How to solve? To learn ... to be a manager ...

I will start with the teacher’s proverb “A teacher, friend, companion and teacher’s piggy bank” (teachers will understand).

Publication, within the framework of which a whole program is being put forward, carries within itself so many nuances that are not described that even more questions arise not only about how modern Russia wants to improve the quality of education, and why to do it in individual schools. I looked at their website - theorists and educators, business trainers who studied in other countries will train post-Soviet engineers to teach modern schoolchildren the multiplication table. This was just not enough for the education system, so that after the Unified State Examination, where the system collapsed, how non-governmental organizations flocked together and began to teach others how to train third ones ... 30 people would save Russia and its education ... cheers comrades. (“We will pump your salary for TR 20, and let your colleagues work as before, and we will collect you in heaps of 3 so that you do not do the dark alone,”

By virtue of education, although I do not work in the specialty “Teacher of Informatics and Mathematics”, I could not read past the latest opinions and programs that are based in the minds and already have reflections in reality, so as not to dilute this event with an additional opinion.

In the framework of modern education, they just do not think up wards to improve the quality of knowledge, and interesting young people are selected for pennies and computerized by a limited budget and state programs are introduced, but something is wrong with our education anyway.

The reason is as banal as day and cannot be resolved in a narrow circle. The reason is the lack of synchronization between the learning process and the process of self-development, the financing process and the life process of an ordinary teacher, assessing the current state of affairs and evaluating the expected result, the plan and the fact that you want and what you can ... all the standard reasons when it’s not glued.

1) The most important problem. Like in the song ... "low budget".
The most important problem is that a specialist in any field who has the knowledge, skills and abilities (which he can transfer to others, meanwhile) at school will not be able to move up the career ladder or be a paid specialist. Current schools - this is the place where they work "for the idea."

As I remember, I had a conversation with a physics teacher at one of the practices - "I have 40 years of experience ... Guys ... run away from here ... this is a bad thing." And a really bad job - it’s difficult to feed a family doing just one bet. You can live on 2 bets, but the working day is about 12 hours (and Saturday is working).

And how much money they give for the “obligatory site” that the computer science teacher must ... create, update information, add Wishlist. And all this for as much as 500 wooden per month.

School directors are always at work, they always think ... where to get money for school repairs, who will keep accounts, questions with the board of trustees. The last thing you think about is the quality of education (of course, not everywhere, and not only where the parents fork out well).

2) Attracting young professionals - an invention to attract schools to workplaces.
Often, with enthusiasm, many young teachers roll up their sleeves and start teaching children right and left. Suddenly it turns out that the plan, the program on the subject is not being implemented, what is being studied and how, only the specialist understands, and the director, who at first was glad of the excellent marks made by the same young teacher, suddenly realizes the catastrophic nature of the case and the children joy "plus" enthusiasm "receive a dose of such an ordinary education to complete the program. Both time and a young specialist are confused. (Usually they leave, or other schools intercept those that take and control innovation more seriously). And innovations, by the way, are very rarely supported by local municipalities, because it is impossible to monitor the implementation of standards, if they all change.

Teachers with experience also retrain constantly, but anyhow. And not because the young theorists, coaches, and others are spinners. Quite the contrary - they are strong theorists, but real and living children run around the school (especially in the post-Soviet). From experience, I’ll say that even for experienced teachers, forcing children to at least concentrate after a break is an achievement (you can track Brownian movements, but you can’t stop them).

3) Pedagogical universities / technical schools graduate specialists.
In the framework of subject areas, they teach in different ways, here they tell innovations and creative piggy banks expand and teach everything - from how to behave, think like a schoolboy and even conduct any extracurricular activities. Here they just say what is old in schools and what needs to be brought in new. There is everything to teach. Basically, it is the level of teacher’s knowledge that suffers, for example, computer science, which, due to pedagogical features, masters the entire palette of technologies with mileage.

So why not go to school? ..

Everything is simple - as many teachers as they graduate are not needed (both because of demographic recessions and due to the fact that schools have low staff turnover and new schools are opened extremely rarely. I will not say the situation in cities for millionaires, but in my usual the city is so). Moreover, everyone wants to have such a clever graduate, preferably with honors and “dress up” until the total mass of graduates scatter in search of work.
Separately, it is worth mentioning work in villages and villages - there is always a shortage and they can not find anyone. Here everything is clearer and clearer - young people have few prospects far from the city and many choose to work as a manager in MegaMTSBilaynoEldorado Svyaznoy Something, just to stay in the city.

I guarantee that if we apply the economic model of the Demand-Supply law, then the factors affecting such a conditional “market” will be the same.

4) True Engineer or True Educator?
There are many opinions about who is cooler. The engineer has a point of contact of knowledge with the subject area, practical skills. But the teacher has a practice of communication with a set of children of different ages, psychological aspects of education and the ability to form both basic knowledge and knowledge, skills in particular in the subject area.

The conclusion suggests itself - Educators in the primary and secondary classes, engineers in the senior. And everything would be fine, but such a separation is also fraught. It is often more profitable to mix both in one subject area. I know a hybrid representative - an engineer who managed to work hard and who, by virtue of his love for children, embodies the image of an ideal computer science teacher with great experience (which he actually proved to be "Teacher of the Year").
This method allows you to show any subject brighter, more interesting and more logical. But there are few such people, and few in schools, since such people achieve great success in their careers and the educational segment is not attractive for ringing coins.

5) Introduction of new technologies.
Recently, interactive whiteboards have begun to be used everywhere in the regions. It seems like the visibility is increasing, the student’s interest is growing before our eyes and it’s easier for the teacher to work with blanks without wasting time drawing posters, drawing on the board, and simply spoil the chalk. As a result, this important innovation also falls on the school teacher in computer science, is not paid at all, and blackboards are bought for a lot of money (dust particles are blown away very carefully, you can touch, but do not need to). Nobody taught the teachers how to use teachers, there are few boards, and most importantly, no one in the ministry thought to make lesson templates on topics to make life easier for teachers - they kind of remodeled their methodological findings themselves, which, accordingly, did not cause teachers to be happy.

In this area, there are so many opportunities for a qualitative transformation of the educational system that one may just be surprised how much the lesson changes from its technical transformation. This is the addition of the necessary practice and additional interest and convenience for teachers and parents and for children, a centralized testing of knowledge - after all, you can unload the teacher by creating a center to develop methods for the teacher, learning tasks, statistical methods in testing entire layers of knowledge, skills, students - and all this is possible thanks to the informatization of the entire educational process, synchronization with what the standards of the ministry can convey is possible. But everything is blocked by the meager crumbs of the RF budget for education.

As a result, we can safely say only one thing - In our country, with due attention given recently, unfortunately, the education system is considered only from the point of view of rights and obligations in official documents. In much the same way that an artist “does not need” to know mathematics, so the state now “does not need” to do more than in official documents. And it is difficult to assume that non-governmental organizations will be able to solve so many problems that are inherent in the real state. sector. One hope is for those people who are ready to train (or will be ready to train) because of their capabilities, regardless of the difficulties, even if not in the way that we, the state, theorists from non-governmental organizations or themselves would like.

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