introduction of the student cycle, which provides a single rhythm of the life of a group of students;

Formation of a positive attitude of parents to the work of children's self-government bodies and involvement in their activities;

· the use of traditions, rituals, competitions, games, forms of collective, group and individual encouragement of schoolchildren's social activity in the work of children's self-government bodies;

· the position of cooperation between teachers and students of joint activities.

Psychological conditions for the development of self-government:

favorable psychological climate;

· convergence of formal and informal structures of pupils by expanding the system of assignments in accordance with interests;

development of goals, values, determination of common norms and principles of joint activities and relationships of all participants in self-government activities;

psychologically sound position and interest of teachers in the development of student self-government.

From the analysis of the experience of various models of student self-government at various historical stages in the development of pedagogical practice, it can be argued that in the presence of the above organizational and pedagogical conditions, the organization of student self-government becomes more successful.

In modern Russia, there are many different options for creating self-government in the school. It is obvious that all current systems of self-government are based on Soviet systems, but still the Soviet systems are somewhat outdated and not quite suitable for implementation in a modern school. Therefore, every teacher should know how to rework the Soviet systems of student self-government to meet the requirements of modern children studying at school.

Based on the foregoing, it can be argued that before creating school self-government, a teacher must undergo special training, study the conditions and factors that affect the success of work, study the experience of his colleagues, and only after that proceed with the organization of student self-government in his school.

CONCLUSION

So, the work of organizing self-government in a school is a rather complex and contradictory process. It is constantly evolving, changing, correcting. It brings a lot of new problems, takes a lot of free time for both students and teachers.

After analyzing and summarizing theoretical research and practical experience in the organization of school self-government, it is worth noting that the versatility of children's self-government as a psychological and pedagogical phenomenon is the cause and source of numerous interpretations and definitions. Having studied different interpretations of the essence of student self-government by leading teachers, it is possible to define student self-government as a democratic form of organizing children, which ensures the development of their independence in making and implementing decisions to achieve group goals. When organizing the activities of school self-government bodies, one should be guided not only by basic, general principles, but also specific to different schools.

P / p No.	Questions	Score in points
1.	Do you think that you have common goals in the class that captivate all classmates?
2.	Do you take part in the discussion of the problems of class life, do you make your suggestions?
3.	Are you the organizer of any activities in your class?
4.	Do you participate in summing up the results of the class, determining plans for the near future?
5.	Are there any problems in your school that all students or class representatives take part in solving?
6.	Do representatives of your class (maybe it's you) take part in organizing school-wide affairs?
7.	Can you influence the life of the school by making your suggestions for the organization of various affairs?
8.	Are you interested in participating in school activities outside of school hours?
9.	Do you have an asset in the class that enjoys authority among classmates?
10.	Does the class asset represent the interests of the children more than the interests of the teachers?
11.	Is it always carried out by the class?
12.	Is the class able to act together if the goals of the class require it?
13.	Is there an asset in your school that is respected by the majority of students?
14.	Do representatives of classes always defend the interests of their collectives in the bodies of school-wide self-government?
15.	Are there any cases in your school initiated by the students themselves?
16.	Do you want to be the organizer of school affairs?
17.	Do you worry about the success or failure of your class?
18.	Are you aware of the responsibility for the work of your comrades, in whose election you participated in the asset?
19.	Do you carry out the decisions made by the class asset in a timely and accurate manner?
20.	Do you represent your class on various school councils?
21.	Are you aware of the responsibility for your school?
22.	Are you doing something to make life at school better?
23.	Does your class make friends with other classes?
24.	Do you sympathize with the successes and failures of the school community?

Aspects of self-government								According to OU
inclusion of students in self-management activities
class organization
responsibility of members of the primary team for its affairs
inclusion of the class in the affairs of the whole school team
class relations with other student groups
responsibility of class students for the affairs of the whole school team

Methodology for determining the level of development of self-government according to Rozhkov. Methodology for determining the level of development of self-government in the student team of M.I. Rozhkov

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