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  • If the teacher has been working at school for a long time, this is a vocation. How do teachers work? He works as a teacher

If the teacher has been working at school for a long time, this is a vocation. How do teachers work? He works as a teacher

A specialist with secondary or higher education in the corresponding pedagogical direction can work as a teacher in a secondary or specialized school. Most often, students - future teachers are interested in how teachers work, what their responsibilities are, what is their work schedule, etc.

Teacher Activities

The main task of the teacher is to coordinate the activities of students in the study and assimilation of educational material by them. All actions of the teacher are regulated by various curricula - lesson, thematic and calendar, which is developed either by himself or is based on those proposed by the Ministry of Education.

There is no single abstract of lessons for all teachers, since each teacher must rely on his own pedagogical experience, the basic knowledge of his students, and the specialization of a class or educational institution.

For those who do not know how to become a teacher, what kind of education you need to get and what skills to have, it will be useful to get acquainted with our article.

How a teacher works: process organization

Preparing for each lesson, the teacher provides training for the following organizational issues:

  • Prepares didactic materials, visual models, manuals and other technical teaching aids;
  • Provides preparation of demonstration materials, filmstrips, presentations, experiments;
  • Provides carrying out preliminary exercises by means of which the training material will be fixed and understood;
  • Selects the appropriate methodological and educational literature.

The teacher must not only provide the presentation and presentation of the educational material, but also must control the acquired knowledge. His responsibilities also include:

  • Cool leadership;
  • Educational work;
  • The formation of personal qualities of students;
  • Educational work;
  • Identification of inclinations and characteristics of each student;
  • Paperwork (time sheets, cool magazines);
  • Organization of extracurricular activities - cultural tours, contests, meetings, etc .;
  • Education and development of the scientific and creative potential of student youth;
  • The development of students' desire for the study of new material, the development of knowledge;
  • Implementation of existing and development of new thematic plans.

Teacher working time

According to the Labor Code, the number of hours per week during which the teacher must fulfill his immediate labor duties, including during home preparation for lessons (checking notebooks, etc.), should not exceed 36. The Labor Code is the main regulatory document, which governs the work of teachers and other workers.

The number of working days per week is determined by the educational institution itself, the working week can be 5 or 6 days. Working hours, according to the curriculum, are distributed by work days.

Paid leave for teachers is always provided during the summer holidays and is 56 working days. If the working year is not fully worked out, then leave is provided in advance.

You can learn about the qualification requirements for the applicant for the position of teacher from our article.

The State Duma has seen sight! There is a shortage of teachers in Russia. Weird! Why? Because the teacher must!

To come to work fifteen minutes before the start of classes, and if you are on duty, then one hour and on days of duty, you must be prepared to meet at the entrance not only children who, by the way, in half the cases, never say hello at the entrance and for educational purposes we need to teach them this: “Hello, Vasya, you need to say hello when you come in.”, but their parents, who, despite the general ban on visiting school during school hours, strive to break past the guards to help change their children, ask Marvanna why Natasha deuce, not five with plus, to teach physical education how to jump over the goat, ask classruk why such expensive food became in school, etc. Block the road with your chest and list by heart the numbers and dates of orders of the Ministry of Education of the Russian Federation to prohibit adults from attending school during school hours. Calm the gentle vulnerable parents, listen to non-literary indignation and tell us that they are waiting after twelve zero-zero.

I must joyfully and in a good mood, creating a favorable atmosphere in a lesson in forty minutes, teach a class of thirty people to understand the intricacies of a new topic, while observing all the requirements of the Federal State Educational Standard, interviewing at least five people (and it is better to write the whole class, because parents only believe written verification, while making sure that the topic of the lesson is consistent with the planning and this paragraph was asked in the diary), not forgetting that in the classroom for a couple of children with disabilities, he sees poorly, hears badly, it’s necessary to individually explain, Petya has you she began a transitional age - it’s softer with them, they can’t even send them three letters, four more with obvious ZPR are just boring for them, they don’t have time to master the material and haven’t learned it in a couple of previous years, they are also individually pleased, the rest clearly explain with the use of video material, presentation, dance with a tambourine, preferably in a playful way, so that it “comes to pass”. The conflict was resolved by Sveta and Lena, who do not want to sit with each other “because ...” Do not forget about the homework! Go through the class and check that everyone writes it in a diary.

At a break, run away to the teacher’s room for a “short” meeting about the directives sent by the Ministry on how you should organize children for a demonstration on the all-Russian sport day next weekend (see instead the geographical dictation, parents for the general parent meeting devoted to the USE, the Unified State Examination, VPR, children for the regional campaign "Green Planet", urban community work day, vocational guidance, etc.), a couple of other invented "Days of prevention ..", "Days of protection ...". Contests, do not forget about contests! City, regional, All-Russian, Internet and non-Internet contests, site contests and blogger contests, lesson contests and extracurricular activities contests, teacher of the year, best class teacher, best in his subject ... etc. Crazy printer sent monitoring again! Teachers urgently fill in how many boys before your birth year 2008 attend sports sections in your class. How many girls have single-parent families before 2009? How many disabled children have you visited at home in the past month. Are you not a class teacher? Then urgently provide in electronic and paper form diagnostic cards for the poorly performing and a plan for working with them. And class teachers, by the way, too. And do not be late for the lesson, there was already a call!

Even at the turn, if there is no meeting, you should be on duty at the recreation! Someone got into a fight? What to do? Are you taking it apart? Be prepared for criminal prosecution. You have no right to touch children! Do not separate? Be prepared to prosecute non-intervention. Do not forget about the dining room. Well no! Do not eat by yourself! To eat it yourself if there is a “window”, a free lesson in the schedule. Feed the children. Check if everyone got their portions, take on a pencil those who do not eat, or eat poorly, ask why, maybe something is not like? Be prepared to answer to your mothers in the evening why the pasta was cold and the children did not eat.

At the break, one hundred questions on a new topic must be answered by those who don’t understand, once again show how to apply the formula to the problem, look at Lena, Petya, Vasya “what’s coming out in the quarter ..”, get the self-made lodging the year before and prove she really has mistakes, explain what kind of mistakes they are, solve this example and show what should happen.

After the lessons, the teacher should check the written, control, independent, develop plans for the next day, put marks in an electronic journal, fill out the monitoring, prepare reports on the events, prepare a compendium of the video lesson that you are preparing for the next competition, think over “buns” for him, which others certainly won’t have, to prepare visualization and presentation, to work additionally with Petya, because the director asked his mother, “Well, is it difficult for you?”, and the director asked you, to fight with Vasya’s mother, who arrived after twelve, why he had a trio, taking out and sorting all of his independent and written works to her, solving with her all the examples where Vasya had a mistake and showing what should happen, showing where this topic is in the plan and getting stuck for not checking that Vasenka did not write homework in his diary. After hearing how to teach children, and especially Vasya.

In the evening, at an evening dinner, the teacher should answer the parents' calls, tell why the pasta was cold, and the daughter didn’t eat anything, why the chemist put a triple, what was asked in Russian and how to perform the task in geometry, from which to glue the cube, where Vasina’s sneakers, Ira lost the tablet, go look ....

You are a teacher, which means that you will be obliged to impose employment, dysfunctional, poor, website, competitions, guardianship ... ..this are responsibilities not included in the main activity and for them an extra charge of two thousand rubles. For this, plus two hours a day, you do what you have been imposed, including meetings every week at some methodological center ten miles from your location. Directions at your own expense.

Salary of a teacher depending on category 7000-9000

Come to work at school!

Artem Novichenkov

I worked in school for less than four years, very long and intense. As a fourth-year student, I was called to Moscow school number 1101 to be a teacher of the Russian language and literature 24 hours a week with a salary of 24 thousand rubles. And it was an incredible experience. Restless 5th grade, daily pile of notebooks for verification, rudeness of the director and bullying (bullying one of the team members. - Note ed.) by teachers. And the school was on the other side of the city, and after work, sleepy, I went to the university in pairs. It was very hard and lonely. I learned from the students that I was fired.

In my fifth year, I wrote a thesis and, as soon as I graduated, I returned to the work of a teacher. I have not seen other options.

I moved to Northern Butovo and got a school nearby. At the first meeting with the director, I immediately realized that I wanted to work with him. He is smart, progressive and wise - even when I moved to Mytishchi, he did not change his job. In the 2009th school I worked for three full years, graduated from three ninth grades and three eleventh. It brought so much happiness, so much experience and meaning. And now I'm leaving.

When i was a student

When the teachers said: “Have you forgotten your head at home?”, “The call is only for the teacher!”, “I somehow unlearned my own, but you didn’t!” - we frowned. It was nasty and boring, but we didn’t realize what exactly  it was not so. "Well, geek is a fool." "A mathematician is always like that - she's just lonely and angry." "Trudovik - he is the Trudovik." When the head teacher asked: “Aren't you ashamed? And it must be! ”- we played shame. When the little girl said: “Three we write, two in the mind” - and put the three in advance, we played diligence. When the classroom sent snow to clear the school yard over the mark, humility was played.

These roles were part of a quest called School. For some students, the roles - threesome, excellent student - were fixed before graduation. Teachers played a good teacher or an evil one, a guard played a guard, a librarian a librarian, a head teacher played a head teacher, and a director played a director. And everyone knew the rules, although they were not spelled out anywhere.

In the head teacher’s office, the sovereign symbol of the carpet manifested itself in consciousness: silence, you stand on the soft, with your head down, you agree to everything - just not the director

We clearly understood: some mini-quests, for example, geography and social studies, are easier to pass, while others - mathematics and chemistry - are more difficult. We dodgy tried to avoid painful situations: we forgot the diaries at home, delaying reprisals, disconnected the phones from the network when we knew that they would ring today, skipped the control, imitated the disease. And that seemed normal. So they did everything. This is a real game, except that the goal is the opposite: not to reach the “boss” and win the fight, but to avoid a fatal meeting before the time runs out. 11 years. With respite.

The quieter and more diligent you are, the easier it is to hold out. For breaking the rules, you went to a level that complicates your stay in the game. The hierarchy is clear: subject teacher - class teacher - head teacher - director. In the head teacher’s office, the sovereign symbol of the carpet manifested itself in consciousness: silence, you stand on the soft, with your head down, you agree to everything - just not for the director. You wait and, ashamed for the fact that you are who you are, exhale after a pardon, which was facilitated by a suddenly softened teacher.

The director’s office, always located away from school life, as if separate, the most comfortable and golden, with portraits on the walls, inspired awe. The director spoke measuredly, imperiously. She talked about you with teachers as if you were not here. But you know: she will still strike when she calls directly, and no one will intervene, because the directors are afraid of everything. What can you say about you so little?

For me, school was a territory of fear, not ubiquitous, of course, because there were safe lessons, but definitely - daily and relentless. Even on weekends, I thought about school workdays, about the rules, about a game that almost none of us wanted to play, but we played, because it was scary not to play. Yes, we did not think whether it was possible not to play.

When i was a teacher

I thought the game would end: because I am now a teacher, so I can choose whether to follow the rules or not. In fact, it turned out differently: I could only be the administrator of the game on the territory of my own lesson, which at school number 1101 was controlled either by a checking teacher, or by a director who entered the middle of the lesson without warning, then by a sudden diagnostic work, or some other documents.

In 2009, they gave me great freedom, a loan of trust. Nobody ever censored my lessons, checked the notes, forced me to write explanatory notes because I called little Pushkin Sasha or told the children about Mayakovsky’s love drama (and that was all). I could study with children anything: from Homer to Alexievich, from Batyushkov to Fowles, from Dao de Ching to Venichka Erofeev. And a hundred more books.

It finally seemed to me that you could live in school space at ease and not play. Score the rules, set your own.

Today, thousands of girls and young people graduate who think that they are bad, but in fact they just could not cope with the rules.

But there were always three or four guys in the class who refused to read, behaved somehow, interfered with the lessons. I made comments to them, at first I even asked for diaries, although every time I was disgusted. I understood that I was becoming part of the game, playing the role of a punisher. With each comment they made me a villain, and of themselves a victim. But the worst thing is that they could not live without it. How to break this? In mathematics, they are villains, in chemistry villains, but what should I learn from me? The school gave them roles that explained to them: “Well, I'm bad, how can I study well?” And convincing them of the opposite was difficult, and sometimes impossible. And today there are thousands of girls and young people who think that they are bad, but in fact they just did not comply with the rules or did not fit into them. And no one could prove to them that they are good guys. Or did not prove. Teens with the psychology of the vanquished.

By the end of my first year at school number 2009, I realized that assessment is just a punitive reward tool. The teacher uses it as a tool of manipulation. And often gives an assessment not for knowledge, but for following the rules, as well as according to the role: trochik, middle peasant, excellent student ...

I needed to get rid of such a grading system.

In high school, I just canceled grades. But the system demanded notes from me in the journal, and I put them down nominally. In the final marks I put out what I considered fair. If someone wanted to challenge the assessment, he could complete an additional task. For two years there was not a single case when the student did not agree with the assessment. And for the 8th grade, not yet ready for such a sharp transition, I came up with a quest. The educational process turned into a role-playing game in which you need to pump the "level" of your character and your clan. For any action (read book, essay, learned poem, film review), the student received points. He himself chose which tasks he should perform and which he did not, understood how to get points, and also knew at what lesson he could just relax.

The news that Artem Nikolayevich replaced the grades with “some kind of quest there” spread quickly around the school. One teacher even hinted to the director in a private dialogue: “What is he doing there with the children there?” The director farsightedly replied that this system has long been used in the West, everything is in order.

Some teachers began to squint at me. They have put up with the fact that I play table tennis with my children at breaks or go to the gym to throw a ball. The cancellation of ratings and a column of arrogant fives in an electronic journal, I suspect, some seemed offensive. I broke the rules. Not even so - I suggested alternative ones. Created a conflict. Many stopped saying hello. And after the relationship became colder, especially with fellow philologists.

They left my lesson and fell into the usual manipulative situation, where they expected humility and hypocrisy from them.

My system offered a situation of choice: each did only what he wanted, and as much as he considered necessary. I was hoping that this way the children could learn responsibility.

But, in my opinion, in vain. They left my lesson and fell into the usual manipulative situation, where they expected humility and hypocrisy from them, which they really did not like. My lessons were a drop in the bucket. In a week there were 3 of more than 30.

I knew that for many students I became a favorite teacher. I liked it. Now I want to get away from this, stop being a guide, relieve myself of the messianic responsibility and abandon this sweet nectar of children's attention. Then I wanted to have more common ground. We already had a group on VKontakte, but it lacked intimacy and intimacy. Knowing that the students have a lot of questions that they dare not ask me, in one and a half years I was asked more than two hundred questions that I always tried to answer as frankly as possible. More than a year ago, we created a chat in which everyone was added: so we began to communicate outside of school more. After a long time, I started again - and so I got to their players. In short, at some level there, I still won. However, for me this is a local victory, because the people who make the school the way it is remain in it. What kind of people are these?

What i won't become

I thought a lot about people whom we ourselves call teachers. There are few of them in my school, but in some, I know, there are most of them. I watched them, listened to their conversations in the teacher's office, heard them communicate with the children in the lesson, and also heard them talking on the phone with their children. And the first thing that always caught my eye was their tone.

He looked and thought: “Is she talking the same way at home? Where is the real Nina Viktorovna, and where is the teacher? ”But you listen to the conversation: no, she normally communicates with her son, even warmly. That is, their "teacher" is a mask. What does she give? Protection? From what? From whom? From children? Or builds a distance? Or offers some new features?

And then I began to ponder why people generally go to teachers. I do not think that the choice of a profession is accidental if this choice is not necessary. And here is what I thought up:

The first is from loneliness, there are always a lot of people at school, there appears a sense of nepotism and attitude towards the office as property.

The second is an attempt to fill life with meaning and justify its existence, because the profession of a teacher in the eyes of society looks noble.

The third is messianism, the desire to occupy the minds, shape, educate, that is, to be the one on whom they depend.

Fourth - the ability to control, manipulate, pull by strings, squeeze emotions.

I described the worst of types. The most common character traits of the Russian teacher of a comprehensive school can be reduced to the following list:

Manipulation
- passivity
- nervousness
- envy
- stagnation, stereotyping of thinking
- humility

A person with this set can work with papers, numbers, but not with people, especially not with children. For the worst thing is that they teach what they themselves follow. Their manipulative dictionary is quite limited:

“Sit and think about your behavior!”
“No, well, look at him!”
“The whole class is waiting for you!”
"Who cares what you want? I also want a lot of things! ”
“Do you have a conscience at all?”
“When will you start to think with your head?”
“Will you mock me for a long time?”
“That's it, the conversation is over”

At first glance, phrases are found everywhere - and we no longer pay attention to them. But upon closer examination, it turns out that they all put the child in the position of the guilty, wrong in their desires and needs, unequal to the teacher or classmates.

At school there is no word “I want”, there is a word “I need”

But the current high school student is shrewd. Often he instantly notices injustice. But what should he do when the teacher is always right, and the class is usually afraid to provide support and prefers to simply keep silent? Can't he not go to the lessons of this teacher? How many times have I noticed that a particular student would like to be not in my lesson, but somewhere in a better place. But neither he nor I could do anything about it. Like two prisoners in a cell, we were chained to each other.

At school there is no word “I want”, there is a word “I need”. This role model of violence is being worked out in every lesson in every classroom in tens of thousands of schools by a million teachers over the eleven years of life of almost every person.

And I am leaving school because I do not want to participate in this violence and disrespect for a person. And I do not want to confront him openly anymore. And it crawls out of all the cracks: from toilets with non-closing booths and often missing toilet paper; from the dining room with unappetizing food; from an overloaded schedule, claims in appearance, rudeness of guards and cleaners; from spoiling furniture and unclosable common locker rooms. And most importantly, moral violence and disrespect lies at the heart of the teacher’s communication with the student.

This text is not a door slam or complaint. The only thing I feel is a deep sense of annoyance that the modern look of secondary schools is just that. And in order to change it, it takes time and effort of many people, but, first of all, of the state, although ... what am I talking about?

|  Elena Chesnokova | 2998

For many students, the school principal is an adult and a distant person. The director orders, they call the director, they even scare the director. And what are they really, our directors? Why do they work for decades at school, and many devote their whole lives to raising and educating schoolchildren without complaining about low salaries and hard work?

   Petrova Tatyana Vasilievna has been working at the school for more than 30 years. She was also an inexperienced student - a trainee, who was worried at her first lessons, a physics teacher who enthusiastically taught her favorite subject ... For 12 years Tatyana Vasilievna is the director of 2 lyceums, and thanks to her skillful leadership, the lyceum develops and becomes more comfortable for students. There is a high level of teaching staff, so more and more among the lyceum students there are winners and prize-winners of the Olympiads. The percentage of graduates of the lyceum enrolled in universities is increasing. And, as before, many interesting events are held for students, such as the classic “Initiation into Lyceum Students” and new, creative ones, like the recently held “Autumn Ball”.

- Tatyana Vasilyevna, why did you choose the profession of a teacher?

Since childhood, she dreamed of working at school, saw herself only in the role of a teacher, and therefore she entered the pedagogical school.

- Why do you especially love your job?

For the fact that the work is very creative. Building a lesson is a scenario, and the teacher’s work is close to that of the actor. You teach the same topic in different classes in different ways - you try to be listened to, so that everyone is interested. After all, how much the teacher is passionate about the subject, his students are so passionate about him.

- And what is the complexity of the teacher?

I think the main difficulty is that you have to work a lot with people: students, teachers, parents. But everyone has their own views and their own individual character.

- What is the difference between the work of the director and teacher?

Both the director and the teacher are managers. Only the teacher controls the class, and the director controls the entire school team. The director has more responsibility - he, as the head, is responsible for the entire school, so he should see the prospect of the development of the whole educational institution.

  - What, in your opinion, is the ideal teacher?

First of all, honest. As you know, children are well aware of insincerity and hypocrisy. Kind to children - a real teacher loves children, understands, feels them. Good psychologist. Well, and what is unconditional - impeccable knowledge of the subject and love for it is necessary.

- What are they - modern schoolchildren?

What kind? Various. After all, the main character traits are laid in the family, and if the family is problematic, then this affects the child. Of all the "myths" about modern children, the truth is that they don’t read much ... And I can’t agree with the opinion that “schoolchildren were better before”. Each era is different, when we grew up, we were also told that "it used to be different." Modern schoolchildren are interesting, peculiar, and they are still children, despite the fact that sometimes they want to be adults, and try to prove their “maturity” by behavior and clothing. It is important that today every schoolchild is an individual and requires a corresponding attitude.

It's no secret that teachers' salaries leave much to be desired. So why do teachers work at school for decades, and do young teachers go to teach at school?

If a teacher has been working at school for a long time, this is certainly his calling, he simply does not think of himself in a different environment. Not everyone in life decides money, sometimes satisfaction from what you do is much more important. I know one young teacher who left school, went into business, earned money many times more, but after a while she returned with the words “I can’t live without school.”

- What would you like to wish the eleventh graders - readers of the newspaper 11klass?

Count only on your own strengths, work hard and study in order to be confident in exams. Try to determine the future profession at the beginning of the school year. Choose a business to your liking, so as not to regret later. Well, in the future - get great moral satisfaction from your work!

It is customary to romanticize young teachers: in the eyes of the majority, yesterday's students should become the hope of Russian education as soon as they graduate from the ped. In reality, things are much tougher - endless processing, mistrust of colleagues, responsibility for students and a small salary fall on the green specialist. “Big Village” asked three young teachers to tell about their work: what to do when you dreamed of opening a pub, but became a teacher, how not to dig into the bureaucracy, why hide tattoos and why you should love your work.

Kirill Kovalenko

SamLIT

At school I was still that bully: in the third grade I broke one kid’s nose, and I was registered in the children's room of the police, moreover, I studied mainly in threes before high school. So I could not even imagine that I would become a teacher - if we talk about the children's dream profession, I only wanted to be the president.

But in the eleventh grade, it became clear that they would not accept me as president — then I submitted documents to the planning, aerospace and Limansky Academy. Then he walked past the ped and decided to apply there too - and as it turned out, he only went into it. I decided that it was better than the army, and became a student in the faculty of mathematics, physics and computer science.

Until the fifth year, I did not think that I would really become a teacher - I liked the idea of \u200b\u200bopening a pub in my area. This is not an empty undertaking: from the second to the fourth year I worked as a beer seller and generally understood how everything works, but then I realized that I have few prospects in this direction.

Despite the fact that I combined my studies with work almost all the time, PSGGA was very proud of me: for three whole years they promised to put my photo on the honors board (though they didn’t hang it), they sent me to the Olympics, where I didn’t hold anything stably, and at the end they awarded the title of student of the year for my scientific and creative achievements.

I was wearing a baggy jacket and skinny pants, like an idiot, and the students in costumes looked at me from the needle

In the fifth year, the school ceased to be a vague prospect for me - besides the sphere of education, they were not waiting for me anywhere. By that time, I was terribly annoyed by the thought that I would become a teacher - it seemed that this was an extremely thankless job, and besides, low paid. But reality was coming, and going to a position that you do not like is destructive for a person, so I tried to love my future profession. He got a job as a tutor, then went through internship at SamLIT and stayed there to conduct computer science at the elementary grades.

It may seem silly, but in my first lesson I was worried not because the students would not accept me, but because of the stupid costume that I put on at the lyceum. I was wearing a baggy jacket and skinny trousers, like an idiot, and students in costumes looked at me with a needle - basically, we still learn from the children of wealthy parents. But then the fear disappeared, I found a common language with the guys, and everything went fine.

Now I conduct computer science, technology and robotics at junior and middle management. I come to work at 7-20, I leave at 15-30, otherwise the usual routine: lessons, breaks and lunch in the dining room, where you can afford a salad, soup and a cutlet with vegetable stew for 80 rubles.

The Lyceum has many talented children - for example, one of them programmed a weather station with the rudiments of artificial intelligence. I still feel dumber than most of my students. There was a case when I needed to talk about a binary tree of graphs, and I spent the whole evening at home, memorizing a topic on which I once freeloaded at school and university. In the morning at the blackboard, I realized that I had completely forgotten everything I read about, and then it was time for my teaching methods: I asked who in the class was ready to show my mind, and the winner of the All-Russian Programming Olympiad answered my question. He began to write a program, and by the middle I remembered what was being discussed, and my failure went unnoticed.

Two of my third graders even went to a Husky concert

But there were incidents that students noticed. Once I showed fourth-graders how to use pictures in a text document. We began to search for images on the Internet right in the lesson, with a projector in full board. I decided to walk through the heroes of my favorite cartoon “Treasure Island”: first, Captain Smollett appeared on the screen, then Squire Trelawney. The last thing I had to show Ben Gunn: I drove the pirate’s name into a search engine, and then a dark-skinned actor known as the Black Lord appeared in full screen - who knew that his name was the same! So quickly I haven’t closed a tab yet in my life - it was very embarrassing.

It’s scary to screw up in front of children, because modern schoolchildren are very cruel: they find the teacher’s most painful point and gnaw it until it breaks. They also make fun of me for various reasons - sometimes in the face, sometimes whispering at the last desks. This is very offensive. For the rest, schoolchildren are schoolchildren: they like to chat, they are often lazy, unless their jokes now live longer than a week - after all, the era of the Internet. Regarding hobbies, everything depends on the parents, at least the fourth grade: those who are not allowed to enter the computer are interested in the same thing as mom and dad, and often cannot find a common language with their peers. Schoolchildren, who are still allowed to go on the net, are much better done: they love Ivan Guy, Khovansky and publics with jokes. Two of my third-graders even went to the Husky concert with their parents - it’s kind of silly to include children's songs for them. At the same time, the requirements of modern education are not at all childish - a lot more tasks fall on the current child than they did on me when I was at school. But it is unlikely that children will realize this - they demand a lot from them from an early age, and teenagers are already used to everything.

In my team, mostly people work older than me. They are very creative and enthusiastic: colleagues are ready to devote themselves to work completely and are trying to infect others with it. Is it a joke - many of them come at seven in the morning and leave at ten in the evening, checking the notebooks until late! At the same time, we have rather funny corporate parties - usually we go to camp sites where teachers go for a walk in the woods, and I drink cognac with physical education instructors.

I really want to please the children - to be their friend, colleague and partner. But for this you have to clench your fists tightly, as the schoolchildren are trying to test the strength of each young teacher: they are talking with you in their jargon, they begin to familiarize themselves. In this case, I patiently and for a long time explain the norms of respect for elders - and, of course, I try to tell everything as interesting as possible about computer science and modern technologies, because knowledge basically educates. I know this from my own experience and I see in those children with whom I am engaged in tutoring: one of them entered our lyceum after several classes with me, the other I pulled from two to a stable four in math. Such moments are encouraging.

I don’t know if I’m ready to work as a teacher all my life: this is a very difficult job, I would even say the way where I already made my mistakes. But I do not want to leave the sphere of education - maybe in the future I will go to an administrative position. Yes and nowhere to leave, to be honest.

Violetta Akhmedova

School number 34

When they ask me how I got to school, I answer - by chance, and it really is. In the summer of 2014, I made a promise to myself that I would finally find work by profession, that is, I would become a journalist. My searches continued for a month, but did not produce results. Once, walking along Freedom Street, I met the head teacher of my native school. She said that a teacher of the Russian language and literature is urgently required for school, and suddenly offered me this position. I immediately replied that I did not have a special education, although I studied at the philological faculty of the pedagogical university: firstly, my specialty is journalism, and secondly, there was no talk of any pedagogy. But the head teacher said that there are retraining courses, that she knows me, and I will succeed. I agreed the next day: work at school seemed very interesting, romantic to me - and I also wanted to return to my native walls in a new quality. I was very naive and did not know at all what awaited me ahead.

The first academic year, I just wanted to survive, because the salary was very small: I was given only two sixth grades and several hours of extracurricular activities during the load, during which I worked with children in journalism and published a school newspaper. Throughout the 2014-2015 academic year, every day after my lessons I went to courses and seminars where I was taught pedagogy, new educational standards and other things - sometimes completely incomprehensible and unnecessary. I endured and hoped that next year would bring me more joy both materially and morally.

Sometimes children deliberately make me angry - for example, include their cloud rap

But my hopes did not come true: the load became greater - they also gave the fifth grade, notebooks every day, preparation for lessons and work on endless projects and contests, as well as documentation that appeared from somewhere every time. Finishing with some things, I got new ones. This is not so bad, but it is really hard mental work, which takes a lot of time and for which I want to be grateful.

I have been working at school for the third year and nothing has changed. I arrive at half-past seven, I leave at four, but the work does not end there - at home I sit down again at the laptop. And so six days a week. It should be noted that my story is not universal - my colleagues from other schools can have a different story. And remuneration, and the attitude to teachers, and children - everything depends on a particular institution.

By the way, about colleagues: the women's team is something. We have three men: two physical education workers and a Trudovik. There are young teachers, but they are few, and for obvious reasons, they have no enthusiasm for work. I prefer not to communicate with anyone at all - and there is no time.

Cons by cons, but at school there is something that I can’t get crazy about and quit - these are children. Thoughts about them save, even when everything falls out of hand. The sixth graders with whom I started working are now in the eighth - they are crazy, they are alive, they are sincere, they are personalities. They received me well from the very beginning - and, despite the same age, they turned out to be completely different: the "besh" are very noisy, energetic, and the "vesh" are quiet. With one I light up and explode, the other reassures me. Then in my life small five-claws appeared, now they are in the sixth. There is one continuous love.

Colleagues say that if I were their daughter, they would tear off my tattoos along with my skin

Over the years, the guys studied my character: they try to cheer me up when I'm in a bad mood, and stop freaking out if they see me tired and tortured. Sometimes they deliberately make me angry — for example, include their cloud rap, which I can’t stand — but simply because they, like me, are interested in observing human emotions.

The teacher must be tolerant, and I calmly relate to their tastes, interests, and the way they express themselves. They treat me the same way: they are interested in knowing where I am, what I listen to, what I eat.

I have tattoos. The director immediately said that I would need to hide them so that there would be no problems. I go to work in shirts, covering drawings on my chest and arm, and in skirts to the knee or trousers to hide the tattoo on my legs. This does not bother me, it is simply not clear why in the modern world people are not ready to accept us as we are. Some colleagues say that if I were their daughter, they would tear off my tattoos along with my skin - despite the fact that no one saw them at work. The children were able to figure me out on social networks - although I am registered under a different name and surname - I have a few photos there, but of course they all recognized. At the same time, no one began to get me questioned - the children were much smarter than adults.

I don’t have enough money, free time, and it becomes harder and harder to work every day

I do not have a class manual; if they give it next year, I don’t know how I will live: I have to completely forget about myself. Despite this, they gave me an office. This is very convenient, but again a sheer waste: either I buy markers for the board, then notebooks for leaflets, then I wash the floors myself. Thanks to the children who help while on duty.

For myself, I decided to finalize this year, and in the summer on vacation to think what to do next with my life. I do not have enough money, free time, and it becomes harder and harder to work every day. But can I no longer hear this lingering: “Violettaaa Vadimovnaaa!”? Will I be able to deprive myself of children's delights, emotions, discoveries? I do not know the answer to this question yet. Thanks to the head teachers of my school who believed in me and invited me to work - in any case, this is a great experience.

Julia Dmitrieva

Worked at school number 6

My mother and grandmother worked all their life as teachers: so my fate was to some extent predetermined. I wanted to be like them from childhood: I took toys, placed them on the couch and taught them mathematics and Russian for a long time. But then childhood dreams were forgotten. In the eleventh grade, I decided to go to a journalist, filed documents at PSGSA and MGU and entered Moscow. But my mother began to worry about my move to another city, and I could not watch how she was worried, and remained in Samara. I entered ped - not just journalism, but philology - and so the fear of moving determined my way.

For the first time I went to the children in the First Gymnasium, during practice: I went to the blackboard, gathered to greet the class and was in a complete stupor. All the schoolchildren were on the phones, and more than one lesson went on like this: when children from childhood are presented with expensive equipment with many games, it is difficult for them to switch to something less interesting, like classes. In the class, social stratification was very felt - those who did not have an iPhone were unsure of themselves and tried to assert themselves, bullying classmates and reproaching too expensive jeans.

The student’s father blurted out: “Yes, you only have to play with dolls, not teach children!”

After university, I wanted to go to the Medical and Technical Lyceum, of which I am a graduate, but there is no way for a young specialist to get there - there are no places. Then I got a job at school number 6 on Samarskaya. She worked with both senior and junior classes. It was more difficult with the second ones: they gave me classroom guidance for fifth graders, and in addition to educational activities, educational ones also fell on me. I had to stop constant fights, take away electronic cigarettes from kids, organize endless school meetings - but I just wanted to give lessons! The children’s program was also difficult: the class was considered linguistic, the children studied English and French, and Russian went seven hours a week. We studied according to Shmelev’s textbook with exercises that not every student will solve — these are university tasks. It sounds prestigious, but in fact it’s difficult for a child to absorb so much information. Pupils needed much more banal tasks for the development of speech.

It is difficult to be a young specialist: the team took me frivolously for a long time. But it was even more difficult with the parents of the students. Once, I called one father to school and met him without makeup. When he saw me, he blurted out from the threshold: “Yes, you only need to play dolls, not teach children!” Who will not touch this?

Modern technology comes to school very slowly. When I got into the team, electronic journals were actively introduced in all educational institutions, which, as planned, were supposed to supplant paper ones. But in reality, we kept one and the other, and we also wrote ratings in the diary and on special leaflets. In addition, each teacher kept his own notebook, where he recorded the grades, - paper work was just heaps. Nobody liked this system, but few decided to protest - there were teachers who ignored the bureaucracy and devoted more time to teaching children. Their graduates shone with excellent USE results, but this did not bother anyone: they fined up to three thousand rubles for disobedience. And all this - with a salary of twenty thousand.

I saw how other teachers tried to avoid stress and worked half-heartedly, but did not want to repeat their path

All my time at school, my hobby was music - since the tenth grade I have been playing drums in a rock band. Now I am in two groups at once - in one we play stoner rock, in the other - shugeyz. Children quickly learned about my hobby: first from social networks, and then they came to an open concert. The music aroused their keen interest, and then I decided to organize a drum club at school. I asked the director, they gave me the go-ahead, and 15 people signed up for the group. Our drums were training, rubber - the sound they have is not at all the same as the real ones. 60 thousand were needed for normal instruments - I understood that no one would allocate such money to my club, but I could not invest my own. So our classes ended, although I taught them for free and was ready to conduct more.

I felt that a gap was growing between my work and my passion - but I also realized that I was terribly tired of raising children. Nervous, I became very sick. I saw how other teachers tried to avoid stress and worked half-heartedly, but didn’t want to repeat their path - and working at full capacity did not have enough energy. But the last straw was that it was not possible to combine work with the magistracy: I wanted to continue my studies, but because of this I would have to skip a few lessons, and the authorities said: “Choose”. I chose creativity and perspectives.

I did not have farewell to the team, but the children gave me a real concert. They showed a video where they collected all the moments from our school life, and then presented gifts: a picture painted at an art school, sweets, some little things bought with pocket money - someone even dragged their favorite toy, a battered teddy bear. At the end, one boy said: “I always thought where the famous people come from: and then I saw you, so talented and amazing, and now I understand.” Everyone was crying.

Sometimes I miss my children very much, but I need to look to the future: now I am recording albums with my groups, and most importantly, I am finishing my master's degree in teaching and want to become a teacher at a university. Despite the fact that my career as a teacher is over, it seems to me that the field of education is my vocation: I can tell the world a lot more.