The class hour and its characteristic features. The concept of "class hour", its tasks Class hour on the topic of what is
What is a classroom hour? Probably, every teacher, without hesitation, will be able to give a brief description of this form of educational work. This communication process is planned, designed, and managed by the teacher.
The methodology for preparing and conducting a classroom hour, first of all, involves determining its content, which in turn depends on the goals and objectives, age characteristics of students, and their experience. Recently, there are many developments that make it easier for the class teacher to work. Of course, the class teacher will determine the topics, the content of the classroom hours when he studies the level of education of schoolchildren, their moral ideas, views, interests, desires, judgments.
The first class hour must captivate, must amaze! The teacher should not go from the program, but from what is especially close and dear to him. In our gymnasium, enrollment is carried out after grade 4. This academic year I spent a class hour with the 5th grade (the children came to the gymnasium for the first time), of course, from an acquaintance. Acquaintance between the students and the teacher and, of course, with each other. Hearts prepared in advance with inscribed names each hung on an impromptu tree of Happiness (in this case, a ficus) and told a little about himself. The main idea was that everyone gave a piece of their heart to be united into a single whole - 5-A grade.
But is it possible to limit ourselves to only this? After thinking about the future, the children decided that all hearts with New Year wishes will be sealed in a Magic Heart, which can only be opened at the end of grade 11.
This was the first class hour for the children at the new school. Undoubtedly, in this case, the preparation and conduct of the class hour belongs to the teacher.
But after all, not every first class hour can be started with an acquaintance. Usually, the 1st, 5th and 10th grades of the school begin with an acquaintance. These are the so-called cool dating hours. When preparing and conducting class hours, various methods and techniques are used: storytelling, reading newspaper and magazine materials with subsequent discussion, lectures by specialists, questioning and analyzing its results, round table discussions. Discussion of specific events, acquaintance with works of art, elements of students' creative activity (drawing, singing, composing), referring to the statements of prominent people with subsequent discussion.
The classroom hour can also be spent outside of school. Thus, a hometown class hour can be spent in the form of a walking tour of the city; nature conservation, it is best to organize in the forest, and the problems of contemporary art should be considered after a collective visit to a theater or art gallery.
A special cycle is made up of classroom hours for moral education. In this case, ethical conversation about moral qualities is most often used: about friendship and fellowship, honesty and truthfulness, kindness of spiritual generosity, etc.
These conversations should help schoolchildren to understand the principles of universal human morality, to comprehend the existing life experience. The living word of the class teacher here alternates with answers, reflections, opinions of students.
It is recommended to begin such conversations with a definition of the content of a moral concept. It is advisable to use specific examples that help to understand the essence of the relevant moral categories. However, you need to use examples wisely, it is better if they are positive, unbroken, little-known. Children perceive parables with interest. When analyzing negative examples, a great deal of tact, a sense of proportion is needed: it is not so much the behavior of people that should be analyzed, but the moral side of their actions. You cannot reduce the conversation to teachings, deviate from the topic, start talking about the behavior of students in the classroom, because the educational position of the teacher should be hidden from the students.
In the formation of moral ideas and beliefs of students, classroom hours-debates are of great importance. A discussion is possible if the students have some knowledge, opinions on the issue under discussion, therefore, most often the discussion is a continuation of a series of class hours on moral issues or a conversation that arose in the lesson. The dispute, to a certain extent, allows you to see the final result, the effectiveness of the class hours spent earlier, educational work in general.
The class teacher's hours are very diverse in content, forms, methods of their preparation and conduct. Depending on this, class hours can be divided into three types:
The first includes those for which preparation requires broad knowledge, pedagogical and life experience. Pupils are only involved in the course of the conversation to discuss some issues, present examples and facts. Such are, for example, class hours on topics about self-education: “How do you understand self-education?”, “How to develop memory?”, “What is artistic taste and fashion”, “On individuality and individualism”, etc. It is advisable to spend some hours of this type attracting specialists: a lawyer, a doctor, a psychologist, etc. The task of the class teacher is to help them prepare the presentation.
The second type of classroom hours is characterized by the joint activities of the teacher and students. The definition of the content of the main ideas, as a rule, belongs to the teacher, and the development of ways, methods, their implementation is carried out by the teacher together with the students. Under the guidance of the teacher, schoolchildren prepare fragments of the educational hour, the teacher leads the classroom, involving the children in discussing the problem, combining their performances into a single whole. Approximate themes of such class hours: “On kindness and mercy”, “On the culture of appearance”, “On the beauty of the inner and outer”, “Do good for the sake of good”, “Friendship in human life”, etc.
The third type of classroom hours involves the active, independent work of the students themselves. Responsibility for their preparation and implementation rests with the class asset. The class hour is led by the students themselves, the teacher imperceptibly guides them.
The choice of the type of classroom hour depends on the topic, the content of the material, the age of the student, the level of their knowledge on this issue, the experience of collective activity, the formation of the classroom, as well as pedagogical skills, the individual characteristics of the class teacher, the nature of his relationship with schoolchildren.
So, the classroom hour is a form of educational work of the class teacher in the classroom, in which students take part in specially organized activities that contribute to the formation of their system of attitudes towards the world around them. And, despite all the changes that have taken place in recent years at school, the class hour remains one of the main forms of educational interaction between the class teacher and the students.
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CLASS HOUR
The class hour is one of the most important forms of organizing educational work with students. It is included in the school schedule and is held every week on a specific day. Usually a class hour takes the form of a lecture, conversation or dispute, but it can also include elements of a quiz, competition, games, and other forms of educational work.
According to N. Ye. Shchurkova and N. S. Findantsevich, the class hour performs the following educational functions: educational, orienting and guiding.
The educational function is that the class hour expands the circle of students' knowledge of ethics, aesthetics, psychology, physics, mathematics, literary criticism and other sciences. The subject of the class hour can be knowledge from the field of technology, the national economy, as well as information about events taking place in a tree, city, country, world, that is, any phenomenon of social life can become an object of consideration ...
Sample topics: "How etiquette appeared", "Our Constitution", "Problems of modern society", etc.
The orienting function consists in the formation of a certain attitude among schoolchildren to the objects of the surrounding reality, in the development of a hierarchy of material and spiritual values in them. If the educational function presupposes acquaintance with the world, then the orienting one is its assessment. The named functions are inextricably linked. So, it is difficult or even impossible to instill in children a love for classical music, which they have never heard.
Classroom hours often help students navigate social values. Themes of such class hours: "How to become happy?", "Who to be?", "What to be?", "On masculinity and femininity", etc.
The guiding function of the classroom hour provides for the transfer of conversation about life into the realm of students' real practice, guides their activities. This function acts as a real impact on the practical side of the life of schoolchildren, their behavior, their choice of life path, the setting of life goals and their implementation. If there is no definite focus in the process of conducting a class hour, then the effectiveness of its influence on pupils is significantly reduced, and knowledge does not pass into beliefs. For example, a class hour on the International Year of the Child may end with a collective decision such as collecting books for toddlers from the Orphanage.
Most often, the class hour simultaneously performs all three of these functions: it enlightens, and orients, and guides students.
Classroom hours are varied. It is predetermined and reflected in the plans of the class teachers. Class hours can be dedicated to:
1. moral and ethical problems. They form a certain attitude of schoolchildren to the Motherland, work, team, nature, parents, oneself, etc .;
2. problems of science and knowledge. In this case, the purpose of the classroom hours is to develop the pupils' correct attitude to study, science, literature as a source of spiritual development of the individual;
3. aesthetic problems. During these classroom hours, students are introduced to the basic principles of aesthetics. Here we can talk about beauty in nature, human clothing, everyday life, work and behavior. It is important that schoolchildren develop an aesthetic attitude to life, art, work, themselves, develop their creative potential;
4. issues of state and law. It is necessary to develop pupils' interest in political events taking place in the world, a sense of responsibility for the actions of the Motherland, its successes in the international arena, teach pupils to see the essence of state policy. Classroom hours on political topics should be held in direct proportion to the saturation of the year with various political events;
5. questions of physiology and hygiene, a healthy lifestyle, which should be perceived by students as elements of human culture and beauty;
6. psychological problems. The purpose of such classroom hours is to stimulate the process of self-education and the organization of elementary psychological education;
7. problems of ecology. It is necessary to instill in schoolchildren a responsible attitude to nature. As a rule, conversations about flora and fauna are organized here;
8. general school problems (significant social events, anniversaries, holidays, etc.).
The organization of the class hour begins with the psychological preparation of students for a serious conversation. An important part of the overall organizational work is the preparation of the premises for this event. The room in which the class hour will be held must be cleaned and ventilated. It would be nice to put flowers on the table. The topic of the class hour can be written on a board or a poster, which, in addition to it, indicates the issues to be discussed. On a piece of paper, as an aphorism, you can cite the words of an outstanding personality or a quote from a famous book.
At the school hour, the pupils sit down as they like.
The length of the classroom hour must be reasonable. An experienced class teacher tries not to drag out the classroom hour, and to finish it before the children feel tired. First; a class hour, especially in grade 5, can last 20-30 minutes, in grades 9 to 11 - more than 1 hour (when a topical topic is considered that interested every student). However, in any case, it is necessary to take into account the requirements for the daily routine of students.
Before holding the class hour, the class teacher must solve a number of problems: determine the topic and methods of holding the class hour, the place and time of its holding, draw up a plan for the preparation and conduct of the class hour, involve as many participants as possible in the preparation and conduct process, distribute tasks between creative groups and individual students. As in any educational event, it takes into account the age characteristics of children, the characteristics of the class team, the level of its development.
Structurally, the class hour consists of three parts: introductory, main and final.
The purpose of the introductory part: to activate the attention of students, to ensure a sufficiently serious and respectful attitude to the topic of conversation, to determine the place and significance of the issue under discussion in human life, production, the development of society and science.
The goals of the main part are determined by the educational tasks of the classroom hour.
During the final part, it is important to stimulate the students' need for self-education, their desire to make changes in the work of the class.
CLASS HOUR
Liked? Please thank us! It's free for you, and great help to us! Add our site to your social network:Class hour occupies an important place in the educational process of the school. The class is the main structural link in the school. Here, the emergence and development of relations between students takes place, their worldview is formed through the cognitive activity that is offered to them in the classroom.
Class hour- one of the forms of direct communication between the teacher and students, in the process of which social and ethical education of students, the development of each student as a person, and the formation of a class team take place. Thus, organizing a classroom hour for a teacher is not an easy and very responsible business.
The class teacher is engaged in basic educational and organizational work in the class. His duties include not only creating favorable conditions for the personal development of a student, but also effective assistance in solving psychological problems that arise in a child in communication with other students, parents and teachers.
The class teacher is, as it were, an intermediary between the student and society, helping to build relationships in the team with the help of a variety of activities that contribute to the self-expression of each student and his development as an individual.
By participating in the formation of the primary child class in the classroom, the homeroom teacher should assume the role of leader, mentor, guardian and friend of his students. He must be able to inspire children, understand their needs, be an assistant, and also not only organize, but also actively participate in the collective creative activities of his class.
Out-of-class communication between the class teacher and students occupies a very important place in educational work. At the same time, the class hour is one of the most common ways of organizing such communication. Despite the fact that he is assigned a certain time in the school timetable, the class hour is not inherently a lesson. And communication on it can be attributed to extracurricular activities.
Class hour is the time spent by the teacher with the students in the class and organized in such a way that the children have the opportunity to take part in certain activities that contribute to the development of social relations and the formation of moral values.
Class hour held, as a rule, every week. It can last like a regular lesson, but this is not a prerequisite. Sometimes 15-20 minutes is enough to cover a topic. Other topics require longer communication.
Thematic class hour differs in that it is sacred to a certain topic. Such communication is more holistic and complete, it helps to focus students' attention on specific things, without being scattered over trifles. A class hour on a specific topic is more effective than just an informal meeting. He is cognitive. The topic itself is very convenient to use to achieve certain pedagogical goals during communication.
Classroom functions.
Forms of conducting class hours.
Preparation of the class hour.
Conducting a class hour.
The concept of "class hour".
One of the main forms of extracurricular educational work was and remains the class hour. A classroom hour is a form of educational work in which schoolchildren, under the guidance of a teacher, are involved in specially organized activities that contribute to the formation of a system of attitudes towards the world around them. V.P. Sergeeva
The class hour is a form of frontal educational work that is flexible in composition, which is a specially organized out-of-class communication between the class teacher and the students of the class in order to facilitate the formation of the class team and the development of its members E. N. Stepanov
Based on the named definitions of the class hour, certain features can be distinguished:
· It is a form of educational interaction that is flexible in its composition and structure;
· This is a form of communication between the class teacher and his pupils, the priority role in the organization of which is played by the teacher.
The experience of successfully working class teachers testifies to the great pedagogical potential of this form of educational work. In the process of preparing and conducting class hours, it is possible to solve the following pedagogical tasks:
1. Creation of conditions for the formation and manifestation of the individuality of the student, his creative abilities.
2. Enrichment of students' consciousness with knowledge about nature, society, man.
3. Formation of the emotional and sensory sphere and value relationships of the child's personality.
4. The assimilation of knowledge, skills and abilities by children, cognitive and practical-creative activities.
5. Formation of the classroom as a favorable environment for the development and life of schoolchildren.
2. Functions of the class hour:
The classroom hour performs a number of educational functions: (N.E.Shchurkova)
· educational(a class hour allows you to expand the circle of students' knowledge that is not reflected in the curriculum. This is information about events in the country and abroad, interesting people and problems. Maybe information from different fields of knowledge, phenomena of social life, psychological problems of children, in a word , about everything that the guys care about). Sample topics: “How etiquette appeared”, “Our Constitution”, “Problems of modern society”.
· orienting(discussion of moral problems and values, i.e. the formation of certain attitudes among students towards objects of the world around them on the basis of moral and spiritual values, in the development of a moral assessment of events and phenomena). Approximate topics: "What to be?", "What to be?"
· guide(this function of the classroom hour provides for the organization of the activities of the pupils, the impact on their behavior so that knowledge turns into beliefs). Sample Topics: The International Year of the Child may end with a collective decision to collect books for toddlers from the Orphanage.
· formative(the function is manifested in the development of students' skills of thinking and evaluating their actions and themselves, in the ability to conduct a dialogue, negotiate, defend their opinions reasonably).
Most often, the class hour simultaneously performs all four of these functions: it enlightens, and orients, and directs, and shapes students. As far as possible, these functions should be reflected in the formulation of the goal of educational activities.
There are the following types of classroom hours:
1 moral class hours, the goals of which are:
Ø Educating students in order to develop their own moral views, judgments, assessments;
Ø Study, comprehension and analysis of the moral experience of generations;
Ø Critical reflection and analysis of one's own moral actions, the actions of peers and classmates;
Ø Development of moral personal qualities (kindness, a desire to help people, the ability to admit mistakes, defend one's point of view and respect someone else's opinion)
2. Intellectual and educational classroom hours, the goals of which:
Ø Development of cognitive interests
Ø Development of skills and abilities to be aware of their individual capabilities, striving for self-improvement.
3.Thematic class hours aim at:
Ø Development of the outlook of students
Ø Spiritual development and the formation of interests and spiritual needs in children
4.Information classroom hours aimed at:
Ø Formation of students' involvement in the events and phenomena of the social and political life of their country, their city, region
Ø Application of knowledge gained in the classroom (for example, Moscow studies, natural history)
Ø Formation of a personal attitude to what is happening in the classroom, school, neighborhood, city, country
Ø Development of research skills
3. Forms of conducting class hours:
A class hour can be held in the form of a class meeting, a conversation (moral, ethical), a dispute, a meeting with interesting people, a quiz in various fields of knowledge, KVN, travel games, it can be an excursion or a thematic lecture. Maybe an emergency class meeting or replacement, for one reason or another, of one form of class hour with another.
Forms of classroom hours can be very different. Their choice depends on the level of development of the team, the characteristics of the class, the age differences of children, the professionalism of the teacher, etc.
Article "Class hour" Let's talk about dignity ""
to form a concept in children - not only who to be in life, but also what to be!
continue the formation of character, its positive features: what kind of person is - a worthy person - a person with a high sense of duty.
Form: Class hour - debate (grade 5)
Food for thought:
Not the strong ones, but the honest ones. Honor and
Self-worth is the strongest.
F. M. Dostoevsky.
Immeasurable pride and conceit
Is not a sign of self-feeling
Dignity.
F. M. Dostoevsky.
CLASS HOUR RUNNING
Introductory speech of the teacher:
My friends, there is such a concept in the world: human dignity, it, in fact, determines what a person is worth, what is he like?
What do you mean, a worthy person? How the old Dahl dictionary interprets this concept.
The children had their homework: they would go on a scientific trip to the library to work with Dahl's explanatory dictionary.
The word to the student:
Worthy, says the old Dahl dictionary, is worthy, deserving, proper, due, decent, in keeping with the demands of truth and honor. In other words, “worthy of respect”, “worthy of trust”, “worthy of attention”, “proper - such as a person with a capital letter should be”, “proper - possessing a high sense of duty, meeting the requirements of his time”, “decent in behavior ”,“ Consistent with the requirements of truth, honor, ”not deviating from the rules of truth and honor under any circumstances.
You see, guys, how much sense there is in one single word that we sometimes don't remember often. Meanwhile, our whole life consists of deeds worthy and unworthy, corresponding to the laws by which our society lives, and not only in the laws adopted by the state and written down in the chapters of our constitution, but also in the so-called unwritten laws of human relations.
After all, you cannot write in the constitution that German Filippov should not prompt Seryozha Sadovnikov in class, or that Dasha Lomovtseva, having accidentally heard someone else's secret, should not tell it to all her acquaintances. This is not written down anywhere, but we know that it is indecent to do it. And a person with dignity will not allow this, because he respects the dignity of others.
Think, guys, and give examples from life, from stories, read books, where you were faced with actions worthy of respect.
The student gives an example from the life of the Irkutsk writer Mark Sergeev, which happened to him during the war years:
During the war, children from families evacuated to Irkutsk appeared in a school in Irkutsk, as in many others. One of them, a Muscovite, was named Vitya. He was very knowledgeable, he told a lot of interesting things, none of the guys at that time was in the Mausoleum of V.I. Lenin, did not see the Exhibition of Achievements of the National Economy, its amazing pavilions filled with literally miracles, no one walked around Red Square, did not listen to the opera at the Bolshoi Theater. And Victor knew all this, and how! And he was a good storyteller! The girls all fell in love with him, the boys all wanted to be friends with him.
And suddenly everything turned upside down: the girls were perplexed, the boys despised the newcomer. What's the matter? And the fact is that, knowing perfectly well mathematics and Russian, he never let anyone, even his closest friend, write off his homework. He used to say: "I respect you, so let me help you, you come to me or I to you, we will decide together." And the kids laughed: "Wow -" I respect, respect "but won't write off"
And the girls grew cold towards Victor, and the boys shunned him, and his stories no longer seemed so interesting.
But if you think about it, Victor was right. He had undoubted talents: he was the first student at school in Moscow too, and the homework he had completed could be immediately distinguished, all the more so by his teacher's gaze. And the guys did not know, or rather, did not understand that he was not greedy, but took care of their human dignity. Of course, it's a shame to stand at the blackboard and say: "Sorry, Maria Vasilievna, I haven't solved the problem." And further from the level of honesty: one will tell the truth that he forgot, got carried away by playing hockey (then they drove homemade rag balls with crooked sticks), the other will come up with excuses for himself, put a hundred boxes, if only it looked like the truth. Yes, it's embarrassing to stand at the blackboard like that. But it’s a thousand times more ashamed when the teacher convicts you of using someone else’s labor. He will say “copied”, and in the subtext of this word one hears “stole”. What kind of theft is this? After all, you don't tear a page out of your notebook, but only copy it off ?! But what to do, things must be called by their proper names. You wrote off someone else's work. Just imagine that this is not homework, but, say, poems written by your friend. And you gave them to the editor under your own name. The truth will come to light sooner or later. And for such an act, a person will not be patted on the head, he will be brought to justice. And if it is not poetry, but a drawing of the invention? You see how far you have taken the arguments about whether it is worthy or unworthy of a person to write off someone else's HOME work. Victor understood all this and even tried to explain to the guys, but not everyone understood him. Each of us does not immediately develop this very sense of human dignity, we have it, but we do not yet know what it is.
The guys show a staging of the French ballad "White Shawl":
Characters:
Host: The ballad tells about a young revolutionary who was in a rebel group fighting for the freedom of the people. He was caught by enemies, royal soldiers, he was condemned to death, almost a boy, and in the morning on a large square, where a scaffold was set up, his head was to be cut off.
At night, his mother comes to his cell, having bribed the guards.
Mother: I will be received by the king early in the morning, I will beg him on my knees to have mercy on you, because you are just a boy. If my request is heard by the king, and you will be forgiven - in the morning you will see me in the crowd - I will be in a white shawl. If the king refuses, the shawl will be black.
Host: And now - the morning of the execution, the crowd is raging at the scaffold, it is indignant that such a young boy is being executed. And everyone sympathizes with him. And he goes out to the block with a smile and calmly puts his head down: words of forgiveness are about to be heard, because his mother is standing in the crowd in a white shawl.
The executioner brings the ax down, the execution is complete. A woman in a white shawl is crying in the crowd. She was afraid that her son would get cold feet when he saw the block and the ax, and the executioner dressed in red clothes, that her boy would start asking for forgiveness, humiliating his dignity, the dignity of a revolutionary.
And so he died calmly and with dignity.
Teacher: During the war, how many young men worthily, as befits soldiers and patriots, went through fire and death, saving the Motherland from the brown fascist scum, how many boys and girls who fell into the hands of enemies had to endure more terrible torment than the hero of "White Shawl" - interrogations, torture. And how many mothers, suffering from unbearable grief, thought that their long-suffering children would retain their human dignity, not show weakness to their enemies.
A student reads a poem by S. Mikhalkov
Lived three friends - comrades
In the small town of En
There were three friends - comrades
Captured by the Nazis.
They began to interrogate the first,
They tortured him for a long time -
Comrade died tortured
And he didn't say anything.
They began to interrogate the second,
I couldn't stand the second torture -
He died without uttering a word,
Like a real hero.
The third comrade could not bear it,
The third tongue untied.
We have nothing to talk about! -
He said before he died.
They were buried outside the city,
Near the destroyed walls.
This is how comrades died
In the small town of En.
Do you have to be a hero to be a worthy person?
Not every worthy person will necessarily become a hero. But no hero can be a person without a high feeling: it is dignity that underlies true pride, honor, faith in a just cause.
Let's hear what happened to Vitya, the hero of the story, evacuated from Moscow?
Once, returning from school in the evening, Vitya saw that in the twilight three rather strong "foreheads", as they said then about the dudes who prove to everyone their "rightness" with their fists, beat the boy, he did not see who it was, as it turned out later - his classmates who had left school a couple of minutes earlier. Seeing the obvious injustice - three to one, he shouted to the guys to stop meanness, they just grunted, and then a thin, not very adapted, it seemed, Vitya rushed into battle. Where did he get only strength, apparently from this, inherent in him a sense of his own dignity and justice. After all, only he really has a sense of his own dignity, who values strangers. The most curious thing in this story is that Vitya beat and very noticeably the boy, whom everyone was afraid of and from a fight with whom everyone left, and he liked to boast of strength, click someone on the forehead or on the back of the head. And then, beaten, with a heavy bruise, he came to school ... with his mother. She, seeing traces of a fight on the face of her “baby”, was indignant, and, ignoring his request not to go to school, came to the director, and even made him a scandal.
During the lesson, the principal and the victim's mother entered the classroom.
The director told him to get up, I don't know how who, but I felt irony in the director's voice. Of course, it was a disgrace that the student beat the student, but the director clearly did not sympathize with the victim. After all, that's why he is the director, to know everything in the world about the students.
So, said the director, whose job is this?
Mine, - Victor stood up.
We have represented anyone in the role of a fighter, but not Victor. Yes, and he was not suitable for a fight, according to our ideas, so at first we did not even believe. And Victor did not make excuses, but simply said:
He got to work. Let him tell himself ...
But the victim did not have enough courage. He stubbornly remained silent, staring at the floor, then began to squeeze something out of himself. And his mother kept repeating: “You see, you see! Is this called education? "
But then two boys who took part in the fight got up and told everything themselves. And the victim's mother blushed and began to apologize.
And it turned out that the one for whom Viktor stood up does not get up because he acted dishonestly towards his comrades, and for this they decided to "teach him a lesson."
And all the same, - said Victor, - three to one - it's mean.
And everyone agreed with him.
Here is what happened to a difficult and controversial story.
But the girls fell in love with Victor again, and the boys wanted to be friends with him, despite the fact that he still wouldn't let him cheat.
Children, please remember the wonderful words of the great teacher Vasily Aleksandrovich Sukhomlinsky: “Spiritual wealth is unthinkable without self-esteem ... Without self-respect, there is no moral purity and spiritual wealth of a person. Self-respect, a sense of honor, pride, dignity - this is the stone on which the subtlety of feelings is honed ”.
"The feeling of humanity is offended," writes Vissarion Belinsky, "when people do not respect human dignity in others, and is even more insulted and suffers when a person does not respect his own dignity in himself."
And finally, Nikolai Ostrovsky:
"If the discord between the higher and the inner world is very great, then you need to think and ask yourself: what kind of person are you if you are ashamed even to admit something to yourself?"
Three different people, three different eras, three heroic - each in its own way, unique and beautiful fates, three masters who left us their eternal creations, so dissimilar from each other. And how they speak in the same way about the huge role that plays in the fate of every person, and in your fate, my friend, a feeling that cannot be bought or occupied, but only nurtured in oneself, grown in one's heart - a SENSE OF OWN DIGNITY, that makes a man truly a man.
I offer the guys questions for discussion.
1. What does it mean to be worthy? Do you have to be a hero?
2. And where in our time can you show dignity? In relation to whom should one behave with dignity?
3. Is it worthy to prompt?
4. Is it worthy to refuse to write off or ask to write off?
5. What else, in your opinion, should be included in the concept of dignity?
6. As you understand the words: "Kindness lies at the heart of human existence, human existence, human life."
7. Do you agree with me:
To live with dignity is to live according to the commandments. I think how the commandments of Jesus Christ are nowhere appropriate (there are 10 of them). Here are some of them that fit our topic today:
Love your neighbor as yourself.
Honor your father and mother.
Thou shalt not kill.
Don't steal.
Don't perjury (i.e. tell the truth).
Do not covet from your neighbor (i.e. do not ask).
Honor Sunday.
So, at the heart of human existence lies kindness, a kind attitude to each other, and therefore I want to end our class hour with a poem by Gulchekhra Dzhuraeva (I read it by heart).
They say that I am proud.
Well - I will answer: yes
Proud of baseness,
Proud of vulgarity,
I always.
If vile revenge
I want to get into my soul,
If they weigh in gold -
They want to drown out their conscience, -
Before that I am proud
The answer is: "Never."
But kindness is with you,
I'm trustingly simple
Pride melts like snow
On a fine day in spring ...
How I look, how I wait
Beauty and kindness!
So I would like you to carry these best qualities through life: kindness, mercy to people, and then they will say about you: this person has a sense of his own dignity and respects the dignity of others.
Class hour "Delinquency, crime and teenager"
Social educator: The topic "Offense, crime and adolescent" is relevant today, since, unfortunately, not every adolescent is aware of the unlawful acts they commit, which lead to grave and intractable consequences. More than 145 thousand crimes are committed by adolescents every year, almost every fifth of them is sent to serve a sentence in the form of imprisonment in educational colonies (VC).
Inspector ODN: What kinds of responsibilities do you know?
Children's answers
Inspector ODN: There are 4 types of legal liability for violations:
1. Criminal liability - responsibility for violation of laws provided for by the Criminal Code. A crime stipulated by the criminal law is socially dangerous, infringing on the social order, property, personality, rights and freedoms of citizens, public order. (murder, robbery, rape, insults, petty theft, hooliganism).
comes from the age of 14.
2. Administrative liability is applied for violations provided for by the Code of Administrative Offenses. Administrative violations include: violation of traffic rules, violation of fire safety. For administrative offenses, they are brought to justice from the age of 16. Punishment: fine, warning, correctional labor.
Social educator: Guys, we told you about the crimes that are committed by teenagers in our city, as well as about the types of legal liability for violations. Now you will be given tasks, and you try to answer correctly.
Inspector ODN: Assignments for students.
1 Analysis of the situation:
No. 3. Pupils of the 7th grade were in the locker room before the physical education lesson. After ringing, everyone went to the gym, and Dima stayed behind and stole a cell phone from his classmate. What crime did the teenager commit? At what age is responsibility for this offense?
# 5 Consider the following life situation in which I believe you can easily figure it out now.
In every school there are lazy people who don't want to learn. A call to the police "A bomb has been planted at the school!" Then it turned out that it was a joke to disrupt the test. How would you rate this act? Is this a crime or a joke? (guys speak out).
Of course, the "bomb" is terrorism! This means that it is a serious problem for both law enforcement agencies and citizens. It distracts the forces and means of law enforcement agencies. Creates nervousness and panic in society.
What do you think, from what age a person is responsible for such "jokes" to the fullest extent of the law? (guys answer).
That's right, from the age of 14. In addition, parents will be forced to reimburse all material damage in connection with the costs of services that went to the scene. And the city prosecutor's office can bring parents to justice for failure to fulfill their responsibilities for the maintenance and upbringing of children.
And the article of the Criminal Code provides for punishment for knowingly false reporting of an act of terrorism: a fine of up to two hundred thousand rubles or correctional labor for a term of one to 2 years, or arrest for a term of 3 to 6 months, or imprisonment for a term up to 3 years old. (Graduates of our school, I.B. and V.E., took the liberty of such a joke and one of them received 2 years probation.
So, remember, the law is not a joke!
2. Determine the types of legal liability when considering various violations. Establish correspondence.
Liability types:
G - civil - legal.
U- criminal.
D - disciplinary
Types of violations:
3. Beat a classmate (D)
7. Broke the window with a ball. (G)
Inspector ODN: Guys, do you think the representative of the law has the right to detain you on the street at a later time? And why? (The guys speak up, give examples).
Of course, they are worried about your health, about your life.
And how should you behave at the same time: to break free, to shout, to run away? (guys say).
First, to calmly answer the policeman's questions, not to be afraid, not to tell a lie. For example: you and your friends come home late from training ...
Second, you can give your parents' phone number to the law, or you can call them yourself.
Now consider the following situation:
“On the street, guys came up to me and took away my favorite phone. What should I do?"
What would you do in this case? (guys answer)
First, it's a crime! Do you agree?
The disclosure of this crime also depends on your correct actions.
1. Rather call "02"
2. Explain clearly where and when the crime was committed
3.Inform the signs of hooligans
4. Inform your parents.
And for what offenses can you be taken to the police?
Right:
1.Violation of traffic rules
2. Drinking alcoholic beverages and beer in public places (i.e. any place outside of your apartment) and appearing drunk.
3. Minor hooliganism (fight, slander, etc.).
4. Illegal Sale.
5. Vile disobedience.
Now let's talk about your rights.
1. If you are not detained, but simply offered to go in for a chat. Your actions? (guys answer).
2. You're right. Don't be rude, but politely but firmly refuse.
But you may be invited as an eyewitness to the incident. What do you do in this case? (guys answer).
Yes. In this case, you can only go to the police station of your own free will. At the same time, you should know that you cannot be invited as a witness: such an invitation must be issued in the form of a summons given by the postman, you have the right to refuse testimony - you will not face responsibility for this if you are under 16 years old.
And how does the “eyewitness” differ from the “witness”? What do you think? (guys answer).
An eyewitness is not responsible for his words, he says what he saw or what he thinks about the incident. Therefore, he can tell a lie.
A witness is a person pointed to by a suspect or victim. He is criminally liable for perjury.
Suppose you are brought to the police station. Know that the duty officer must immediately inform your parents about your detention. If you have committed a minor offense, then after drawing up the protocol, you must be released immediately or wait for your parents to take you home.
If you have committed a more serious offense, then you can be detained administratively - no more than 3 hours (time after drawing up the protocol).
You are not allowed to be placed in a preliminary detention cell (BPC) if there are already adults there!
You can be imprisoned if you are suspected of committing a serious crime. This decision is made only by the court.
The interrogation of a minor should take place with a teacher, with a lawyer. In this case, the parents may be present, but their presence is not required. Remember, you can appeal any actions of the police officers!
Social educator: Guys, I really want to believe that after our class hour, we will only do good deeds. Good luck to you!
Crime and teenager.
Purpose: Prevention of crime and delinquency among minors, education of the legal consciousness of students
Teacher: The topic “crime and adolescent” is relevant today, since, unfortunately, not every adolescent is aware of the illegal acts committed by him, which lead to grave and hard-to-correct consequences. More than 145 thousand crimes are committed by adolescents every year, almost every fifth of them is sent to serve a sentence in the form of imprisonment in educational colonies (VC).
There are 4 types of legal liability for violations:
1. Criminal liability - responsibility for violation of laws provided for by the Criminal Code. A crime stipulated by the criminal law is socially dangerous, infringing on the social order, property, personality, rights and freedoms of citizens, public order. (murder, robbery, rape, insults, petty theft, hooliganism).
Criminal liability for malicious hooliganism, theft, rape
comes from the age of 14.
2. Administrative liability is applied for violations provided for by the Code of Administrative Offenses. Administrative violations include: violation of traffic rules, violation of fire safety. For administrative offenses, they are brought to justice from the age of 16. Punishment: fine, warning, correctional labor.
3. Disciplinary responsibility is a violation of labor obligations, ie. violation of labor laws, for example: being late for work, absenteeism without a good reason.
4. Civil liability regulates property relations. Punishments for the offender: compensation for harm, payment of damage.
Speech by the juvenile affairs inspector. The children were told about the crimes committed by teenagers in our city and the existing punishment.
Assignments for students.
1. Analysis of the situation:
# 1. Seryozha and Sasha played ball in the yard. The guys smashed a window in a neighbor's house with a ball. What offense did the teenagers commit?
# 2. The teenager was detained on the street at 23 hours 40 minutes, unaccompanied by adults. What punishment does he face?
No. 3. Pupils of grade 7b were in the locker room before the physical education lesson. After ringing, everyone went to the gym, and Dima stayed behind and stole a cell phone from his classmate. What crime did the teenager commit? At what age is responsibility for this offense?
No. 4. Roma and Petya were on the bus, talking loudly, laughing, using foul language, aggressively reacting to the comments of others.
What offense did the teenagers commit? At what age is responsibility for this offense? What kind of punishment can you expect?
2. Determine the types of legal liability when considering various violations. Establish correspondence.
Liability types:
A- administrative responsibility.
G - civil - legal.
U- criminal.
D - disciplinary
Types of violations:
1. Tore a classmate's textbook (D)
2. Appearance of a teenager on the street drunk (A)
3. Beat a classmate (D)
4. Has committed theft of a mobile phone. (U)
5. Absent from school (D)
6. Crossing the road in the wrong place. (A)
7. Broke the window with a ball. (G)
8. Abuse in a public place. (A)
Speech by the school psychologist.
Training on the prevention of delinquency among students is being conducted.
Teacher: Guys, I really want to believe that after our class hour, we will only do good deeds. Good luck to you.
8th grade
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Offenses of adolescents and responsibility for them. "Crime and Punishment".
The purpose of the class hour:
To organize the knowledge of children about offenses, to familiarize them with the types of violations and punishments for them;
Develop ideas about the consequences of illegal acts;
Foster a sense of responsibility for your actions.
Class hour progress:
1. Outline the motto of the class hour "Ignorance of the law does not exempt from responsibility."
2. Introduce the concept of offense, crime and misconduct.
An offense is an act that is contrary to the rule of law. The unlawfulness of an offense is expressed in the fact that a citizen, another person violates any applicable rule of law, acts contrary to its instructions.
Offenses are classified on different grounds: depending on the nature of the offenses, the degree of their harm and danger to public relations, as well as on the nature of the sanctions applied for their commission. According to this criterion, all offenses are divided into crimes and misdemeanors.
Crimes are socially dangerous, culpable acts prohibited by the criminal law that cause significant harm to social relations and the established order in society.
Offenses are guilty, unlawful acts, which are characterized by a lesser degree compared to crimes.
The Code of Administrative Offenses is responsible for misdemeanors, and the Criminal Code is responsible for crimes. Today we will focus on administrative offenses.
3. What offenses are classified as administrative.
In the field of occupational safety and health of the population (For example, the head of hazardous production did not provide workers with protective clothing, the consumption of drugs without a doctor's prescription, prostitution);
Encroaching on property (for example, unauthorized use of water from the river for industrial purposes, unauthorized occupation of a land plot; destruction of special signs, petty theft);
In the field of nature protection, historical and cultural monuments (illegal felling of trees, fire safety rules, destruction of rare species of plants and animals);
In transport, in the field of road facilities and communications (ticketless travel; incorrect street crossing; placing objects on the railway track that can interfere with movement, exceeding the set speed, etc.);
In the field of entrepreneurial activity (entrepreneurial activity; activity without special permission (license); violation of the rules for the sale of certain types of goods);
In the field of trade and finance (rude attitude of the seller to the buyer; violation of the rules for the sale of alcoholic beverages);
Encroaching on public order (petty hooliganism; drunkenness in public places; use of profanity);
Encroaching on the established order of management (malicious disobedience to a police officer; arbitrariness; smuggling, etc.)
Class hour "Crime and Punishment"
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Branch: Education
Specializations: Deputy Director, Class Teacher, Head of Education Department
Magazine: Magazine "Reference book of the class teacher"
Issue of the journal: Handbook of the class teacher №1, 2011
Topic: Education
Increasingly, adolescents are becoming participants in crimes. In educational institutions, it is necessary to carry out work on the prevention of juvenile delinquency. The "Crime and Punishment" class hour is designed for students in grades 8-11.
The purpose of the class hour:
develop the skills of independent decision-making;
develop skills for critical analysis of complex situations;
develop the ability to work in a group, express their views, lead a discussion.
Preparatory work:
preparation of an electronic presentation;
invitation of a local policeman;
preparation of handouts.
Event scenario
Class teacher: Good afternoon, dear participants of our event! Today we are gathered to talk about one important issue - the delinquency that teenagers commit and their consequences. The topic of our class hour is "Crime and Punishment."
As an epigraph to our event, we took the following words: "Almost all people are slaves, and this is explained by the same reason that the Spartans explained the humiliation of the Persians: they are unable to utter the word" No "." (Nicola Chamfort.)
Why do people commit crimes? Each person is able to make his own choice in life: to follow the honest path, earning the necessary money, denying himself many pleasures and desires, or to embark on the path of crime in search of easy money. Everyone knows that stealing, robbing, insulting, fighting is bad. And the less the number of juvenile delinquents is growing. Why? What do you think?
Teenagers are increasingly drawn into the drug business, arms trafficking, pornography, and the criminal trade. The number and severity of crimes are growing:
violent and selfish-violent;
committed in groups, under the guidance of adults;
committed by girls.
The actions of adolescents are distinguished by extreme cruelty, audacity, aggressiveness. In recent years, the number of premeditated murders has increased by 103%, robberies - by 108%, grievous bodily harm - by 80%, robberies - by 37%.
Crime is getting younger. The reasons for this:
a sharp drop in the standard of living of most of the population;
social insecurity;
uncertainty about the future.
According to the data of criminological studies, about 80% of children brought to the detention centers for minors are under the age of 14, all from dysfunctional families, many suffer from alcohol, drug and toxic substances dependence.
The teacher offers students a game. Two or three people go out the door. Five of those who stayed in the class receive cards with one of the words of the proverb "Measure seven times - cut one." When the discharged students return to the office, those who received the cards recite their words in chorus. The task of those who entered is to understand what their classmates have said. (After several attempts to guess the proverb, the teacher explains the meaning of the game: one speaks - everyone listens.)
The class teacher tells the students the beginning of a story and then discusses it with them.
Sergey and Alyosha are in ninth grade. They became friends in the sixth grade, when Sergei first appeared at the school where Alyosha studied. The boys live close to each other. They have many common interests. Lately, they have been obsessed with the idea of buying skateboards, which are very expensive. All friends already have them.
One guy he knew from the next street, who was four years older than them, offered the guys to buy boards from him, each for half the price. The boys guessed that the skateboards were stolen, but they were all the same happy, believing that they had a lucky break. And they decided that they would try to find the necessary amount of money at any cost.
Students are divided into groups:
1st group - those who believe that it is worth making a similar purchase;
2nd group - those who are against the purchase;
3rd group - those who doubt. The guys take turns substantiating their opinion.
Question to the class: Think, if the boys buy stolen skateboards from a guy they know, could this be regarded as complicity in a crime? What will happen to young people in this case?
A crime is an act that poses a danger to a person, society or state, committed by a person whose guilt has been proven by a court.
Crimes can be deliberate and negligent. Group crimes - jointly committed by two or more perpetrators with or without prior conspiracy.
Complicity is a group crime committed intentionally.
The teacher then reads out the continuation of the story.
The problem that darkened the good mood was where to find the necessary money.
Sergei had small savings - money that his grandparents gave him for his birthday. But this was clearly not enough to buy a board. True, there was a faint hope of begging for the missing money from his father. But Sergei was not sure that he would agree to give him the required amount.
Alexei didn't even have any hope. He lived with his mother, who only earned their food and the purchase of basic necessities. And again an acquaintance of theirs came to the rescue of friends, saying that he could help the guys with money that they could later work off by providing him with some services.
The boys decided to think and give an answer in a couple of days.
Students are divided into pairs, distribute roles among themselves: who will be Sergei, and who will be Alexei, and answer questions from the perspective of their heroes:
What dangers can they expect if they agree to work with this acquaintance?
What is the likelihood that the guys will be involved in a crime?
Can you give examples from literature, films, TV shows, where a similar situation has developed? What did she entail?
The class teacher sums up the discussion and reminds the students that the age at which criminal responsibility occurs is 14 years. Then he reads out the rest of the story.
Arriving home, Sergei decided to ask his father for money. The father replied that the family did not have free funds to buy a board. He offered his son to earn money in his friend's workshop, doing a job that he could. Sergei decided that it might even be interesting for him, and agreed with his father's proposal.
Alexey, realizing that he had no way to get money, the next day gave his friend his consent.
A few days later, an acquaintance called and said that in the evening he was waiting for Alexei, there was work for him. When Alyosha came to the meeting, it turned out that together with another boy they had to go into an empty apartment and take some things from there.
How would each of you feel if you were in a similar situation?
Is there a way out for Alexey in this situation?
What led Alexey to the fact that he was forced to commit a crime?
If he suddenly gives up on it, what awaits him?
Should Alexei report his acquaintance to the police or inform one of the adults?
After the discussion, the children are invited to listen to the continuation of the story.
Alexey and a boy named Vladik came to the indicated address. When they opened the door and entered the apartment, they heard some movement in one of the rooms. Looking there, they saw an elderly woman who, moving with difficulty, walked towards them. Noticing the teenagers, she got scared and screamed. Vladik pushed the old woman away, grabbed the wallet that was lying on the bedside table in the hallway, and started to run. Alexey was at first confused, but then ran after him. At the corner of the house they were detained by police officers who were called by neighbors.
The class teacher introduces the students to the list of crimes for which adolescents aged 14-16 are convicted; types of punishment for minors who have committed a crime, in accordance with the Criminal Code of the Russian Federation.
Crimes for which adolescents aged 14-16 are convicted:
committing a murder;
deliberate harm to health, kidnapping, rape;
robbery, robbery, theft, extortion;
theft and destruction of transport;
vandalism, hooliganism under aggravating circumstances;
deliberate destruction and theft of someone else's property;
theft of weapons, drugs, explosives;
terrorism, hostage-taking.
Types of punishment for minors, according to the Criminal Code of the Russian Federation:
compulsory work;
imprisonment for a specified period;
correctional labor;
deprivation of the right to engage in certain activities.
For adolescents who have committed a crime for the first time, measures of educational influence are applied: prevention, transfer under supervision, restriction of leisure and the establishment of requirements for behavior, the imposition of duties to make amends for the harm caused.
With regard to minors Vladik and Alexei, after their arrest by police officers, a decision should be made to initiate a criminal case under Art. 161 of the Criminal Code of the Russian Federation (robbery).
According to Art. 14 and part 2 of Art. 20 of the Criminal Code of the Russian Federation (hereinafter - the Criminal Code of the Russian Federation), children are criminally liable for robbery from the age of 14 if they are guilty. If one of the children has not reached the age of 14, a criminal case will not be initiated against him, and, accordingly, liability will not come.
We proceed from the assumption that children are 14 or more years old. In this case, a criminal case is initiated under clause "c" part 2 of Art. 161 of the Criminal Code of the Russian Federation - robbery with illegal entry into a home.
In contrast to theft (Article 158 of the Criminal Code of the Russian Federation), during robbery, someone else's property is stolen openly, that is, in our case, in the presence of a person (victim) who understands the nature of what is happening. And despite the fact that it was originally planned to commit theft, it will be robbery that will be blamed.
Vladik will be criminally liable in accordance with clause "c" part 2 of Art. 161 of the Criminal Code of the Russian Federation (he initially knew that a crime would be committed, wanted this and foresaw the consequences).
An acquaintance of the boys will be prosecuted as the organizer of the crime.
Alexey can be released from criminal liability if during the preliminary investigation and (or) in court it is established that he did not know about the need to commit a crime (there is no guilt). For example, an acquaintance could tell Alexei that things belong to him, Vladik or their relatives, acquaintances and only need help to move them, transport them, etc. Therefore, in the absence of guilt (did not understand, did not realize and did not foresee the criminal consequences of his act) Alexey does not bear any responsibility.
Another option is as follows. Alexei wanted to commit theft, but a robbery occurred. In this case, Art. 36 of the Criminal Code of the Russian Federation - excess of the perpetrator of the crime. Since Alexey did not foresee, did not know and did not want Vladik to commit robbery, he is not responsible under Art. 161 of the Criminal Code of the Russian Federation. Alexey will be punished for committing theft.
Students are divided into two groups. The first group needs to finish the story, reflect, using various sources of information, about what will happen next. The second group must come up with a different scenario for this story, in which Alexei would not find himself in such a tragic situation.
After discussing the students' suggestions, the class teacher sums up the meeting. If possible, it is advisable to invite a local policeman for the final speech.
Class hour "Crime and Punishment"
Edeleva Lada Nikolaevna, teacher of mathematics
The article is related to the section: Classroom Leadership, Social Pedagogy
legal education;
prevention of offenses;
acquaintance with the basic rights and obligations of a citizen of the Russian Federation through the game;
to bring students to an awareness of the regulatory, preventive and punitive functions of legal norms.
contribute to the formation of communication skills in the process of mastering knowledge through a game situation;
emotionally affect the participants in the game;
stimulate the creative activity of students.
Event progress
Introductory speech of the teacher
The life of any person can be imagined as a ball of thread, and any twist and knot can lead to serious consequences. Let's now discuss the question "What are the causes of the crime?" (Students give various reasons.)
All these reasons can be combined into two groups - social and economic.
- What factors, in your opinion, can influence the commission of a crime? (Influence of the company, media, etc.)
- Is the society to blame for the steadily growing crime rate in our country?
- What types of crime do you know? (Slide 2. Appendices 1).
- What is punishment? (This is a measure of state coercion provided for by the Criminal Code and applied to a person found guilty of a crime.)
- What types of punishments do you know? (Slide 3)
Some statistics
At the beginning of 2003, there were 19,000 juvenile prisoners in Russia. Our country remains one of the leaders in terms of the relative number of juvenile prisoners - 13 per 100 thousand people.
Every tenth pupil of the VK is an orphan or a child left without parental care.
Every fifth has a mental development disorder, confirmed by documents.
5-6% of pupils are former students of auxiliary schools.
About half of them did not study or work before their arrest.
A quarter of the pupils have a primary education.
More than 7% suffer from alcoholism and drug addiction.
Pupils over 18 years old (up to 21 years old) make up from 25 to 40%.
Legal game "Do you know the law?"
The class is divided into 3 teams.
1 competition "Do you know the law?"
Situations are named to the teams in order, it is necessary to determine what types of legal liability arise (criminal or administrative). One point is awarded for each correct answer. (Slide 4)
2nd competition. "Moral or right?"
Determine in which cases moral responsibility occurs, and in which - legal. For each correct answer, 1 point. (Slide 5)
3rd competition "Crime and Punishment".
Teams are given cards with tasks (2 pcs.) (Appendix 2), within 5 minutes, participants must choose the correct answer to the task from the proposed ones and justify it. (Slide 6) For each correct answer - 5 points.
Summing up the game
Speech by the assistant judge Boyko Natalya Gennadievna in the form of a press conference.
Questions raised at the press conference:
What is one of the most common reasons teenagers commit delinquency?
What is the age of criminal responsibility?
What is the difference between criminal and administrative liability?
Is it easy to judge teenagers?
Tell us about the conditional sentence for minors.
Do all types of punishments apply to minors?
