School self-government – ​​what are its functions? Student self-government as a condition for the development of leadership qualities How to organize student self-government at school

“Self-government in a modern school”

Completed: IDISO student

direction 050700

BACHELOR OF PEDAGOGY

psychological training

Novikova Lyudmila Ivanovna

2009

INTRODUCTION 3

1. Student self-government and protection of student rights 4

2. Structure of school self-government 8

CONCLUSION 10

List of sources used 12

INTRODUCTION

Perhaps the word “self-government” is already well known to everyone. This means that our schools have a school parliament, a school government, a school council, or a student government body by some other name. Today our children study, and tomorrow they will become adults and “go out into life.” To achieve success in life, a person needs not only knowledge from textbooks. School, of course, should teach mathematics, physics and other sciences. But it should also teach a person to be independent, to perform actions and be responsible for them, to make decisions, to protect their rights. Does our school do this? Alas, not always. Unfortunately, not all teachers have yet understood that the school must change. That students come to school not for knowledge, but to prepare for life. And if the school does not have student government, it is unlikely that it will be able to keep up with the times.

Currently, the socio-educational sphere in many educational institutions is characterized by an independent search for ways and mechanisms for managing development. This gives rise to parallelism, often ineffective use of funds and loss of time - the most important resource for children's development. These costs that education suffers during the period of its transformation are associated with the fact that a time gap is formed between the “breaking” of the old management system and the creation of a new one based on technological relations. At the same time, the analysis of conditions and problems at the educational institution level is often based on scattered information obtained, as in past practice, without a systematic approach.

Therefore, it is the participation of teachers, students and parents in the management of an educational institution that can help the school change, become more democratic, corresponding to modern realities. According to Russian legislation, the management of an educational institution is based on the principles of unity of command and self-government. This means that the school must fulfill the social order formed from two sources: on the one hand, the state, on the other hand, the public represented by participants in the educational process - students, parents and teachers. The school director must cease to be the only source of power, but become a good manager who copes with fulfilling the orders of the state and school authorities. Many people still confuse quality education and quality training . For more than ten years, the Law on Education has been in force, which interprets education as “upbringing and training in the interests of the individual, society and the state.” Please note that the word “education” comes first in the law.

Today, school self-government is a way of exercising the right to participate in the management of an educational institution. Self-government cannot be subordinate to the school administration; on the contrary, it, to a certain extent, influences its work. We talk about human rights and self-government in school not because it is written down in some documents and therefore must be followed. We believe that the school itself is interested in restructuring its work as quickly as possible on the basis of human rights values.

A school that focuses on the value of the human person will be more in demand by students and parents. In a competitive education market, parents and children will give preference to those schools in which they feel more comfortable. This means that each particular school will be able to maintain its position only if it meets the needs of children and parents. Human rights and self-government are essential components of a school's success along this path.

1. Student self-government and protection of student rights

The main meaning of self-government is that with its help the participants school life gain the opportunity to influence school policy - both through participation in decision-making that guides the administration of the educational institution, and through their own activity in managing intra-school processes. Self-government makes school life the subject of joint creativity of all its subjects.

Self-government bodies may have representative and executive functions. Representative functions give self-government bodies the right to participate in decision-making on school issues on behalf of their “constituents” - for example, students. Such bodies, accordingly, are elected. If the self-government body does not have representative functions, then election ceases to be necessary. Executive bodies of self-government are created to organize specific work and can be formed from among volunteers.

This is the most concise description of the mechanics of school self-government, and, of course, it is completely insufficient. But even from the summary given here it becomes clear that the school reconciliation service can have the status of a student government body with executive functions.

I would immediately like to destroy the stereotypes that often arise in connection with the topic of self-government and can interfere with further perception of the text.

1. It is often mistaken to equate the self-government system with the most active self-government body, for example, the school government. Because of this, the option of integration into student government may be perceived as the government absorbing the reconciliation service as one of its “headquarters.” No, service remains service, and nothing else. Entry into the system of school self-government bodies does not lead to the loss of its independence or the emergence of a situation of subordination to any other self-government body. In the system of school self-government, the existence of independent, “autonomous” bodies is quite normal practice.

2. The principles and methods of work of the “good old” pioneer organization are often mistakenly projected onto student self-government. In particular, they consider it completely natural that the body of student self-government has power over the students, just as in former times the council of the squad over the pioneers. No, self-government is not a pioneer organization. Schoolchildren give elected self-government bodies the right to represent their interests in school management, but do not give the right to command themselves. Consequently, the self-government body cannot order anything to the students.

Thus, student government- this is a form of participation of students in co-government (self-government) in a general education institution, which involves the participation of children in resolving issues when organizing the educational process together with the teaching staff and administration of the institution.

With developed systems of student participation in an educational institution, there are various organs self-government:

school-wide student council,

gymnasium (school) parliament,

student committee (teacher),

elder,

school council, etc.

It is necessary to distinguish forms of student self-government from children's And youth public associations created by students themselves or by adults with the participation of children in educational institutions united on the basis of common interests.

There are several areas of activity of student self-government bodies:

Executive direction- participation of the student council in discussing school problems and making decisions, developing students’ opinions on school life issues, participation in the work of school-wide self-government bodies, conflict resolution - mediation in resolving intra-school conflicts on the principles of voluntariness (see the description of the work of school reconciliation services in the second chapter) information direction - informing schoolchildren about school problems and ways to solve them, the activities of the student council patronage direction - organizing the patronage of seniors over juniors external relations - organizing interaction with extracurricular structures, self-government bodies of neighboring schools, attracting external resources to solve problems of students and the school as a whole organizational direction - support for leisure, socially significant and other initiatives of schoolchildren; human rights direction - protection of the rights of students at school. The above list is not exhaustive. Moreover, it does not mean that it is necessary to create structural divisions in the student self-government body, similar to sectors or headquarters in the “good old” academic committees. It is possible that student government in this particular school will lead only one area of ​​activity. The student council can lead two or three areas of work, while doing all the work as a single team - as a rule, it is more productive for a small group of activists to work as a single whole rather than splitting into smaller groups.

Human rights direction The activities of student self-government are interesting because, unlike other areas, it is supported by the minimum necessary legislative framework. The representative body of student self-government does not need the school to recognize its powers to protect the rights of students - they already exist in the current legislation. Let us turn to the text of the Law “On Basic Guarantees of the Rights of the Child in the Russian Federation”.

From Federal Law

Article 9. Measures to protect the rights of the child when carrying out activities in the field of his education and upbringing

3. Students, pupils of educational institutions, with the exception of preschool institutions and institutions of primary general education, the corresponding divisions of other educational institutions, have the right, independently or through their elected representatives, to petition the administration of these institutions to conduct, with the participation of elected representatives of students, pupils, a disciplinary investigation into the activities of educational workers institutions that violate and infringe on the rights of the child.

If students or pupils do not agree with the decision of the administration of the educational institution, they have the right, through their elected representatives, to seek assistance and assistance from authorized government bodies.

The above provisions of the Law give student self-government bodies the right to initiate a disciplinary investigation and participate in its conduct. In case of disagreement with the decision made based on the results of the investigation, student government bodies may appeal to higher authorities. This means that student self-government bodies are legally empowered to protect the rights of the child at school. At the same time, this law(Article 6) interprets the concept of “children’s rights” broadly, including not only the rights of children proclaimed by the Convention on the Rights of the Child, but also the entire scope of human rights as a whole, enshrined in the Constitution, international treaties and Russian legislation.

Let's continue the text of the law:

Students and pupils of these educational institutions can hold meetings and rallies during extracurricular hours on issues of protecting their violated rights. The administration of an educational institution does not have the right to prevent the holding of such meetings and rallies, including on the territory and premises of the educational institution, if the elected representatives of students and pupils have met the conditions for holding these meetings and rallies established by the charter of the educational institution. Such meetings and rallies cannot be held in violation of the requirements for maintaining public order established by the legislation of the Russian Federation and should not interfere with the educational and educational processes. modern self-government schoolTest >> Pedagogy

Basics of educational content in modern school. 1. The concept of educational content... in practice with the main sectors modern industrial production and forms the skills... of teams, schools generally; school development self-government. Increase...

In modern methodological literature Student self-government is understood as a form of organizing the life activities of a group of students, ensuring the development of their independence in making and implementing decisions to achieve socially significant goals.

Student self-government is an opportunity for students themselves to plan, organize their activities and sum up their results, participate in solving issues of school life, and conduct events that interest them. This is an opportunity to demonstrate the uniqueness of your personality, gain experience in communication, overcoming difficulties, experience responsibility for your actions, and master social experience. This experience will be especially meaningful to society if it is consistent with Principle 10 of the Declaration of the Rights of the Child: “To raise future citizens in the full consciousness that their energies and abilities should be devoted to the service of benefiting others.”

I have been working on the topic of student government for several years. This topic is closely related to methodological topic school “Individual-oriented training and education as a condition for the formation of a competitive personality of a schoolchild.”

The staff of our school believes that the topic of self-government is very relevant for us, since the school should teach not only science. But it should also teach a person to be independent, to do good deeds, to be responsible for his actions, to make decisions, to protect his rights. Students should come to a school that can prepare them for life in a changing environment. And if a school does not have self-government, then it is unlikely that it can keep up with the times.

At our school, there are several forms of involving teachers, students, and parents in the organization of education and upbringing, in the formation of priority values ​​of the school staff, and in the joint understanding of development prospects.

Temporary creative groups. They are created for the period of preparation and conduct of various educational, educational and organizational matters. They include teachers, children, and sometimes parents.

Monthly meetings of the director and administration with the presidential council. This is one of the important structures for school management and its democratization.

Weekly meetings of the DHVR with class representatives. This is an advisory and information body of children's self-government.

There are the following levels of student government:

Individual – student. The activity of an individual in conscientiously carrying out assignments forms conscientiousness in the assigned work. Carrying out social assignments, in which the student himself finds and uses some ways to carry them out, develops the skill of self-control and self-exactingness. The student can choose his own task and determine the ways to complete it. This characterizes the creative attitude of an individual to a specific task.

Self-government, the purpose of which is to adapt the child to life in changing conditions, gives each child the opportunity to express himself, reveal his abilities and learn new things, learn to communicate with peers, with younger and older people.

In the process of developing student self-government, trends have emerged: the more actively a student participates in self-government, the higher the level of his independence and responsibility as the highest indicators of his personal growth.

The level of the primary team is class. Self-government bodies in the classroom are elected for each type of activity so that all students are members of one or another body. Each sector elects a chairman from among its members. The class council is made up of the chairmen. All council members take turns playing the role of headman. Each member of class self-government bodies has his own responsibilities. The class council prepares information and proposals for higher self-government bodies - the presidential council and the student assembly.

Classroom self-government helps to find areas of personal and socially useful activity for children, determine the range of their responsibilities, strengthens the sphere friendly relations, conveys the experience of democratic relations: personal responsibility, the desire for agreement, freedom of opinion, rotation of positions (executive leader), helps to take into account the opinions of everyone and minorities, helps students develop independent work skills.

The level of the staff of the educational institution is the presidential council. The most active students in grades 9-11, who enjoy authority among their comrades and are capable of leading, are elected to the presidential council. Every high school student has the opportunity to propose his candidacy for the Presidential Council. The student assembly reviews nominations and elects.

We consider the development of student self-government as part of the system of civic education, which has become very relevant. The objectives of civic education are to educate a leader, teach democratic communication, the ability to work in a team, and develop creative abilities. We want our children to understand the needs and requirements of society and, through student self-government, to be able to realize and compare themselves with the demands that society puts forward.

The concept and development program of our school states that the school is focused on the training, education and development of each child, taking into account his individual characteristics. In the annual plan, one of the main ones is the section of educational work.

One of the programs of our “Multidimensional Personality Development System” is the “Leader” program. The educational objectives of this program are: to provide conditions for the self-realization of the child’s creative potential and needs; create a developmental environment that promotes self-affirmation of the individual in various activities; formation of communication skills, the ability to understand oneself and others. Main content: disclosure and implementation of organizational and creative abilities; creating a sense of significance and involvement in solving school problems; formation of experience in conducting pre-election and election campaigns. All this is carried out through the presidential council, the organization of the KTD, the holding of festive events, the holiday of the school organization “Commonwealth”, business and role playing games, asset school. We also try to involve parents in the co-management of “student - teacher - parent”. Various forms are used for this: parent meetings, organization of clubs and sections, creative groups, “Men's Council”.

We set ourselves the task of teaching the child social skills:

• Make choices within the accepted rules and be successful in the chosen activity;
• Develop your strengths and abilities;
• Understand and accept others;
• Adequately assess your strengths and abilities;
• Control yourself;
• Adapt to social conditions.

We believe that student self-government bodies at school represent one of the forms of children's self-development, and like any development, it requires certain conditions. The conditions are known:

• The presence of personally and socially significant activities. After all, A.S. Makarenko said that activity gives rise to self-government, and not vice versa.
• Adult presence and support. If elders leave children to their own devices and leave them without support, any children’s independence will fade away: children’s independence is one of the forms of dependence of the younger generation on the older one.
• Socially valuable feelings and experiences that are infinitely significant for children, which in essence educate.
• What paths did we take to create viable self-government bodies:
• We found areas of school activity that were useful for the school and meaningful for students.
• Made these areas emotionally rich and interesting
• Provided pedagogical support and assistance
• What areas can be given to the children:
• Leisure, school evenings, discos, holidays, KTD
• Activities of the school press
• Sports and sporting events
• Timurov's work
• Cleaning the school grounds, self-service in the canteen
• Real participation of children in teacher councils, conferences, parent committees (it is necessary that the children believe that their opinion can influence the management decisions of the administration and teachers).

With this approach, self-government in school is possible, moreover, it is necessary. We will be able to educate the subjects of our own lives only if, at the very beginning of their lives, the children feel, understand and believe that they can do something, are capable of something. Only in a community of his own kind does a child better understand the rules of society, himself, learn to build relationships, and arm himself with more diverse ways of self-expression.

The effectiveness of educational work is achieved through a combination of traditional and innovative methods. One of the innovative methods of including students in public life is social design, which is focused on the formation of such qualities as a sense of social responsibility, caring attitude towards the fate of the Fatherland, and the ability to adapt to modern economic conditions. This academic year, a group of high school students began working on a socially significant project “I am a citizen of Russia.” We are now at the stage of collecting information and developing our own solution to the problem.

Another project we are working on is the school newspaper “Commonwealth”. The goal of the project: to realize the intellectual and creative potential of schoolchildren in creating a newspaper. Objectives: development of skills of independent, research and creative activity, assistance in career guidance, self-development and self-realization of schoolchildren.

The implementation of these projects contributes to the socialization of students, as conditions are created for them to use “civic knowledge and skills” in everyday life. Schoolchildren learn to compare this knowledge and skills with their character, behavior style and relationships with others, to evaluate all aspects of life, society, history, politics, culture in accordance with their age capabilities, and to use various ways of participating in government.

Activities of the structural components of student self-government of secondary school No. 51

Presidential Council

• Implements student conference decisions
• Interacts with self-government bodies of teachers and parents
• Participates in work pedagogical council, meetings with the director
• Participates in the planning and organization of extracurricular and extracurricular activities of students
• Approves the plan for school events
• Establishes patronage for high school students younger schoolchildren
• Corrects students’ self-care, their duty, maintaining discipline and order at school
• Makes proposals to the school administration about changes to the school charter
• Works with “at-risk” and “difficult” students
• Participates in consideration of issues of reward and punishment of school students

Sports center

• Organizes competitions various types sports between classes and schools
• Participates in the organization and conduct of school-wide sports competitions and health days
• Identifies the best athletes and rewards them

Cultural center

• Organizes the participation of classes in school-wide cultural activities and events
• Organizes and supervises excursions, visits to exhibitions and theaters
• Organizes and conducts school-wide discos and lights
• Participates in weekly meetings of the Presidential Council

Press center

• Selects materials for the school newspaper “Commonwealth”
• Publishes the newspaper “Commonwealth”
• Organizes decorations for school events
• Works with class correspondents
• Evaluates competitions for the best newspaper
• Participates in weekly meetings of the Presidential Council

Labor Center

• Organizes and conducts waste paper collections
• Organizes and conducts duties around the school and in the canteen
• Organizes area cleanups and community cleanups
• Helps ZDVR in organizing summer work practice
• Helps ZDVR in organizing repair teams
• Participates in weekly meetings of the Presidential Council

Training center

• Organizes advisory groups to help those lagging behind
• Checks diaries and textbooks
• Checks attendance and progress
• Participates in the preparation of school Olympiads and subject weeks
• Participates in theme evenings and subject competitions
• Participates in organizing meetings with interesting people
• Participates in weekly meetings of the Presidential Council
• Distributes class activity according to interests

Music center

• Selects video and audio materials for thematic cool hours, discos, school events
• Musically arrange and sound the holidays
• Participates in weekly meetings of the Presidential Council

Local history center

• Conducts work on studying the history of his native land
• Participates in district, city and republican events
• Instills interest in the native land

Center for Patriotic Education

• Conducts patriotic events
• Works to create a school museum
• Conducts “Children about Grandfathers” campaigns, Operation “Postcard”
• Interacts with the Veterans Council
• Analyzes and plans work in the civil-patriotic direction

School self-government is a fairly old system that exists in every school. It originated in Soviet times. However, the work of Soviet school self-government was significantly different from the modern one.

What's the difference? In Soviet times, the phenomenon of strict centralization of power was common. Teachers, students and parents had no right to influence the activities of the head of the school. Consequently, school self-government had strict boundaries, was entirely subordinate to the director, and carried out only his orders. The main task of school government was to establish strict discipline among students and carry out orders from above. Accordingly, the effectiveness of such self-government was zero.

Now the situation has changed radically. Our country has officially become democratic, which means that all students have and contribute to the activities of the school institution. Teachers and parents have the right to express their disagreement with the policies of the school administration and suggest ways to solve the problem. School self-government is a system that not only has the right not to obey the school director, but can also influence the organization of work in the school. The task of school self-government now is to make the school more interesting and beautiful, control and develop the activities of students, and organize a clearly coordinated system.

School self-government includes various bodies. Thus, there is a body responsible for student discipline and order in the school. His responsibility is to check appearance students, organizing cleaning of school grounds and other events. The body responsible for organizing events plans various holidays, competitions and brings the plans to life. The sports sector is responsible for sporting events. The editorial board is responsible for the design and decoration of school premises. The press center publishes collects news and interesting information about what is happening at school.

Leaders of school self-government convene a council at least once a month, in which the heads of its bodies and class activists take part. The council coordinates the further activities of school self-government, sums up the results, identifies schools, and comes up with ways to solve them.

In addition, the work plan of school self-government is discussed at such councils. Typically, such a plan includes initial and final meetings at the end and beginning of the year, organizing and conducting events, organizing duty and cleaning the territory, and checking the appearance of students.

Of course, school self-government, or more precisely, its constituent bodies, must have their own, unique names. In this way, a larger number of students are involved in the work of the council, which makes the work of self-government more interesting and fun, and the school, which has such an original system of school self-government, becomes unique and inimitable!