History: School No. 17 was opened in 1920 as elementary School and was located in a one-story wooden building on the street. Petrovsky, 13. In 1941, it was reorganized into a seven-year-old one and was located in a two-story wooden building at ul. Ostrovsky, 1. In 1995, the school received the status of a secondary school. The new school building was commissioned in 2002. it was built according to a standard project, has central heating, fluorescent lighting, cold and hot water supply, sewerage, an assembly hall, equipped classrooms for all subjects of the curriculum. The library has in its fund 17.674 copies of books, including 9962 textbooks, 7712 fiction.

Slide 3: Headmaster

In October 2011, Afonskaya Lena Petrovna, an excellent student of the RS (Y), a teacher-methodologist of the RS (Y), an Honorary Worker of General Education of the Russian Federation, the owner of the President's Grant "The Best Teacher-Researcher", the owner of the professional prize "Crystal Globe" was appointed director of the school

Slide 4: Teaching staff

In 2016-2017 academic year 79 employees work at the school, administration - 9, accountants - 2, teachers -61, UVP - 6, specialists - 3 In addition, 4 part-time workers, 13 - technical workers, 3 teachers sit to care for the child, 1 teacher is on long leave total: 79 workers (12 men and 67 women). Age of teaching staff: up to 25 years - 5 people (7.1%); 25-35 years old - 16 people (19.4%); 35-50 years old - 29 people (38.8%); over 50 years old - 29 people (34.7%). Pensioners 32 people.

Slide 5: English teachers

Shagdar Aitalina Nikolaevna English teacher Higher education, Irkutsk 1998 ABC 0639259 (English and French) Stepanova Maria Nikolaevna English teacher. Language Higher YSU, 2004 VSB 0328449 (teaches Russian language, lit., foreign language philologist (English language) Ekaterina Dmitrievna Pshennikova (Excellent obr.RS (Y), 1999, Honorary worker of obr.RF, 2009, "Methodist of Yakutia", 2015) Teacher of English Higher, YSU, 1976 P 450279 (English teacher) Ekaterina Vladimirovna Okhlopkova English teacher SSPA, 2008 English teacher Eremeeva Anzhelika Anatolyevna English teacher Higher, Mirninsky Polytechnic Institute, 2011 Alekseeva Augustina Stepanovna Teacher in English Higher, Federal State Budgetary Educational Institution of Higher Professional Education "Ross.gos. University. tourism and service "branch Moscow, 2012, specialist in service and tourism, NEFU, retraining, foreign language teacher, 2016. Yakovleva Varvara Vasilievna Deputy Director for VR Teacher of English Higher, NEFU, 2011, VCA 0630293 (Japanese language)

Slide 6: Grid plan

09/13/18 09/14/18 09/20/18 09/27/18 09/28/18 8v 8v 8v 8v 8v Introducing the teacher, observing the lesson and class Observing the lesson and class Extra-curricular activity about my study internship in China Present Simple, Continuous, Perfect, Perfect Continuous Lesson game for repetition of present tenses

Slide 7

Textbook English grade 8 Yu.E. Vaulina, J. Dooley, O.E. Podolyako, W. Evans (2012)

Slide 8: Outline of 2 credit lessons

lesson plan 1. docx lesson plan 2. docx

Slide 9: Extracurricular activity

Since my class was weak in English and few people were interested in learning a foreign language, I decided to show the children a presentation about my study internship in China at an extracurricular activity. Thus, I wanted to give them an incentive to learn a foreign language and study well, and also to show by my own example that their efforts will not be in vain. I think I managed to motivate them, judging by their enthusiastic eyes, and questions at the end of my speech. Watching the class during the first days of practice in English classes, I realized that the class lacked stimulus. And after the extra-curricular activity, when I was already conducting the lessons myself, the class participated in the process of the lesson actively and enthusiastically.

10

Slide 10: Introspection of pedagogical practice

In my opinion, this pedagogical practice consolidated my initial teaching skills. If we compare it with the first active practice in the third year, then great progress is expressed. This manifests itself both in my speech (less excitement and more self-confidence) and in the knowledge in the field of teaching (teaching methods, etc.). During the practice, there were no significant problems, except for timing. At the beginning it was difficult to find a middle ground (at first I finished the lesson too early, then I did not have time to conduct a lesson with the prepared material), but I quickly got used to it. In general, this happens in every practice. I would like to note that in general education schools not all children are inclined to learn, and even more motivated to learn a foreign language, and in modern world without him, nowhere. And I believe that if the teacher is enthusiastic about his work, then the children will have an interest in the subject and its study.

1 of 26

Presentation on the topic:

slide number 1

Description of the slide:

slide number 2

Description of the slide:

Subgroup 1 Abolinya Alina Romanovna Davydova Marina Aleksandrovna Dementieva Darya Sergeevna Zhitkova Raisa Leonidovna Kurkina Anastasia Alekseevna Melnichenko Viktoriya Yuryevna Nosareva Darya Aleksandrovna Ozerov Sergei Vladimirovich Oradovskaya (Kryukova) Kira Aleksandrovna Parashchuk Olesya Georgievna Sbitneva Alla Mikhailovna Sozinov Andrey Alexandrovich Base 1 (29.01.13. 13) GBOU S (k) OSH boarding school No. 2 Head: Sazonova Alexandra Mikhailovna Base 2 (11.02.13 - 02.24.13) GBOU D / S - N / Sh No. 1822 Head: Moshkova Maria Sergeevna Pritykina Irina Zinovievna

slide number 3

Description of the slide:

Subgroup 2 Danilov Alexey Vladimirovich Danilchenko Diana Alexandrovna Egorov Nikita Dmitrievich Zimenkova Sofya Vladimirovna Koptyakov Evgeny Evgenyevich Kulikova Tatyana Vladimirovna Lobova Anna Alekseevna Loskutova Tatyana Alexandrovna Ozyabkina Irina Vladimirovna Rozhkova Svetlana Sergeevna Trufanova Evgeniya Vladimirovna Sheredeko Alexandra Evgenievna Base 1 (29.01.13) D / S - N / S No. 1822 Head: Moshkova Maria Sergeevna Novosadova Larisa Viktorovna Base 2 (11.02.13 - 24.02.13) GBOU D / S No. 47 Head: Sergeeva Tatyana Viktorovna

slide number 4

Description of the slide:

Subgroup 3 Astapenko Anna Sergeevna Britova Margarita Nikolaevna Gorbacheva Elizaveta Mikhailovna Dobrosmyslova Natalya Kirillovna Zaets Maria Anatolyevna Zakirova Irina Gennadievna Kopylov Anton Alekseevich Larin Artem Igorevich Pekunova Alexandra Dmitrievna Pisarenko Olga Glebovna Timoshchenko Victoria Sergeevna Base 1 (01/29/13 - 02/10/13) No. 288 Head: Proukhaeva Maria Mikhailovna Base 2 (02/11/13 - 02/24/13) Davydkovo Center for children with visual impairments Head: Elena Borisovna Borisova

slide number 5

Description of the slide:

Subgroup 4 Botalova Maria Andreevna Voitik Maria Sergeevna Golubev Maxim Igorevich Davletshina Maria Sergeevna Kamolikova Yulia Sergeevna Klepitskaya Yulia Andreevna Krasnoshchek Galina Sergeevna Merabova Svetlana Alexandrovna Pingacheva Anastasia Vladimirovna Starovoitova Anastasia Vladimirovna Tokareva Anastasia Evgenievna Chubova Daria Dmitrievna Base 1 (29.01.01.03) D and P HOUSE "Kashenkin Lug" Head: Soldatenkova Elena Nikolaevna Base 2 (11.02.13 - 24.02.13) GBOU D / S No. 288 Head: Prochuhaeva Maria Mikhailovna

slide number 6

Description of the slide:

Objectives of practice The overall goal of psychological and pedagogical practice is to master the skills and consolidate the skills of planning, developing and analyzing individual and group correctional and pedagogical activities in institutions of special (correctional) and additional education.

slide number 7

Description of the slide:

Tasks: 1. Acquaintance with the main activities of the institution. 2. Acquaintance with the documents that ensure the functioning of special (correctional) educational work with children. 3. Development of initial professional skills: perceptual, communicative, organizational, didactic, suggestive. 4. Accumulation of ideas about the nature, content, diversity and variability of the forms of psychological and pedagogical correctional work in relation to children with disabilities. 5. Mastering the basic forms of work, taking into account the specifics of the institution and this group, the characteristics of a particular child.

slide number 8

Description of the slide:

Designing a remedial lesson Determination of the special educational needs of a child, a group of children (study of psychological and pedagogical documentation, conversations with educators, teachers, observation, interaction with children, diagnostic measures). Analysis of the general program (rehabilitation, educational, upbringing) of the institution in terms of meeting the special educational needs of children. Attendance at the classes of OU specialists and analysis under the guidance of a teacher. Revealing subject area, as fields of correctional work, and analysis of this program.

slide number 9

Description of the slide:

Designing a correctional lesson Studying the finished development of a lesson on the subject (correction program), preparing visualization, equipment for it. Conducting a lesson on ready plan in the presence of a teacher and students, specialists of the institution. Discussion and analysis of the lesson. Designing your own lesson, preparing visuals, equipment for it, conducting in the presence of a teacher and students, specialists of the institution. Discussion and analysis of the lesson.

slide number 10

Description of the slide:

Lesson structure Organizing time(the task is to set the children up for the upcoming work, 2-3 minutes). The stage of updating the basic knowledge and ideas (the task is diagnostic, it is necessary to identify and create a support for communicating the new). Formulation of the topic of the lesson (the place of this stage is not strictly fixed and varies depending on the plan; both the teacher and the children can formulate the topic as a conclusion on the previous stage). Communication of new material (story, demonstration of what the teacher wants to teach children). Learning new material (children get acquainted with new techniques, ways of solving problems, etc. in their practical work).

slide number 11

Description of the slide:

The structure of the lesson Comprehension control (preparing children to complete an independent task, the teacher checks their understanding of the task facing them). Presentation of criteria (the teacher, before doing the work, explains by what criteria he will evaluate it - depending on the age of the children, 3-5 clear and specific verifiable criteria). Consolidation of the studied material (children perform a task similar to the one on which the teacher introduced them to new knowledge and skills; the teacher provides differentiated assistance or guidance). The result of the lesson (the completed task is evaluated according to previously presented criteria; reflection of the experience gained: what have you learned, why is it needed, etc.).

slide number 12

Description of the slide:

slide number 13

Description of the slide:

Lesson analysis plan Description of the features of contact with the child (whether it was possible to establish productive contact or not, adequate contact or not, etc.) Whether it was possible to complete the lesson program in full, to what extent it was possible. What worked and what didn't work (for a student). What were the main difficulties present (for the student). Personal impressions of the course. Conclusion: the goal of the lesson was achieved, or not (why).

slide number 14

Description of the slide:

slide number 15

Description of the slide:

Base No. 1: GOU S (k) OSH No. 77 Head: Sidorov Ivan Ivanovich 1. Historical information about the institution:………………. 2. Justification of the correctional and developmental lesson:……………….. 3. Theme of the lesson:……………………. 4. Purpose of the lesson:…………………… 5. Tasks of the lesson: 1). Educational:…………………….. 2). Correction-developing:…………………….. 3). Educational:………………… 6. Equipment and materials:……………………. 7. Plan of the lesson (in stages):…………………….. 8. Course of the lesson (with detailed description exercises)……………….. 9. Analysis of the lesson (according to the plan) …………………… 10. Personal impressions of the internship …………………

slide number 16

Description of the slide:

Goal: development of spatial representations Topic: “I am a little horse” (Development of spatial representations) Tasks: Developing: - Development of attention; -Development of spatial representations; - Development of spatial coordination; Educational: -Teaching the ability to navigate in space according to verbal instructions Educational: -Education of a sense of support and mutual assistance -Education of a sense of responsibility Time: 20-25 minutes. Equipment: horse, cart, toys. The content of the lesson: this lesson is conducted individually with a child of 5-6 years old. The lesson is carried out in the form of a game. The child is invited to play with the horse.

slide number 17

Description of the slide:

Plan and course of the lesson: 1. Organizational stage. The psychologist greets the child and invites him to play. “Hi, look who came to us today. Let's play!" 2. Actualization of basic knowledge. The psychologist tells the child that today he will not play alone and shows him the horse. He asks the child: who is it, what does the horse have behind its back, what does it carry in the cart. After that, the psychologist finds out how the child is oriented in space. This is done with the help of leading questions: “Where is your right hand? Where is the left? Show me. Where is the horse's right/left leg? Show me. Where is your back? What do you have behind your back? Where is the horse's back? What's on the horse's back? Where is your face/chest? What do you see in front of you? Where is the muzzle of the horse? What is ahead of her? Should the cart be in front or behind the horse? The child must show all this on himself and the horse.

slide number 18

Description of the slide:

3.4. The topic of the lesson. Posting new material. After the child has oriented in the directions to the right, left, front and back, the psychologist tells him a story about how the horse went for gifts for children. “The horse and its owner have their own work. They go shopping together and collect gifts for the children. But it so happened that the owner fell ill and could not go. And the children are really looking forward to gifts, so the horse asks you for help, so that you manage it, and where to go, it will tell you.” 5. Learning new material in practical activities. The child and the psychologist sit on the carpet. Toys are hidden on the carpet in different places. To find them, the child needs to turn with the horse in the direction that the psychologist says (straight, right, left, back). For example: “Go straight ahead. Stop. Now turn left. Stop. Now straight again. Stop. Well done, you found the right store. Take the toy and put it in the cart. Let's go further." The child is offered about 4 similar tasks. In order to make it easier for the child to navigate in space, he can wear multi-colored gloves on his hands, for example, on the left hand - yellow, and on the right - red.

slide number 19

Description of the slide:

6. Determining the level of understanding Criteria: the child's understanding of the verbal instruction. Correct execution of instructions. Task: it is necessary to build a simple path in front of the child (for example, straight and to the right), at the end of the path there will be a toy. The teacher tells the child that he knows one more place where the toy is hidden (point to it to the child), but the horse does not know about it. You must tell the horse yourself where to go, otherwise he will not find it. The psychologist asks questions: “Where should I go? Now where should we turn? And how to get back? It is necessary to ensure that the child himself says where to go (right, left, straight, back). 7. Fixing the material. The psychologist asks the child, following a verbal instruction, to show with a pointing gesture where the right place is. For example: “On the left side, in front, in the corner lies a toy. Point your finger, where is she? The teacher offers the child 2-3 such tasks. 8. Summary of the lesson. The psychologist repeats the sides with the child (right, left, front, back). The psychologist tells the child that he is doing well today, he helped the horse very well to collect all the gifts. Now all the children will be with gifts. The psychologist explains to the child how good and important it is to help others when someone is in trouble. The psychologist must evoke an emotional attitude to the result in the child. The child should feel the experience of successful completion of the activity, feel joy and pride in having helped.

slide number 20

Description of the slide:

Ethical principles psychologist's work The principle of non-infliction of harm. The organization of the work of a psychologist should be such that neither its process nor its results harm the health, condition or social status of a person seeking help. The principle of competence of a psychologist. The psychologist has the right to take on only those issues on which he is professionally aware and endowed with the appropriate powers and rights to perform psycho-correctional or other influences.

slide number 21

Description of the slide:

Ethical principles of work of the psychologist 3. The principle of impartiality of the psychologist. It is unacceptable to prejudice a person, no matter what subjective impression he makes with his appearance, legal and social position. 4. The principle of confidentiality. The material obtained by a psychologist in the course of his work with a person on the basis of a trusting relationship is not subject to conscious or accidental disclosure and must be designed in such a way that it cannot compromise either the person, or the customer, or the psychologist, or psychological science.

slide number 22

Description of the slide:

Ethical principles of the work of a psychologist 5. The principle of informed consent. It is necessary to notify the person who applied to the psychologist about the ethical principles and rules psychological activity. 6. The rule of mutual respect between the psychologist and the person who asked for help. 7. The rule of safety of the methods used (the use of methods that are not hazardous to health).

slide number 23

Description of the slide:

Ethical principles of the work of a psychologist 8. The rule of the adequacy of methods. The methods used should be adequate to the objectives of the study, age, gender, education, condition of the subject. 9. The rule of the correct use of information of a psychological nature. Information of a psychological nature about a person who turned to a psychologist is in no case subject to open discussion, transfer or communication to anyone.

slide number 26

Description of the slide:

Report on educational practice on the professional module PM 01. "Processing of industry information" taking place in OAOU SPO Borovichi Pedagogical College Completed by: Student of group 3 P Specialty 230701 "Applied Informatics (by industry) Grigoriev Nikita Purpose and task of the practice General provisions 1.1. Work practice for students of the specialty 230701 "Applied Informatics (by industry)" is an integral part of the educational process, provided for by the State Educational Standard for training specialists with secondary vocational education in the specified specialty in the field of "Applied Informatics in Education". Targets and goals industrial practice students 2.1. The production practice aims to consolidate and deepen the knowledge gained by students in the process of theoretical training, to acquire the necessary skills and abilities to independently solve information problems in the conditions of activity educational institution. 2.2. The objectives of the internship are: - to gain experience in organizational, information and communication, legal and psychological work in the field of information activities of an educational institution in order to develop the skills of independent work to solve the problems they face; - development of information and communication culture, as the most important condition for successfully solving the problems of future professional activity; - study of best practices in the chosen specialty; – collection necessary materials for the preparation and writing of a term paper or final qualifying work. HISTORY OF OAOU SPO Borovichi Pedagogical College Borovichi Pedagogical College has glorious traditions. This is one of the oldest educational institutions in the city and region. Its history begins in 1916, when, by decree of Tsar Nicholas II, a teacher's seminary for 29 students was opened. In 1950, a physical education department was opened. OAO SPO Borovichi Pedagogical College In 2000, the Borovichi Pedagogical College (Pedagogical College) was transformed into the State Educational Institution Borovichi Pedagogical College (GOU BPC). My workplace was the psychology room. I set up the antivirus on the teacher's computer. Accelerated the work of the computer itself Worked in this area Work with documents. formatting of this information. Exit to search for interested questions via the Internet. Conclusion After two weeks of practice, it must be said that it was not informative and not useful in terms of gaining experience. During this time, I completed a lot of different tables in psychology. For all the time of the practice at OAO SPO BPC, I did not learn anything new for myself, I performed the same actions every day, which were studied by me in grades 8-9. In general, I didn’t like the practice, I plan to take the next practice at the enterprise OJSC BKO or FOK Olympus.

To view a presentation with pictures, design, and slides, download its file and open it in PowerPoint on your computer.
Text content of presentation slides: Pedagogical practiceRuk. practice: Bessonova Yu.A., Ph.D. philol. Sciences, Assoc. Oryol State Institute of Culture Department of Socio-Cultural Activities Purpose and objectives of pedagogical practice Purpose: acquisition of practical skills in teaching the disciplines of the technological cycle, as well as courses of ethical, aesthetic, socio-cultural orientation, skills in organizing educational work in educational institutions of various types. Tasks: deepening students' knowledge, development their skills, skills in subjects that determine the content of the practice; formation of pedagogical skills of students in the organization and conduct of educational and educational activities; development of students' professional creativity; creation of conditions for self-actualization and self-development of students; formation of sustainable interest and respect for the chosen profession, the need for self-education and self-improvement. The content of pedagogical practice educational institution get acquainted with the State educational standard of higher and secondary vocational education, with thematic planning in a secondary specialized and higher educational institution; make a schedule training sessions for the period of practice; attend during the entire practice the training sessions of teachers of the disciplines of the technological cycle, as well as classes of fellow students (10 hours), take part in the discussion of the training session; check the lecture notes of pupils and students; conduct the required number of training (lectures and practical) classes: in a secondary specialized educational institution - to develop under the guidance of a teacher and methodologist and conduct 1 lecture session (2 hours); 3 seminar (practical) classes (6 hours). Organization of the activity of a student-intern according to the methodology of teaching ethical-aesthetic and socio-cultural disciplines in a general education institution and institutions of additional education to get acquainted with the thematic plan of disciplines of an ethical-aesthetic and socio-cultural orientation in a secondary general education institution and institutions of additional education; draw up a schedule of training sessions for the period of practice; attend during the entire practice the lessons of subject teachers and the lessons of fellow students (10 lessons), take part in the discussion of the lessons; check student notebooks; conduct the required number of lessons: 1 trial lesson, 8 intermediate lessons, develop independently and conduct 1 credit lesson. Organization of the activities of the student-trainee to educate students to meet and talk with the administration of the educational institution; study and analyze the documentation of the educational institution; get acquainted with the material base of the educational institution; get acquainted with the forms of work with parents in institutions of various types; plan extra-curricular work in the taught disciplines in accordance with the plan of educational work of the class of the school, student group of the university or college; take part in the organization and conduct of optional classes in subjects; actively participate in the organization and conduct of extracurricular activities in the subject; develop and implement one educational event; conduct a psychological and pedagogical study of the student group (class) with the recording of research data in the report on pedagogical practice. Organization of pedagogical practice The first week of practice holding an orientation conference in a higher educational institution. Its purpose is to get acquainted with the internship program; holding an introductory conference in an educational institution, where the administration and teachers get acquainted with the internship program, and students get acquainted with the passport of the educational institution, its internal regulations, curriculum, work plan for the year, methodological association plan, etc. P. , schedule, student groups, classes, curators, class teachers, teachers, teachers, administration; acquaintance with thematic planning, work plans of teachers, teachers, curators, class teachers, with personal affairs; attending educational and extracurricular activities, educational activities in your class or student group; drawing up a schedule for conducting training sessions and educational activities for the entire practice. Second - seventh weeks of practice conducting training sessions according to an individual schedule; conducting educational activities according to an individual schedule; attending training and extracurricular activities, educational activities in your class or student group, conducted under the guidance of experienced subject teachers; attending and discussing training and extracurricular activities, educational activities in their class or student group, conducted by student interns. The eighth week of practice completion of the practice program; execution of practice documents; conference on the results of teaching practice, held on the basis of practice. Reporting on the practice of an individual plan-schedule; a report on the passage of practice; abstracts of one lecture and one seminar session (for trainees in a higher educational institution) and their self-analysis; abstracts of two diverse lessons (explanations of new material, consolidation of new material, knowledge control, etc.). n.) (for trainees in a secondary educational institution) and their introspection; an outline of an educational event and its introspection.

Attached files