home Hair "The role of the teacher in the formation of the child's personality." The role of the teacher in teaching and education III. Guys, I suggest you solve the crossword puzzle. At the same time, we will review the spellings that appear in words and theoretical material

"The role of the teacher in the formation of the child's personality." The role of the teacher in teaching and education III. Guys, I suggest you solve the crossword puzzle. At the same time, we will review the spellings that appear in words and theoretical material

Anastasia Barbarchik
The role of the teacher’s personality in the formation of spiritual and moral personality

"The best teacher for the child, Who, spiritually communicating with him, forgets that he is a teacher, and sees in his student a friend, like-minded person. Such teacher knows the innermost corners of his pupil’s heart, and the word in his mouth becomes a powerful instrument of influence on the young, emerging personality. From sensitivity teachers to spirituality It is precisely the creation of an environment that encourages moral behavior and moral actions that depends on the world of students.” Sukhomlinsky V. A.

Currently special role get problems formation of spiritual, moral and physical health of the younger generation, education of a new type of citizen - true patriots, independently thinking, actively acting, possessing intellectual potential and moral principles. The most important goal of modern education, society and the state is education, social and pedagogical support for the formation and development of a highly moral, responsible, creative, proactive, competent citizen of Russia. The concept of modernization of the Russian education system emphasizes the importance and significance of educating the younger generation, which should be considered as a mandatory component of the pedagogical process for state educational institutions, covering all participants regardless of their social origin, religious or national affiliation. If you look around the role of the teacher-teacher in spiritual- moral education of youth, then the closest attention is paid to it. Since an important factor in the successful development of both personalities, and the entire educational process in schools and universities is teacher's personal example. The role of the teacher, his moral and professional authority is of key importance in the education of spiritual and moral, a responsible, proactive and competent citizen of Russia.

Parenting has always been a challenging task. Even at normal, stable stages of development of society, problems arise various problems in raising the younger generation. Today's problems (unemployment, crime, drug use, shifting values, etc.) make parenting even more difficult.

Teacher, more than anyone else, is called upon to guide formation and the development of each of its students. In the eyes of the guys, he needs not only to be truthful, sincere, honest, but also to prove himself a fighter for moral ideals, against the negative manifestations of life around him. It's hard to overestimate the role of the teacher's personality, his spiritual appearance in the awakening and development of the student’s abilities, inclinations, and talents.

What attracts children to teacher personality? The unity of ideals, beliefs, tastes, sympathies, moral and ethical principles in the words and actions of a teacher is what attracts young souls. Everything that we bring to our pupil passes through our soul.

Every lesson teacher realizes certain goals, and not only those that are formulated in the plan. Behavior is stored in the child's mind teachers, his gestures, manner of dressing, talking; the nature of communication with him, with other students, with various circumstances; how he behaves with colleagues, how he reacts to the successes and failures of his classmates. Educator, teacher requires students to be careful, disciplined, and fulfill their duties. And because of how demanding and consistent it turns out to be teacher, the result will depend. With proper organization of both educational and extracurricular activities for students the foundations are being formed moral behavior, spiritual culture.

A group of qualities is highlighted teacher's personality influencing moral education, upbringing personalities:

Social and general personal(ideology, citizenship, morality, pedagogical orientation and aesthetic culture)

Professional and pedagogical Individual characteristics of cognitive processes and their pedagogical orientation (pedagogical observation, thinking, memory and

Emotional responsiveness

Strong-willed qualities

Features of temperament

Health status

Creative thinking

Positive Ethical Qualities (virtue)

Traditional sources of morality are:

1. Patriotism, which includes values: Love for Russia. Love for your people. Love for your “small Motherland”. Service to the Fatherland.

2. Social solidarity - Freedom personal and national. Trust in people. Justice. Mercy. Kindness. Honor. Honesty. Dignity.

3. Citizenship - Civil society. Duty to the Fatherland, older generations, family. Law and order. Freedom of conscience and religion.

4. Family - Love and loyalty. Health. Prosperity. Honoring parents. Caring for elders and younger ones. Continuation of the family.

5. Labor and creativity - Creativity and creation; Determination and perseverance; Hard work; Thrift.

6. Science - Cognition. True. Scientific picture of the world. Ecological consciousness.

7. Art and literature includes values: Beauty. Harmony. Spiritual world of man. Moral choice. Meaning of life. Aesthetic development.

K. D. Ushinsky wrote that “the influence personalities The educator for a young soul is that educational force that cannot be replaced by textbooks, moral maxims, or a system of punishments and rewards.” Therefore, the prevailing opinion among teachers is justified that private example is the best sermon.

Teacher must constantly monitor oneself, place high demands on oneself, remembering that a teacher is a person, whose specialty is correct behavior.

Constant control is necessary for one's behavior to the teacher due to the highly developed tendency of schoolchildren to imitate. Moreover, in the lower grades it is unconscious character: schoolchildren copy purely external manifestations and manners, which are not always positive.

Teenagers and older schoolchildren imitate the actions and actions of their elders, including teachers, consciously, but sometimes they don’t think about how moral this behavior is

V. A. Sukhomlinsky wrote that justice teachers- this is the basis of the child’s trust in the teacher, but to be fair, you need to know in detail the spiritual world of every child.

Love for children is a hallmark teachers, being the living force that spiritualizes everything that happens turns the school into a good family. If teacher imbued with true love (selfless, selfless, faithful, edifying, patient, condescending, serious, affectionate), its influence will be strong and fruitful. The fruits of such love will be mutual love, affection, trust, free, without coercion, obedience of students.

"Pedagogical love" can be seen as "special case" the teacher’s attitude to life, to the world, to people, to himself, it is achieved through great labor and the exertion of all human strength. L. I. Malenkova proposed a peculiar "technology" to develop and maintain this feelings:

Try to understand that they are children, and that is why they behave like ordinary children;

Try to accept the child for who he really is - with "pros" And "cons", with all its features;

Perhaps it would be more complete to know why he became "such", and try "work out" have understanding, compassion and empathy for the child;

Find the positive in child's personality, express confidence in him;

Try to include it in general activities (with a pre-predicted positive assessment);

Install private contact using non-verbal communication;

Create "success situations", provide the child with positive verbal support;

Do not miss the moment of verbal or behavioral-emotional response on his part, take an effective part in the problems and difficulties of the child;

Do not be shy to show your attitude, your love for children, openly respond to manifestations of reciprocal love, consolidate a friendly, cordial, sincere tone in the practice of everyday communication.

Teachers, in close cooperation with the family and the public, are called upon to form teenagers have moral and ethical criteria and principles of everyday life. This is the essence of the moral education of minors, which is carried out through the processes of education, training, self-development of schoolchildren using a complex of educational, educational, developmental, psychological, physiological, social measures and factors. Moral education is effectively carried out only as a holistic process that corresponds to the norms of universal morality. The result of this process is formation morally whole personalities, implying the presence of free moral will, the ability to control oneself, gaining inner freedom, etc. Morality is formed in events, in everyday relationships and the complexities of life, which the child has to understand, make choices, make decisions, perform actions.

Some parents are sure that raising children directly depends on their own behavior and outlook on life. In fact, the role of the teacher in raising children is also huge and invaluable, and this article is devoted to this issue.

The tasks of a teacher in education are very diverse. For example, it is the teacher who lays the foundations of patriotism in children. The modern classroom-based teaching system helps children get used to certain behavior in the classroom and instills in them restraint and respect for elders.

However, the main thing that a teacher influences is the cultivation of a respectful attitude towards science and the process of cognition. This is precisely the goal that a teacher should pursue in every lesson. By writing something in a notebook and receiving a good or bad grade, a teacher from the first grade teaches children to respect scientific knowledge.

And here it is very important that the words and actions of parents do not contradict what the teacher says. For example, some mothers show hindsight by telling their children that knowledge on a particular subject is unlikely to be useful to them. Since in the first 10-12 years of life parents are the unquestioned authority for the child, it will not be possible to awaken the baby in the future. As a result, all the educational efforts of the teacher will be in vain.

The role of a teacher in raising a child is based on the unquestioning respect of each student for the teacher. That is why parents should never express their negative opinion about the teacher out loud in front of the child, since this directly affects the attitude towards school and academic subjects.

Educational moments are carried out by the teacher not only directly in the lessons, but also during class hours. At such events, a teacher can instill in his students respect for elders, a caring attitude towards the environment, and tell them about the rules of etiquette. Since modern school employees know a variety of methods for presenting information, such educational conversations usually turn out to be very rich and interesting.

You can diversify your work activities with children through a variety of events organized by the teacher. So, for educational purposes, a teacher can organize a tour of the Golden Ring or go to the local theater. Any event of this nature not only broadens a child’s horizons, but also instills in him a love of culture and art. Visiting the most important and famous architectural monuments helps to instill in children the desire to preserve the heritage of their ancestors for many years to come.

All these educational moments fall on the shoulders of responsible teachers. The modern school curriculum is quite strict in relation to unscrupulous teachers, and therefore teachers have to periodically draw up plans for educational work. In such plans, the teacher notes everything that he wants to instill in his children, everything that he wants to tell them about. Often, the outcome of a teacher’s professional activity depends on the quality of the plan. The more effort a teacher puts into educational processes in the classroom, the higher the overall performance in the class will be.

The task of parents in this case is not to interfere with the teacher’s activities, but to encourage it in every possible way.

The activities of a modern teacher are not limited to lesson plans, because sometimes it is much more important to put basic educational norms into children’s heads. The best thing that parents can do in such a situation is to organize proper communication with the teacher, contributing in every possible way to his educational activities.

THE ROLE OF THE TEACHER’S PERSONALITY IN THE EDUCATION OF SCHOOLCHILDREN
“How to become a butterfly?” - she asked capriciously. “You have to want to fly so much that you no longer want to be a caterpillar.”
Trina, Paulus. Hope for the flowers, p.75
School, Latin for “rock,” means a rocky staircase whose steps lead upward. Education is a process of formation, improvement, and ascension of the soul. And from Greek it is interpreted as a house of joy. Let us remember: for many of us and our children, school was more like a house of sadness. The pedagogical activity of a teacher should be permeated with sunlight and charm.
Each child has his own purpose, his own mission. The teacher's task is to give them the opportunity to develop.
Give the child a feeling of his, the child’s, importance, the feeling that someone is thinking about you, wants to do something nice, wants you to be happy. Do they get it at school? Alas, very rarely. Only when you are lucky and your teacher turns out to be a teacher from God.
All training and education should be based on positive images. For example, in a “subtraction” problem there should not be the words “took away” or “stole”; it would be better to say “gifted”. Everything should be associated with kind people and beautiful deeds.
The main thing in a teacher’s activity is to respect and love his students, remembering that a child is not a vessel that needs to be filled, but a lamp that needs to be lit.
The relationship between teachers and children represents the environment in which the formation and development of the student’s personality occurs. The “teacher-student” relationship is determined by a humane-personal approach.
Our society today needs people, each of whom could say: “I want to be a happy person, but the surest way is if I do this, so that everyone else is happy. Then I will be happy." (1) This high moral principle is especially important now when we experience a lack of kindness, sympathy, and compassion. The above words about personal happiness, team and society belong to the outstanding Soviet teacher A.S. Makarenko. He was one of those extraordinarily gifted, socially active people,

Which society always needs. Crystal clear, energetic, active - he was like this long before the whole world learned about his art of rebuilding a person...
Raising a person has always been a difficult task. Even with normal, stable stages of social development, various problems arise in educating the younger generation. Today's problems (unemployment, crime, drug use, shifting values, etc.) make parenting even more difficult.
The teacher, more than anyone else, is called upon to guide the formation and development of each of his pupils. In the eyes of the guys, he needs not only to be truthful, sincere, honest, but also to prove himself a fighter for moral ideals, against the negative manifestations of life around him.
And now in our time blood is being shed on Chechen land and in many other countries. And for what?.. For what is there so much torment and suffering? For the sake of a small piece of land!
You cannot protect children from real difficulties - you need to teach them to overcome them; You cannot hide contradictions - you must learn to see them, to find the reasons for their occurrence.
Compared to representatives of other professions, teachers are in a special situation. The teacher's personality is a powerful factor in shaping the student's personality. A teacher, fulfilling the social order of society - the formation of a socially active, comprehensively and harmoniously developed personality, must have high professional skills and be a highly moral person.
“The personality of the teacher has a greater influence on students than the science presented in the most elementary principles” (2)
Solving complex problems of teaching and educating schoolchildren depends to a decisive extent on the teacher. We educate, first of all, not by one or another method or technique, but by the influence of our own personality, individuality. Without spiritualization by the teacher’s living thought and passion, the method remains a dead scheme. From the moment a little person takes his first step on earth, he begins to compare himself with the one who raises him and makes demands on him. The personality is influenced by the team in which the person is located. The team is a sensitive instrument that creates the music of education necessary to influence the soul of each pupil, only if this instrument is tuned. And it is tuned only by the personality of the teacher, or more precisely, it is tuned by how the pupils look at him, the teacher, as a person, what they see and discover in him.

It is difficult to overestimate the role of the teacher’s personality, his spiritual appearance in the awakening and development of the student’s abilities, inclinations, and talents.
What attracts children to a teacher’s personality? The unity of ideals, beliefs, tastes, sympathies, moral and ethical principles in the words and actions of a teacher is what attracts young souls. Everything that we bring to our pupil passes through our soul.
You may ask, how can you teach mathematics? Mathematics is, first of all, work. I strive to ensure that students strive to work, fighting laziness and frivolity. “A neat, friendly child with a good character and good behavior, further, if he is ignorant, is preferable to a rude, slovenly, spoiled child, even if he is skilled in all sciences and arts” (3).
The classics of Soviet pedagogy considered the problem of the relationship between teacher and students as truly paramount. Attention was also paid to the phenomenon of teacher authority. “If a person must be responsible for his work and is responsible, then this is his authority. On this basis he must build his behavior quite authoritatively” (4). The authority of a teacher is based on his activities, which become an example for students.
If a teacher wants to be a real educator, he must illuminate knowledge with his thoughts, his personality so that the students hear: the teacher is addressing them. The child’s heart must be open to the words, thoughts, beliefs, and teachings of the teacher.
There is an excellent answer from the wonderful teacher Shalva Amonoshvili to the question of what country children could live in: “In a country where the dictatorship of conscience reigns.” (5). And it will be so, because everything starts from childhood.

LITERATURE
1. A.S. Makarenko “On Education” p.4
2. V.A. Sukhomlinsky “Methods of educating a team” p. 152
3. “Education in the Bahai Spirit” p. thirty
4. A.S. Makarenko “On Education”
5. newspaper “New Generation” 09.20.2002, p. 7; magazine "Education"
schoolchildren" No. 5, 2002, p. 9

In the education of older schoolchildren, the role of the teacher increases again. During this period, the foundations of their worldview are formed, they develop a moral and civic position, which helps them better navigate their choice of life path. In order to successfully and conflict-free implement the process of education and upbringing, both the parent and the teacher need to achieve respect and trust from schoolchildren. In this case, he will be able to maximally convey and consolidate the spiritual and moral foundations, which will have to become the core of future personalities.

The most important factor in school work is, of course, the teacher. Psychological problems crystallize around him in abundance. His attitude towards the student, the influence he has on the soul of the student, and, on the other hand, his own spiritual growth and development, his spiritual data - all this can be analyzed, measured, explained and strengthened if great attention is paid to the psychological foundations each phenomenon.

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The role of the teacher in the upbringing, development and training of schoolchildren

Adolescence is characterized by the problem of changing authority and a developing sense of adulthood. The range of interests of a teenager expands, he is interested in more and more different things, he shows interest in professions, and new opportunities for education appear in comparison with a younger age. Parents at this stage should relate to the child more in terms of a “partner-partner” rather than a “parent-child” position. The work of a teacher at school should be aimed at uniting the team of schoolchildren, as well as introducing activities into the daily lives of students that connect school and extracurricular activities.

And yet that side of the teacher that is most important for his success seems to elude accurate analysis most of all. This is not his knowledge, not his energy and diligence, not his skill and experience, this is the educational inspiration that determines the personality of the teacher. A teacher who does not feel the beauty and holiness of his recognition, who entered school not because his heart is filled with the desire to teach children, but only in order to have a job and earn a living, brings harm to his students and even greater harm to himself.

The success or failure of teaching always depends on the inner warmth of the teacher. No eloquence, no technique, no trick can deceive the sensitive soul of a child. Teaching can concern the most interesting things, but if this element of suggestion is absent, the students follow the teacher without faith and therefore without their own activity. When inspiration touches the soul, then everything becomes alive and spiritual.

However, unfortunately, there are many mistakes in the work of teachers in educating schoolchildren, and often it is carried out very weakly and needs significant improvement.

One of the reasons for shortcomings in education is, in my opinion, that teachers consider educational tasks as secondary. In addition, educational work is often carried out somehow separately, without an organic connection with learning. For the result of educational work, it is very important what kind of relationship exists between teachers and students.

Educational influence is often associated with the authority of the teacher as an absolutely necessary condition for his successful and fruitful activity. If there is no authority, it means that there is no correct relationship between the teacher and students, there are no normal conditions for fruitful educational and educational activities.

At our school there were teachers who, using strict measures, forced all students to obey discipline in the classroom and work on completing assignments. Such teachers were considered authoritative.

According to A.S. Makarenko, this is one of the types of false authority. He called him the authority of suppression. At the same time, all sorts of disciplinary measures come to the fore, causing children to fear retribution for violating the requirements.

The false authority of a teacher can only contribute to external, ostentatious discipline in the classroom and formal completion of assignments. At first glance, everything seems to be fine. In reality, there is no deep educational influence on schoolchildren.

While working at school, I paid a lot of attention to developing children's activity, initiative and independence. It didn’t come right away, but I was in no hurry. My experience showed that the guys, at first timidly, and then more and more confidently and more often, came up with their proposals. Having learned about my support for their endeavor, the children were happy and got to work. In my opinion, giving children independence is a necessary condition for developing will, which plays a big role in a person’s life. If a teacher constantly leads schoolchildren on a whim, he thereby allows a misunderstanding of the conditions and sources that serve to form willpower. Setting a goal and developing an action plan by schoolchildren themselves generates a strong motive to overcome difficulties and obstacles encountered on the way to achieving their plans.

The teacher’s passion in the process of classroom teaching with schoolchildren is determined primarily by the teacher’s love for his profession.

The excitement that a teacher experiences during classes largely depends on the emotional contact with the students.

The teacher can captivate the children with interesting material. But it happens that this becomes possible only in individual lessons. There is no atmosphere of creative fire that is constant when students strive to learn the unknown, and the teacher is inspired by the fact that, enriching the children with knowledge, he grows them spiritually. An atmosphere of mutual affection, respect, and friendship arises that is conducive to learning and at the same time contributes to the fulfillment of educational tasks.

Will such a relationship undermine discipline in the classroom? Arguing that the teacher must stand “above” the students, and only under this condition is order in the classroom ensured, and order, as we know, is necessary for successful learning.

It is necessary to clarify how the word “above” should be understood. If this word means a commanding tone, a demand for unquestioning submission without any motivation, such a situation does not create the favorable atmosphere that we talked about. If the word “over” means that the teacher enjoys deep respect from his students, that schoolchildren see in him a person who not only knows a lot, but also strives with all his soul to enrich the knowledge of his students, then the word “over” is acceptable.

To be a senior comrade for the children, and at the same time remain their mentor, not to let go of the threads of leadership of the team and each student individually - this is exactly what is necessary, although it is difficult. It’s easy to go to one of the extremes: either to suppress children so that almost every step they take is determined by the teacher’s instructions, or to leave everything to the children at their own discretion.

The pedagogical press often writes that a necessary and even almost the main quality of a teacher is love for children. But how, in what ways, by what means to induce love for children is not easy to answer.

The difficulty is that the question of a teacher’s love is multifaceted.

Let us take, for example, the uniqueness of the feeling itself when it comes to a teacher’s love for children. The word “love” denotes a feeling of selfless affection.

The word “love” also has another meaning: it means an inclination, an addiction to something. Examples include the love of reading, music, and painting. Such a feeling as love for children is very peculiar: it has something of selfless affection, but it can also be understood as addiction.

It is impossible to imagine a teacher’s love for children only as an affectionate and attentive approach to them. This approach is, of course, necessary. However, love is expressed primarily in the fact that the teacher undividedly gives his strength, abilities, knowledge in order to achieve the best results in the training and education of his students, in their spiritual growth. For this purpose, the teacher’s love for children must be combined with reasonable demands on them.

Love for children, which is generally characteristic of people, also lives in the heart of a teacher. But since he teaches and educates the same schoolchildren for a number of years, the feeling of love for children takes on special forms. A teacher who carefully observes his students, sees their spiritual growth, recognizes in this growth the fruits of his labor - after all, he leaves a piece of his heart in each of the students. Knowledge of children, their inclinations, abilities, their spiritual world, joys and sorrows can hardly be overestimated. If the student is only some semblance of a vessel for the teacher; into which certain knowledge and skills must be included; this, of course, will not contribute to his love for students, but, on the contrary, will drown out those sprouts of a noble feeling for children that he had before starting his teaching career. When each schoolchild is understood by the teacher as a person with his own individual characteristics, aspirations, his own way of thinking and character, such understanding will help to love children and respect them. At L.V. Zankov has wonderful words that he repeated like a catchphrase: “Love us black, and everyone will love us white!” Suppose that in the classroom a student who is inattentive in class, often violates discipline, does homework irregularly and carelessly, is insolent. All this, of course, does not please the teacher and cannot in itself endear him to this student. I emphasize the words “in itself” because we are talking about external manifestations. However, behind these external manifestations there can be hidden positive qualities, sometimes considerable ones. Such a “dark” schoolboy, if you really get to know him, will perhaps appear before the teacher as the owner of an inquisitive mind, a sensitive and responsive heart, and extraordinary activity. To understand the essence of the matter, let us turn to an example that is far from training and education. The land in front of us is bad and rocky. It is not pleasing to the eye and does not even promise a tolerable harvest. But then geologists came, explored the subsoil, and found enormous wealth in it.

Indeed, it happens that a teacher sometimes has a completely wrong idea about a student when he does not look closely at his pet. I would like to give a few examples from students’ essays that helped me better understand some students and change my approaches to teaching them, they talk quite openly about their troubles, trust their experiences, I note that in the 7th grade they were not so frank, but now they perceive essays as some confession to the teacher, sometimes a cry for help:

“I think that being a student is not so easy. When you come to school, a completely different life begins. Here you need to work a lot to get a good grade. If you suddenly get a bad mark, your mood immediately worsens, and you instantly don’t want to do anything” (Sapozhnikov D.)Note Please note, if this student received a bad grade in the first lesson, he will not be able to work in all the rest.

“If someone has difficulties in life, then he can tell someone kind about them, because he knows that a kind person will listen and understand. After all, your soul becomes lighter when you feel good support” (Shtumb K.)

“I want to tell you that it’s difficult to be a student, because teachers assign a lot of homework and argue, but you can just talk to us. ...And we should also be offended that we didn’t go to Novosibirsk, although we were promised this. We forgave them, but they cannot forgive us for not learning the rules and not doing our homework!” (Pozdnyakov S.)

And here is a completely outrageous essay by a student studying in the 8th form:

“I would like my friends, parents, teachers to understand that I am not made of iron, so that they do not humiliate me or call me names. I am also a person, I have the rights of a citizen, I have the right to respect.. I try to be kind, but sometimes I get angry from the name-calling and bullying of friends, then I calm myself down and still try to be polite, kind, and cultured.” (Mamedov A.)

There is a lot of misunderstanding among students and in relationships with parents, and this, I think, is worse than misunderstanding on the part of the teacher:

“When there is misunderstanding in the family, it is very bad, and we must correct this situation...” (Proskurina K.)

“I would really like mothers to communicate with their children as often as possible, and my mother would come home early.” (Fakhrislamova D.)

“I can’t learn computer science, and instead of helping, my mother starts yelling. Then I feel offended, I start to freak out, I can’t learn.”and a note in pencil after the composition“Show it to mom at the meeting tomorrow” (Strelnikova V)

The relationship between teacher and children should be businesslike. The teacher guides the acquisition of knowledge, instills norms and rules of behavior, and the student masters this knowledge, norms and rules.

Business relationships can be different. Let's imagine a teacher who has everything strictly and precisely programmed; the lesson is conducted dryly and formally. And imagine another teacher who is working on the same educational material with the same students. Unlike the first, this teacher is himself captivated by the process of learning, he reacts sensitively to the students’ answers, listens carefully to their questions and perplexities, encourages them to prove the judgments they express, and shares his knowledge with great enthusiasm. This teacher vigilantly observes the class, chooses the moment when to excite the activity of a weak student, when to give space to a strong one. And not only with words, but also with his eyes, he encourages and encourages the student’s desire to seek the truth. He does not oppose the class, but merges with it, without at the same time losing the authority of a leader, a senior comrade.

Here we can draw some analogy between the communication of a teacher with students in a lesson and the conversation that people have among themselves, passing on their knowledge to each other, clarifying issues that concern them, arguing and proving. After all, what a person says excites thoughts and feelings not only by its content. The inspired face of the interlocutor, eyes, now glowing with a gleam of admiration for the greatness of science, now narrowed, as if doubting the truth of the conclusions drawn, facial expressions, gestures...

We are talking about the nature of the teacher’s work in the classroom; teachers, like all people, differ from each other in temperament, mentality, and strength of feelings. Different teachers' passion for communicating with students takes different forms. But the most important thing is passion, regardless of the form in which it manifests itself. It's like one pole. And the other pole is the teacher, who has something in common with the teaching machine. Between these two poles there are many unique types of communication between teachers and students.

There are different critical standards: one comes from the mind, the other from the heart. Even in elementary school, schoolchildren notice and in a certain way evaluate the teacher’s work style and manners. At the same time, schoolchildren feel how the teacher is disposed and how he treats them. Sincerity, on the one hand, and dryness, formalism, on the other, are sensitively perceived by schoolchildren.

I would like to end my speech with the words of the German teacher Adolf Disterweg“The most important phenomenon in school, the most instructive subject, the most living example for a student is the teacher himself. He is the personified method of teaching, the very embodiment of the principle of education.”

“The flourishing of individuality is possible not in solitude, not in isolation, but only in the conditions of a meaningful, versatile life of a children’s group, which has a spiritual orientation and at the same time expresses the motives of schoolchildren, their desires and aspirations. The individual is a form of existence of the general"

L.V. Zankov

The role of the teacher in shaping the student’s personality

Part 1. The role of value orientations in personality development

Man has two worlds:

The One who created us

Another one that we have been since forever

We create to the best of our ability.

N. Zabolotsky

The changes taking place in our country have deeply affected the spiritual sphere of society. A complex, contradictory process of revaluation and rethinking of social values is taking place. A personality developing in such conditions is exposed to the threat of moral disorientation and the danger of loss of universal human values. Public institutions are called upon to help schoolchildren form a clear understanding of moral priorities: family, school, extracurricular institutions, and the media. However, there is a lack of positive influence on children from family and media. Today, the determining factor in the formation of humanistic ideals, value orientations, and the formation of the intellectual, cultural and spiritual-moral potential of the nation among the younger generation is school and out-of-school institutions.

Changes taking place in the political, economic and cultural life of our country require adjustments to the understanding and purpose of education in a modern educational institution. You cannot raise a child without teaching, and you cannot teach without educating. Moreover, education and upbringing continuously complement each other.

The new Federal State Educational Standards establish requirements for meta-subject and personal results. The term “metasubject results” was introduced precisely in order to setnew vector - modern school should teach how to learn and think independently . The fundamental difference between school standards of the new generation is their focus on achieving not only subject educational results, but, above all,formation of students' personality, mastery of universal methods of educational activity, ensuring success in cognitive activity at all stages of further education. Personal universal learning activities provide students with value-semantic orientation (the ability to correlate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships.

Therefore, the activities of an educational institution should be considered not as an isolated, independent type of activity of students, but as a component of any pedagogical activity: educational and cognitive, physical education and health, technical and creative, cultural, entertainment and gaming, which determines the effectiveness of the activities of both the teacher and educational institution as a whole.

Research by teachers, psychologists, and sociologists conducted over recent years indicates that schoolchildren do not always have formed ideas about Good and Evil, Justice, Morality, patriotic feelings, and the uniqueness of human life. It is difficult for schoolchildren to understand true values and deeply comprehend their contentwithout pedagogical participation .

Theoretical analysis of value orientations

What are value orientations?

Value orientations are a reflection in a person’s consciousness of values that he recognizes as strategic life goals and general ideological guidelines.

The most popular interpretation of the psychological culture of the individual in the modern scientific community is proposed within the framework of the humanistic direction. A. Maslow was the first scientist to declare needs as the leading motives for social action. He believed that when our physical needs are satisfied, then issues of personal safety come to the fore.

By resolving them, we strive to satisfy self-esteem and achieve success in organizing a psychologically comfortable communicative space. The next step is self-respect and self-realization, development of one’s own personal potential. The central category in the teachings of A. Maslow is “I”. Only consistent self-analysis and self-identification can lead an individual to an awareness of personally significant goals and values of existence - self-realization.

Hierarchical pyramid of needs (according to A. Maslow)

Factors that determine personality development

The individual is surrounded by many natural and social conditions. These conditions can be favorable for the individual, but they can also be hostile to him. During the period of personality formation, each person has his own microcultural environment, the boundaries of which largely coincide with the boundaries of his educational work. The microcultural environment includes a system of elements that are in close interaction. To the extent that the system of social values has become established in the system of functioning of a particular educational institution, whether it is actually present in the behavior of teachers, the nature of the activities carried out will determine the formation of the system of values among schoolchildren. It is important that the student feels the essence, the nature of the educational environment in which he is located, and can determine for himself the fact of correspondence between the values declared by teachers and those actually demonstrated. The direction and effectiveness of the educational process depends on this.

Part 2. Characteristics of value orientations

Let us determine the fundamental life values, the adoption of which indicates a certain level of personal culture, the efforts of the teaching staff to solve the tasks assigned to them to ensure the quality of education.

The pedagogical literature widely presents value systems that need to be included in the content of education. In this work, the following value orientations will be fundamental: knowledge, personality (in its two forms - “I-value” and “Other-value”), responsibility and socially useful activity.

2.1. Cognition as a value

Any educational institution has as its goal, first of all, to train and educate the younger generation of the country. Taking into account the purpose of educational institutions, it would be logical to conclude thatthe need to consider knowledge as one of the leading values of society, education and personality . Cognition should be perceived as a basic human need, as a process leading to the comprehension of another life value - knowledge. Education is the result of a complex interaction between the individual, society and culture, embodied in a certain level of acquired systematized knowledge, skills, abilities, in a certain level of culture and education.

It is necessary that students have the opportunity to successfully act in an educational environment, which will create a stable positive emotional background in the cognitive process, strengthen the internal motivation for learning and the desire to educate themselves.

At the same time, it is necessary to know whether pedagogical conditions are created under which the student feels like a pioneer of any knowledge, whether he discovers something new and unknown in the information he knows, whether he experiences joy from receiving information that is interesting and important to him, whether he is involved in research and experiment? In addition, the student must be involved in emotional experiences that arise in the process of cognition (for example, emotions of beauty, harmony, greatness of natural phenomena; emotions of surprise at the diversity and uniqueness of the phenomena of the surrounding world), must be a participant in cognitive search, research, the creator of some or things, creative works.

2.2. Personality as a value

The leading value of modern education is humanization,

presupposing the adoption as the main value in pedagogical activity and the educational environment such aspersonality, which combines the equality of two substantive positions - “I-value” and “Other-value”, and manifests itself in two interconnected plans - in self-awareness and in the sphere of relationships with other people.

"I am a value" . If a person recognizes himself as a value, then “he shows more ability to use the power of his personality correctly and usefully,” since each individual has extensive internal resources of self-awareness, self-regulatory behavior, and self-change.The development in schoolchildren of a value-based attitude towards themselves as individuals orients them towards self-actualization - self-expression, activation of all the capabilities of their own body, independence, personal growth. It seems very important to stimulate students’ needs for self-knowledge, self-determination, self-government, self-realization, and self-improvement.

The presence of the “I-value” position in a student ensures his behavior as a subject of activity. This is another important reason why personal value should be recognized as necessary for its development in all students. The objective basis for this is the child’s basic social need to be an individual, to be socially significant.

Treating yourself as an unconditional value is the psychological foundation on which the entire structure of personal dignity is built in the process of socialization. Self-attitude motivates social behavior.One of the main pedagogical tasks is to create conditions in an educational institution that provide for the need of each child to develop a sense of dignity based on the development of their own individuality and awareness of the value of their personality.

“The other is value.” Only a value-based attitude towards oneself can ensure a value-based perception of another person as an individual.

Perceiving another person as a value, a person usually appeals to his positive qualities and advantages, which is expressed in friendliness, goodwill, the desire to establish contacts with members of his microenvironment and find compromises in emerging conflicts, and maintain established interpersonal relationships. A value-based attitude towards another presupposes an interest in the meaningful side of his personality, respect and trust, a disposition to new contacts, the ability to appreciate the abilities and merits of another, the richness of his personality as one’s own.

Recognition of the value of another person manifests itself as a social orientation towards his point of view, emotional state, and actions.Gradually, a desire arises to influence others, to help them, to transfer one’s knowledge and experience to another person. When a person develops a feeling that another person is important to him, on the basis of empathy, sympathy and understanding are born, the need is realized and the opportunity appears to correlate his own behavior with the motives and behavior of other people. Thus, in relationships with other people, the meaning of human interaction, moral standards, and methods of evaluation are discovered and mastered.

It is in this direction that the issue of organizing the educational environment should be addressed. A student can recognize himself only in those actions in which any obstacles are overcome and internal contradictions are resolved. The educational environment should become for students a school of actions and deeds, a space of social interaction. It is through the performance of certain actions and deeds that knowledge is acquired, personal qualities are formed and abilities are developed.

2.3. Socially useful activity as a value

A student, like any other person, can demonstrate social activity and a social position through socially useful activities.

As part of this activity, schoolchildren acquire the ability for social interaction depending on various individual tasks and the requirements of society, learn to navigate the personal characteristics and qualities of other people, and consciously obey the norms accepted in society. Moreover, the importance of these abilities and skills at a specific age stage is great, since, acting in society, schoolchildren not only adapt to its conditions and assimilate the social roles and rules offered by society, but also learn to create something new, transforming themselves and the world around them.It is extremely important for a child to receive recognition from other people of his abilities and to gain trust. It is necessary to help him find activities that are of social benefit and receive a positive assessment at different social levels.

Value orientation towards socially useful activities is of particular importance in connection with the formation ofactive and practical attitude to the world, which is based on the need to experience one’s own capabilities to influence the world around us, i.e. to be a subject, to feel active, active.

The formation in schoolchildren of the value of socially useful activities will indicate their readiness for social activity as a form of manifestation of personal essence and inclusion of oneself in society, the desire for social interaction, the desire to enter into the circle of broad social relations, and the awareness of oneself as a socially significant subject.

2.4. Responsibility as a value

The need to view responsibility as an obligationvalue for students is determined, first of all, by the fact thatthere is a direct connection between the individual’s awareness of responsibilityity and its real behavior. Main function responsibleity as a social category consists in the activation of socialnal behavior of a person, since his entry into the spherediverse relationships requires him to actively demonstrate responsibility based on an understanding of the social importance and meaning of his activities.

It seems important that responsibility as a quality of personality focuses in itself its subjective positive relationsattitude towards people, towards society, towards work, towards oneself. Responsibilityallows a person to navigate ambiguous and differentfigurative situations of social interaction and build opoptimal strategy for your own behavior.

It is possible to consider two forms of school responsibilitykov:internally responsible Andexternally responsible behavior. For example, internally responsible behavior becomes possible only if such a common activity is organized in the conditions of an appropriate educational environmenta property that acquires value for everyone and is embodied through the participation of everyone in a common cause, that is, it acquires the character of cohesionjoint activities.

Two types can be consideredresponsibility of schoolchildren.Responsibility of the first type observed in a person ifperson attakes responsibility for the events occurring in his life,on yourself, explaining this with your behavior, character, waynews.Responsibility of the second type associated with a situation wherea person ascribes responsibility for everything that happens to himeither other people, or external circumstances and situationspits, various kinds of accidents.

Responsibility of the first type is closely interrelatedwith social maturity and socialny behavior. This is what creating responsibility does.as values among students as an important factor in pedagogicalactivities.

A negative consequence of the lack of this value among schoolchildrenkov is social infantilism, which expresseslies, first of all, in the unwillingness to take responsibility for one’s ownactivity, way of life, expressed in degradation of the personal-semantic level of behavior.

Formation of value orientation towards responsibilityturns out to be successful not only when schoolchildren haveis certain knowledge about this, but alsowhen it is possible to create emotional situations for the guysgreat experience from the task entrusted to him, from the awarenessthe importance and necessity of their activities not only for themselves,but also for other people: adults and peers. It could belearned by the child thanks to his active inclusion in the complexa new network of diverse relationships into a collective systemdependence in any joint activity.

It is important to constantly encourage the independence of students of different ages and support their initiative. Seriouspedagogical efforts must be directed towards refocusingtion of students from external tointernal control.

Part 3. Formation of value orientations in educational institutions

In the modern educational process, value orientations are the object of activity of the teacher and students. Education is the fundamental basis for creating in students real ideas about human values in various spheres of life. The use of pedagogical technologies, principles, methods and techniques for the formation of spiritual and moral values contributes to the improvement of the education system.

In terms of forming certain value orientations in students, the pedagogical goal should be considered, first of all, to convey these value orientations to the consciousness of students, to make them the subject of thoughts of schoolchildren.

Organizing a quality learning process involves:

preparing students for life in modern socio-economic conditions;

free navigation in diverse information flows, computer and legal literacy;

formation of a civic position, the ability to resist negative phenomena in public life, the priority of a healthy lifestyle;

readiness to make an informed professional choice, taking into account the needs of the country’s economy;

continuous updating of knowledge and professional skills throughout life.

It is human nature to have a value-based perception of the world. He approaches any phenomenon in the surrounding world based on his opinion. Therefore, it is important to form value orientations from childhood. The meaning and way of life of a person will depend on them.

The teacher must consistently expand and deepen students’ ideas about values and value orientations in various spheres of society.

The use of these principles contributes to the formation of a value attitude towards human life, love, self-development, the formation of moral stability of the individual, and self-determination in the system of life values.

In educational institutions there is a great need for teachers whose activities are aimed at realizing the universal essence of education and upbringing, contributing to:

strengthening connections and relationships between people through organizing their interaction in event communities;

the formation and development of the unique individuality of each participant by creating conditions for his self-education and self-realization;

ensuring continuity between generations through the reproduction of the best examples of human culture and the organization of their assignment to students;

a breakthrough into the future through the creation of an educational environment that initiates the search for new ways of thinking and acting.

Activities of the teacher in the formation of value orientations of students

The following possibilities for teacher participation in the process of values formation are identified:

personal influence of the teacher;

value dialogue;

immersion in a value environment;

special construction of value situations for living and awareness;

creating situations of value choice.

Personal influence of the teacher. A significant part of the mechanisms that allow the transmission of values from one person to another is associated with personal influence. A person can fully and sincerely transmit only those values that he himself professes.

Value dialogue. Currently, new value orientations are being formed in modern culture. A dialogical attitude of each individual person to the world and recognition of personal freedom are formed. Man himself makes his own choice of values from the many meanings created by humanity.

Immersion in a value environment. The value environment can be modeled specifically, for a certain time and for certain tasks. But to a greater extent we are talking about the value content of the sustainable educational environment of an educational institution: everyday life, events, the educational process, all forms of communication and interaction between teachers and students.

Awareness and living of value situations. Awareness of value situations will be helped by the development of reflection, the ability of young people to correctly perceive the features of the value environment in which they are immersed and their personal values.

All of the above will help children correctly and purposefully construct situations of value choice in class and extracurricular activities. The nature of the lesson potentially conceals the opportunity for each participant to play the role of bearer of the attitude image. If the teacher takes a true humanistic position and treats each student with respect, as a Person, considering him a value, initiating the same respectful attitude towards himself on the part of students, then an amazing phenomenon of mutual emotional contagion is born in the lesson, since each student becomes a source new emotional experiences.

If the social technology of the relationship between teacher and student does not provide the opportunity for independent choice and realization of one’s individuality, then the child will look for a point of support for independent activity outside the educational institution, since only a change in social position is the effective means by which the formation and affirmation of values is carried out , personal meanings and motives of the individual.

Having studied the theoretical and practical side of this problem, we can draw the following conclusions:

the system of lesson and educational activities should pay more attention to the formation of value orientations of the individual.

education should be based on a humanistic approach;

The result of working with students should be the formation in them of interaction between the needs and values of the individual:

desire for respect, recognition, competence;

the desire for justice and harmony;

desire for self-realization;

The needs, abilities, and values of the individual must be developed and improved through the spiritual culture of students:

knowledge of the world through the prism of the needs of the individual “the world in human dimensions”,
knowing yourself through other people and others through yourself,
preferential appeal to universal human values, the use of all layers of culture as a source of knowledge about man, and not just the foundations of individual sciences,
the idea of a person as an integral system, formed in the process of assimilation of the experience of previous generations.

Thus, the educational process in an educational institution should represent a process of developing the value direction of the education system.

“Education ends for a person, i.e. reaches his goal when he has matured so much that he feels the desire and strength to continue his self-education for the rest of his life, when he understands how he can and should educate himself more and more.” (A. Disterweg).

The appendix to this speech contains questionnaires that will help analyze the level of formation of value orientations of schoolchildren and determine priority areas of activity for both teachers and the entire educational institution.

Literature

Avramenko A.I., Pekarsky F.V. etc. Man. Society. State.–Minsk, 2003.–351 pp.

Alekseev V.G. Value orientations of the individual and the problem of their formation. – Moscow, 1979. – 158 pages.

Bozhovich L.I.Problems of personality formation / Undered. DI. Feldstein. M., 1995.

Voronetskaya L.N., Meleshko Yu.V. Folk pedagogy. – Minsk, 2007. – 176 pages.

Gavrilovets K.V. Education of a moral personality at school. – Minsk, 2005. – 220 pages.

Dyrin SP., Chichaeva I.I.Values of education in modern timesMennom Russian public consciousness./ Ed. SP. Dyrin. Naberezhnye Chelny, 2001. – 256 pages.

Dyachenko M.I., Kandybovich L.A. Brief psychological dictionary. –Minsk, 1996. – 399 pages.

Zubra A.S. Formation of personality culture. – Minsk. 2004. – 206 pp.

Kabush V.T. Education in a general educational institution: structure and content. // Problems of education. 2009, No. 4.

Nikandrov N.D.Spiritual values and human education //Pedagogy. 1998. No. 4.

Nikandrov N.D. Values as the basis of educational goals. // Pedagogy. 1998, no. 3.

Podolskaya E.A. Value orientations of the individual as a subject of socio-philosophical research: Dissertation of Candidate of Philosophical Sciences. – Moscow, 1984. – 175 pages.

Rean A.A., Kolominsky Ya.L.Social pedagogical psichology. St. Petersburg, 1999.

Federal State Educational Standard (Electronic resource) / Access mode: http://standart.edu.ru/

Khudenko L.A.The formation of a personal culture is one of the main goals of modern general education.//Russian language and literature. 2008, No. 3.

Annex 1

Dear friend!

Scale “Knowledge as a value”

II think that the expression “live and learn” is incorrect.

I think the expression “live and learn” is correct.

Most of what I do in school is
gives me pleasure.

Very few of my school activities make me truly happy.

The effort required by the process of cognition is too greatfaces.

The effort that the learning process requires is worth it

forbring pleasure and benefit.

I think the meaning of life lies in creativity andcognition.

It is unlikely that the meaning of life can be found in creativity and knowledge.

Peers who show increased interest in everything in the world sometimes irritate me.

Peers who show increased interest ineverything in the world always evokes my sympathy.

It seems to me that every person should have astatement about the basic laws of nature and society.

It seems to me that without knowledge of the basic laws of existence there are manySome people can get by quite well.

I am most often bored in class.

I'm never bored in class.

I am very passionate about school.

I can't say that I'm very passionate about school.

I enjoy studying at school, even if sometimes I havenot everything works out

I don't like studying at school.

If I had the opportunity to decide for myself, I would take classesI attended the school of my choice.

I am upset when, due to illness or other respectFor some reason I have to miss school.

Appendix 2

Dear friend!

We invite you to answer the survey questions. Of the twotions marked with the letters “A” and “B”, choose the one that suits youI like it better and agree better with your opinion.Remember that there are no good or bad, right or wrong answers, and the best answer will be the one you choose according to your first instinct.

Scale "I am value"

I can't say that I like myself.

I definitely like myself.

I feel awkward when people compliment me.

I am delighted when people compliment me.

II believe in myself when I feel that I am capable ofdeal with the problems that arise in front of me.

I believe in myself even when I can't copewith your problems.

My sense of self-worth depends on what I have achieved.

My sense of self-respect is only slightlyhangs on my achievements.

Sometimes I'm ashamed to show my feelings.

I'm never ashamed to show my feelings.

I am always confident in myself.

I can't say that I'm always confident in myself.

Self-analysis is always necessary for a person.

Excessive self-examination sometimes has bad consequences.

I always manage to be guided in life by myselfnew feelings and desires.

I don't often get to be guided in life by myself.new feelings and desires.

Sometimes it's hard for me to be sincere, even whenI want this.

I always manage to be sincere.

It seems to me that I have many positive qualities.

It seems to me that I have nothing to be proud of.

Thank you for participating in the survey!

Appendix 3

Dear friend!

“Other - value” scale

I think most people can be trusted.

I think that people should not be trusted unless absolutely necessary.follows.

People rarely annoy me.

People often annoy me.

Most people tend to take the easy way out.

I think that most people are not inclined to look for easy ways.

Envy is characteristic only of losers who believeThey know that fate is unfair to them.

Many people are envious, although they try to hide it.

One can never say with certainty about a person, ext.he is rude or evil.

It is usually very easy to evaluate a person.

In my opinion, people's shortcomings are much more noticeable than theirs.dignity.

It’s much easier to notice a person’s virtues than his inadequacies.statistics.

People strive to understand and trust each otherto a friend.

Locked in the circle of their own interests, people do not understandtossing those around them.

I show my affection for a person regardless ofwhether it is mutual.

I do not show my affection for a person without beingconfident that it is mutual.

I like most of the people I know.

Most people I know I don't like.

In a conversation, I pay maximum attention to my own opinioninterlocutor.

In a conversation with another person, I make every effort toso that my point of view is heard and accepted.

Thank you for participating in the survey!

Appendix 4

Dear friend!

Scale “Socially useful activity”

The main thing in life is to please people.

The main thing in life is to benefit people.

When choosing an activity for myself, I always strive to ensure that it is socially significant, useful not only for me,but also to others.

A person should deal first of all with what he cares about.interesting.

I can do things for others without requiring them toit was appreciated.

I believe that I have the right to expect people to do the right thingassessments thatI I do it for them.

If a teacher comes to me with any request ororder, then I rejoice at it and carry it out with pleasure.

Additional instructions or requests from the teacher do notmake me happy, because it distracts me from other interesting thingsI'm busy.

I like to participate in community cleanups or work dayslandings.

I get upset when I have to participate in cleanup days orlabor landings, as it distracts from what is important to mebusiness

I always feel active, a strong desire to doactivity, the presence of a significant supply of energy.

I think that excessive activity and efficiency canharm a person.

People who are always active and businesslike annoy methey are reaping.

I like active, energetic, business people.

Low paid work may not be satisfyingtheft.

Interesting, creative content of the work - in itselfreward.

I believe it is necessary to always follow the rule “don’t wastetime for nothing."

I don't think it's necessary to always follow the "don't waste" rule.time for nothing."

I strive to do for myself and those around metrying to do something significant, and I worry if it doesn’t work outYes.

I never worry about not doing anythingsignificant for yourself and others.

Thank you for participating in the survey!

Appendix 5

Dear friend!

Scale “Responsibility as a value”

I often feel the need to find a rationale
those actions that I perform on my ownlania.

I never have the need to find a justification for my actions, which I perform on my owndesire.

I try to be conscientious in everything I do.

I'm not too upset about having accomplished somethis is not a very conscientious matter.

I believe that people should engage in self-reflection.

I believe that self-analysis does more harm thanbenefits.

The implementation of my plans in the future is only slightlydepends to a large extent on whether I have friends.

The implementation of my plans in the future largely dependson whether I will have friends.

I’m not upset if for objective reasons it doesn’t work outnot to fulfill any promises made to other people.

I find it very unpleasant if I break a promiseeven for reasons beyond my control.

I think that well-being and success in schoolingpossible for me only with active help and supportparents.

I think that I should take responsibility for my own failures at school.

I will complete a task or assignment better and better,if I know that I am being controlled.

I will independently complete the task assigned to me if no one controls me.

I can confidently say that I relate to studying at schoolI behave responsibly.

I can’t say how I feel about studying at school is the answer.actually.

I can say that I have a sense of duty.

I can’t say that I strictly follow principles based on a sense of duty.

I always feel responsible for everything that happens inof my life

Sometimes I think that the people who influenced me to become who I am are responsible for much of what happens in my life.

Thank you for participating in the survey!

Ideal cosmetics. Makeup. Manicure. Oils. Massage. Coloring

"The role of the teacher in the formation of the child's personality." The role of the teacher in teaching and education III. Guys, I suggest you solve the crossword puzzle. At the same time, we will review the spellings that appear in words and theoretical material

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