The educational value of student self-government

Development of student self-government -
one of the most important areas
improvement of educational
process in modern school.

Today, every creatively working teacher cannot imagine the effectiveness of his work without collaboration with the children's team, without teaching children the skills of teamwork, the development of their creative initiatives. Children's self-government is a specific activity of schoolchildren. Responsible for individual sections of the work of their team, taking part in the duty, the children organize the rest to perform certain tasks, participate in planning, control and check each other. This activity of students can be called organizational.

Every activity is a kind of exercise of his strengths and abilities and, consequently, causes a certain development of them. By participating in the work of class self-government bodies, students acquire a whole range of habits and skills, abilities and knowledge. They develop certain moral qualities and character traits.

When a student criticizes his classmate, boldly and openly pointing out his shortcomings, he develops integrity, the ability to correctly evaluate this or that act.

The educational value of student self-government is to prepare students for participation in public self-government, in the education of organizers, in the formation in children of the most important qualities of a new person.
It is clear that it is impossible to solve this problem through mere verbal education, through explanations and conversations: no books, no persuasions and teachings from adults can replace the child's direct life experience, personal participation in socially useful activities.
However, if only adults act as organizers, and the children themselves are in the position of being organized and only passively fulfilling other people's demands, then there can be no question of achieving the goals of student self-government.

Organizational work consists of a number of specific skills and skills. This is the ability to plan, choose the main thing in work, correctly distribute the duties of comrades, as well as such skills as the performance of duties. Any of these skills and abilities should be the subject of special care for the teacher: it is difficult to expect that they will appear in children by themselves. Therefore, every teacher must be a good organizer, without this it is impossible successful solution tasks of developing children's self-government in the classroom and school.
Finally, the educational value of student self-government lies in the fact that, practically speaking in a certain role in their team, students acquire a number of moral qualities necessary for a modern person.

Students develop such an important quality as integrity in relationships with other members of the team and ever-growing demands on themselves and their classmates.

The real meaning of educational work lies not in fruitless conversations with the child, but in creating such life situations, in which best features However, one should not think that the positive qualities of a personality will be brought up in children spontaneously, on their own, one has only to introduce self-government in the children's team. Where educators are removed from the serious work of guiding student self-government and its development, educational results are possible that are completely opposite to those expected. At correct staging self-government may arise in children, its direct participants, such negative qualities as arrogance, arrogance, individualism. The immediate reasons for this may be different: incorrect exercise of election, when the same duties are performed for a number of years by the same children, lack of accountability to other children about their work. But main reason there is only one: the weakening or complete absence of pedagogical leadership.
Therefore, an important condition for achieving positive educational results in the development of children's self-government is the skillful pedagogical guidance of students' activities, the consistent implementation by educators of the basic requirements for the system of school self-government.

General organization of self-government in the school community

Just as the primary collectives are the basis of the school-wide educational collective, so the self-government of the class, the group serves as the basis of the self-government of the school. Class self-government consists of the distribution of specific responsibilities among individual students. Usually, at one of the first class meetings, at the beginning of the school year, an asset is elected. These can be individual students, each of whom is assigned certain duties, for example: akim, deputy akim, deputy for social issues, deputy for culture, deputies for science (subjects), florist, fizorg, orderlies responsible for the safety of furniture and textbooks, deputies for justice and law, informants, etc.

In other cases, with a higher level of development of self-government, groups of students are selected for separate areas of work: the sector of social and political work, which includes political informants, editors, wall newspaper correspondents; the educational sector, which brings together laboratory assistants, teacher assistants; sector of cultural work, etc. Each of the sectors is headed by a person responsible for its work. Such a group organization of an asset has a number of advantages: it makes it possible to compete with the organizational functions of individual students, helps to draw the majority of students into self-government, and prevents individual members of the asset from being overloaded with social work.

Of course, all this work is not only built depending on the experience and traditions of the school team, but also has its own specifics in different classes; and self-government in primary school will differ from the organizational activity of the student asset in the senior classes.
First grade involving students in the performance of the simplest functions can be successful already starting from the second quarter (the first two months of work are spent on accustoming students to their academic duties, observing the basic rules of behavior at school, which lays the very foundations of organizing a class team). Self-management of first-graders begins with the fulfillment by them of the simplest duties of duty officers in the class. In this work, the teacher uses the attendant's memo. It is not valid for a whole year, but only at the initial stage of accustoming children to work in the classroom. In November, they can already perform the duties of akim, orderly, flower grower, gamer, business manager, etc. Children help the teacher by collecting notebooks for checking, distributing individual didactic material etc. They do all this on the direct instructions of the teacher. It is not recommended to fix any permanent duties for individual students for long periods in the first grade. This is due both to the peculiarities of the psychology of younger students, and the need for the teacher to get to know the class better, and, consequently, more see students at work. In addition, kids are very jealous of such assignments: everyone wants to be a nurse and take care of the fish, be on duty, etc. And every student should be given such an opportunity for a while. Obviously, for this, the teacher must keep a special account of the distribution of temporary duties of his students, so that everyone “appointed to the position” in due time.
From second grade When separate groups of children take shape and begin their activities, it is advisable to assign for a certain period (again, not very long) already known assignments to groups of children. New in the work and the collective nature of the performance of their duties. Here it is important to teach children to distribute work between performers. Experience shows that only importance paraphernalia plays to stimulate the first steps of schoolchildren in self-government. Beautiful armbands, emblems with a flower, a fish, a red cross embroidered on them not only introduce an element of play into the work of children (which, by the way, is important in itself), but also publicize the work of the asset, put children under the control of their comrades, increase their responsibility for the fulfillment of the orders of the team.
From the fourth grade self-government is increasingly beginning to fulfill its external function - the inclusion of the class in the school community. Here, those responsible for the main areas of work are already elected for a relatively long period: as representatives of the class, they are part of the self-governing bodies of the general school collective.

Groups, councils are created in the classes, in which they become the guiding core of the student asset in the class. And for grades 4-8, and for 9-11 is preserved general organization asset work. However, with the transition to the upper grades, self-government (together with students) is gaining maturity.

Among the forms of class self-government, a particularly important role is played by general meetings and the duty of students in the class. General meetings teach children to collectively solve the problems of their lives. It is at meetings, more and better than anywhere else, that the power of public opinion is unfolded, each student is provided with the right to participate in the discussion and decision-making on the activities of the team. Class meetings are the most flexible and accessible form of involving everyone in self-government.

School-wide assemblies are much more organizationally complex, and in some large schools they cannot function directly at all.
At the same time, sometimes class meetings are held poorly, formally, and are used only to inform students about certain events in the life of the school, class, country. Of course, such information is needed, but it cannot be the main content of the student meeting.

The main and main thing in the work of class meetings- this is a discussion of important decisions about the activities of the class team, consideration and approval of its work plan, the election of a student asset, hearing reports on the implementation of class decisions by individual students.

You can draw the most beautiful schemes of self-government, write many different documents about organizational work at school, but if in the class the guys cannot prepare and actively hold a meeting, then it is quite obvious: there is no self-government in this class. Meanwhile, in some schools, even in the upper grades, the meeting is led by a teacher.
A chairman and a secretary are elected to lead the meeting. At first, it will be better if these duties are assigned to certain students for a long enough period so that they receive the necessary practice. With the help of the teacher, they learned how to properly conduct the meeting (presidency, take minutes, report on the verification of decisions, etc.).

Meetings do not have to be very large, with discussion of many complex issues, which takes up to an hour. It is better to hold short meetings (“operative meetings”) more often for 10-15 minutes with the solution of any one well-prepared issue, for example, organizing class participation in a subbotnik. With this practice, class meetings will really become what they should be - the most important form of collective self-government.
Another form of self-government, which allows involving all students in the organization of class life, is duty.
What are the main character traits self-management in the classroom?
First of all, it should be noted that here, as always, self-government performs two main functions: internal and external.
Internal self-management function class is to guide and manage the forces of students in the life of the class team, its various types of activities. This is achieved by establishing responsible persons for the sections of work. Each of them is in the position of an authorized team, subordinate to the class asset (association responsible for the main areas of work) and the general meeting. The management of the internal life of the class is ensured by the normal functioning of the council of the asset and the class meeting, the development and implementation of the work plan by them.
External function of class self-management I consists in establishing the links of this collective with other primary collectives of the school, in determining its place in the general school collective. School-wide planning also plays an important role here, if it ensures interaction and contact in the work of class teams. By carrying out the main tasks of the general school plan, organizing the class team to participate in competitions, competitions with other classes, class self-government prevents the danger of closing the primary team in the circle of its interests.
Individual teachers pay little attention to this side of self-government. Some even oppose to some extent their class asset to the general school, considering the election of the best class activists to the general school bodies as a weakening of the social life of the class. But such a point of view can arise only where the teaching staff does not achieve the creation of a single, cohesive school team.

Meanwhile, the primary team, being only a certain link in the transition from a single school team to an individual, cannot by itself, being isolated from the latter, solve the main tasks of educational impact on the child, since “only by creating a single school team,” says A. S. Makarenko, it is possible to awaken in the children's minds the powerful force of public opinion as a regulating and disciplining educational factor.
An important condition for the normal functioning and progressive development of class self-government is its inclusion in the system of school self-government, work according to a single plan. Control by the bodies of the school team, the exchange of experience with other classes - all this largely determines the success of the class team.

The main task that school-wide self-government bodies solve is to unite the efforts of class teams in various types of activities: social and political, educational, labor, economic, cultural and mass, sports and tourism. School-wide bodies embody the idea of ​​centralizing the leadership of primary collectives. This function of school self-government largely determines its main features.
The supreme body of the school-wide student body is the general meeting, which makes decisions on the most important issues of school life. Here, long-term plans for the work of the school team are discussed and approved, the results of competitions, competitions of class teams are heard and approved, the most important intra-school documents regulating the life of the school team are approved: competition conditions, regulations and instructions on the work of the collective bodies. Student duty at school has always been the most common type of self-management work. The experience of the best teachers suggests that by properly organizing duty in the children's team, you can teach the children to see the special romance of everyday life. If other forms of self-government work are built at the beginning of work on a relatively constant distribution of responsibilities among a certain group of children, then the duty of students from the very beginning is organized on the principle of simple priority.

The main task of class duty is to provide students with uniform requirements, as well as systematic daily cleaning of the classroom and preparing the class for the lesson. All students are on duty in the class, usually two people each. The duty schedule for the class is approved by the class meeting and posted on the stand in the "Classroom Corner". Supervises the work of class akim on duty.
Duty on the floor takes place within a certain period (week). All students are on duty, except those on duty in the class.
It is important to note that as the duty develops, there is an increasing inclusion of school-wide self-government in its unified system.
The involvement of students in the activities of leading and managing the life of their team is achieved through various methods of pedagogical influence - the public opinion of the children's team. This does not mean that teachers can withdraw from the leadership of the public opinion of the children's collective. The leading role of the teacher is always preserved. But it is now that the teacher, from a guardian and a nanny, becomes an older, wiser comrade and adviser for the children.

How to plan educational work with the team in primary school

Planning of educational work is an essential link in the overall activity of the teacher. Thoughtful planning ensures its clear organization, outlines the prospects for work, ensures
implementation of a certain system of education. The class does not live in isolation from the school staff. When planning work, the teacher proceeds from the work plan of the entire school. To draw up a plan means to think over and imagine in general and in detail the entire course of educational work, its organization, and to foresee its results.
I start planning with the theme and goals of the school that resonate with the theme. primary school: "Self-realization personal qualities pupils of primary education through the formation of a healthy lifestyle”.
Purpose: "Creation of conditions for self-realization of personal qualities through the development of creative, individual principles of personality and education of communicative, independent qualities of a healthy lifestyle." The plan itself is organized in the following sections:
1. "Education of Kazakhstani patriotism and citizenship."
2. "Formation of intellectual culture".
3. “Education of spiritual and moral culture, understanding
universal values".
4. "Formation of a healthy lifestyle."
5. "Formation of ecological culture".
6. "Formation of economic culture".
7. "Formation of aesthetic culture."
8. "Formation of a culture of family life."
9. "Legal general education"
10. "Working with parents"
11. "Individual work with parents."
12. "Individual work with students."
13. "Self-education".
14. "Organizational measures".
Thus, the isolation of individual sections of the plan will make it possible to formulate the main educational tasks and give them in a certain system that reflects a more general task - the formation of a comprehensive developed personality child.
The task of educating children's independence in the educational process entails setting the same task in extracurricular activities. The upbringing of independence requires such an organization of children's activities that will ensure its success and effectiveness. Moreover, children act without the direct guidance and control of the teacher. Children are being prepared for independent activities from the first grade. They master it with the help of a teacher, adults: to distribute duties and roles among themselves. Another condition: the work is performed by a small group of 3-5 people. The group includes children connected by friendship, a sense of sympathy, who want to work together, in one team. Interest in the content of activities is another of the conditions that determine the success of children's independent activities at first.
When accustoming children to independent activity, the teacher himself or through other organizers gives the children tasks for their independent implementation, sets tasks for them: to think, answer a question, solve a problem. Children will not always succeed, they will seek help, quarrel. They need help to establish friendly teamwork, resolve the conflict, make peace. The guys always have a lot of initiatives, desires, but little experience, collective skills. Therefore, it is very important that the organizers of small groups see the teacher as a benevolent ally, so that they themselves can look for helpers. At this stage, the position of the teacher requires fine instrumentation.
One of the most important duties of the attendants is to ensure that each student respects the safety of furniture. During the breaks, they achieve the timely exit of all students from the class, be sure to ventilate the room, prepare a blackboard, chalk, and a rag for the next lesson. The class akim and those responsible for the safety of furniture supervise the work of class attendants.
Structural - functional model independent work class

Educational team and its influence on personality development

The word collective comes from two Latin words clligo - "to unite" and collectivus - "collective". Thus, a team is an association, in this case, of people. An educational team is a specially organized set of people who direct their efforts to achieve educational goals. In the conditions of the existence of a collective, relationships between people invariably arise. They can be personal and business in nature, but, in any case, they are based on joint activities. The success of the upbringing process depends on the relationship in the team, and the teacher should strive to form mutual respect in the team, a joint desire for a common goal, the ability to cooperate productively, organization and coherence of actions, and the ability to self-govern. A part of the educational team is the student team, which, in contrast to the educational team, includes only pupils. The student team differs from others in a number of ways:

1) a common socially significant and socially justified goal;

2) joint organized vigorous activity, responsibility for its results;

3) moral unity, implying common assessments and experiences;

4) organized self-management of the collective.

A well-organized and stable team is also distinguished by the mutual support of its members, understanding, responsibility for other team members, established emotional contact, goodwill. Members of such a team feel confident, they always have someone to rely on, who to ask for help, helping others, they increase their sense of self-worth, which is an incentive to maintain and develop both collective relationships and personal qualities. Getting into such a team, a person strives to form in himself the same qualities that are inherent in most members of the team, to become its full member, to compete with other people for the right to obtain a certain status in the team. All this encourages a person to self-improvement, development, manifestations of strong-willed efforts, struggle with difficulties. To regulate relations and activities in the team, management bodies are selected - leaders who are able to organize and direct the activities of the entire team in the right direction, who are respected and authoritative members of the team. To create a cohesive, holistic team, it is necessary to carry out permanent jobs on the inclusion of its members in joint activities of a different nature, to stimulate the development of business and personal relations within the team, to develop common interests and interest in joint events, the creation of traditions of society.

Education of the student team has its own characteristics. The process of such education should include constant conversations on the topics of collectivism, the organization of labor, extracurricular and cultural activities aimed at rallying pupils. The creation and education of a student team begins with the skillful presentation of requirements to pupils. It implies a clear and understandable explanation of the norms and rules of behavior, a tactical attitude towards students, the organization of exercises, as a result of which students acquire the skills of correct behavior, compliance with the measure of the requirements, but at the same time it is impossible to underestimate them, the ratio of requirements to the situation in the team at the present time. time, formation positive attitude to the requirements. Collective education should be aimed at constant progress, only then it will benefit the development of the personality of its members. The inhibition of the development of the team leads to its weakening and disintegration. To avoid this, the teacher must constantly set new interesting and increasingly complex tasks for the team, thus maintaining interest in joint activities and the existence of the team. Achieving greater collective success, members of the team realize the personal benefits of its existence, feel strong and capable, thanks to the fact that they are its members. The promotion of permanent perspectives to the team is based on psychological characteristics a person to make plans for the future, to predict the result of their efforts, which gives rise to motivation to carry out vigorous activity aimed at achieving the goal. The prospects of the team can be holding various competitions, olympiads, creative and subject events. An essential factor in the development and maturity of the team is the formation of a healthy public opinion. Public opinion is the ability of the collective to a unified assessment of the processes and phenomena that arise in it and the corresponding reaction to them. If the members of the team strive to eliminate its shortcomings, strengthen its weaknesses, and jointly solve these issues, then we can talk about the existence of a healthy public opinion in the team. A. S. Makarenko noted the presence of the phenomenon of “parallel action” in a team with a healthy public opinion: any external influence on the team has an educational effect on its individual members and, conversely, the impact on an individual pupil affects the entire team. When the collective reaches such a state, it acts as a full-fledged subject of education and functions as a well-organized social system.

Personality and team Relations in the team are built, according to A. Makarenko, on the principle of responsible dependence. Collectivist relations are determined primarily by the attitude of each to common values, goals and activities, they are manifested in the ability of each to lead and obey in the name of common causes. This relationship is predominantly business cooperation. Along with them, there are interpersonal relations - these are selective relations based on mutual sympathy, interests, friendship, feelings. In domestic science and practice, priority was given to collectivist relations and the richness of interpersonal relations was underestimated. This, as well as the ideological postulate about the subordination of the individual to the interests of society, leads to negative consequences: the conformity of the individual, lack of initiative, and the suppression of individuality. This is all the more so since in practice a smaller part of groups of students reach a high stage of collective development.

Therefore, the theory and methodology of collective education should be seen in a historical perspective. Along with the development of collectivist relations, the teacher should engage in individual education and develop in children psychological knowledge and the ability to interact, empathy, a culture of communication, mutual respect, and a culture of interpersonal relations. For this, it is necessary to use not only pedagogical methods, but also psychological, psychotherapeutic methods: role-playing games, situation analysis, group discussions. This approach enriches the theory of the collective and reduces the negative effect of collective education, which manifests itself when it is dogmatized.

School is a small state that will prosper,

if each of its inhabitants learns to bear responsibility for the common cause.

The development of student self-government is one of the main directions of the educational system of the school. Self-government contributes to the formation of a self-developing personality, educates students in citizenship, stimulates the child to social creativity, the ability to improve oneself in the interests of society.

The need of children for self-realization, the mobility of the teaching staff, the democratic style of management is the starting point for the development of student self-government at school. The process of full-fledged development of student self-government must necessarily be accompanied by conscious support from the teaching and parental staff of the school. In working with the children's team to develop student self-government, the head of the school, his deputies, teachers, class teachers and parents perform especially important functions - the functions of cooperation and inspiration, rallying and support, organization and inspiration.
In modern theoretical and methodical literature there is no consensus in the definition of the term "school self-government". Moreover, most authors who consider student self-government write about it as a matter of course. Therefore, theorists and practitioners often perceive the same pedagogical facts, phenomena in different ways or use the same term to refer to different concepts. It's about about such concepts as "self-government", "student school self-government", "co-management", etc. Differences in interpretation may be one of the reasons that employees of schools, methodological institutions and bodies public education find it difficult to determine the essence of self-government, its purpose and functions in the life of the school.

In particular, some argue that it is necessary to approve only the administrative management of the student collective in the school, others argue that it is not self-government that should be developed, but co-government, and still others make an attempt to replace student self-government with public self-government of the school.
And the term "self-government" itself is interpreted in different ways. In the "Pedagogical Encyclopedia" self-government is seen as the participation of children in the management and management of the affairs of their team. Without denying this, many teachers emphasize different words. Some take team leadership as a basis and consider self-government as part of the management system. Others understand self-government as a form of organization of collective life. Third - as an opportunity for students to exercise their right to actively participate in the management of all school affairs.

Our understanding of the place of student self-government in the structure of the school is based on the following points:

The Law "On Education" defines two principles of governance educational institution: unity of command and self-government - and gives the right to participate in the management of an educational institution (that is, the right to self-government) to teachers, parents and students. The law offers an open list of forms of school self-government and refers the definition of the competence of self-government bodies to issues that should be reflected in the charter of the school.

Thus, self-government is a form of school management. Along with the power of the director (one-man management), the school must have the power of students, teachers and parents (self-government). The boundaries of authority of the subjects of school management are determined by the charter of the school and the local acts corresponding to it. The forms of this power - specific self-government bodies - can be chosen by the educational institution itself. Self-government bodies are "joint", with the participation of teachers, parents, and students - for example, the school council, or "separate" - for example, the student council with the participation of elected representatives of students. School self-government bodies formed by students are commonly called student self-government bodies.

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

Often the principles and methods of work of the “good old” pioneer organization are mistakenly projected onto student self-government. Like, self-government is headquarters, school duties, cultural events, etc. Including, they consider it completely natural that the body of student self-government has power over students, as in former times the council of the squad over the pioneers. No, self-government is not a pioneer organization. Schoolchildren do not give self-government bodies the right to command them - they give elected self-government bodies the right to represent their interests in school management.

Self-management of students is expressed in the independence to take the initiative, make decisions and implement them in the interests of their team or organization.

Self-management is carried out through introspection, self-assessment and self-criticism made in relation to one's activities or organization. As a rule, in everyday activities, self-management is manifested in the planning of the activities of the team, the organization of these activities, in the analysis of one's work, summing up what has been done and making decisions.

The organization of student self-government requires considerable efforts from teachers. Self-government cannot be introduced administratively, nor does it arise spontaneously. It is necessary to stimulate self-government by teaching students, causing them to need self-regulation. True children's self-government does not consist in copying the management of adults and not in playing school administration, but in the fact that children acquire personal experience democratic relations and the skills of its comprehension. Adults should not organize for children interesting life. The task of educators is to build life together with them, giving them more and more independence, expanding the sphere of student self-government, which at first will be rather narrow. The class teacher is not a mentor, but a friend and assistant who is able to imbue the ideas of the children, support and contribute to their implementation, and understand what children need. This is the same member of the team, only older and, accordingly, with more knowledge and experience.

Not every teacher is able to organize collective activities. In order not to get the appearance of collective work, it is necessary that its results be analyzed and evaluated by the children themselves. Then the feeling will be formed that they are the masters of the school (they invented it themselves, they did it themselves, we use what we have done ourselves). Gradually, the sphere of pedagogical leadership will move from the field of activity to the field of relations between individual children, groups of children, and primary children's groups.

In the process of student self-government, one condition is important: to determine goals and prospects for oneself. Schoolchildren themselves should draw up programs for their achievement. And so that the plans invented and approved by the children do not become a formality, it is important for the teacher not to succumb to the temptation to impose his opinion.

Self-government as a means of development and self-development of the student's personality is formed in three stages:

1. The stage of influence (the person receives satisfaction from joint activities, active groups are formed).

2. The stage of interaction (the awakening of the interests of the individual in managerial activity, the creation of student and school self-government).

3. The stage of co-development (orientation to the personality, creation of a holistic social-integrative model of self-government).

At the first stage (the impact stage), it is important to involve students in class assets. In parallel, there is a need to create an asset of the school, which included the heads of the senior classes. At the beginning of the school year, a new asset of the school and an asset of the class are elected. Children choose their own leaders. Students are offered a wide range of activities (cognitive, labor, sports, creative) and areas of activity (organizational, performing). An asset of the school is developing a plan for extra-curricular school affairs. Once a month, meetings of the asset are held, where issues of school life are discussed, school events are planned, and the work done is analyzed. To broaden the horizons of children and familiarize them with new forms and activities, weekly training is held for the school's asset.

At the stage of interaction, the awakening of the interests of the individual in managerial activity, the realization that there is an order in life, which is supported by special managerial activities, is carried out. At this stage, it becomes necessary to create new structure self-government, including student and school self-government.

During the transition to the third stage (the stage of co-development), the task is to awaken the responsibility of the individual himself for what he is. The development of the ability to formulate and solve not only own problems but also public.

By participating in the activities of children's self-government bodies, schoolchildren are included in a versatile extracurricular activities, business conversation with adults on an equal basis, are involved in the practice of civic behavior and social activities. Within the framework of school self-government, children get the opportunity to influence the content of education, the process of development, adoption and implementation of local regulatory legal acts of the school, to defend their rights and interests in it, satisfaction of the actual needs for self-expression, self-affirmation and self-realization. With the help of student self-government, conditions are created conducive to continuous personal growth every student.

Forms of school government.

Forms of school self-government can be divided into four groups.

1. Student self-government includes school self-government bodies created by students. This means that such organs are formed by disciples from among the disciples. Accordingly, student self-government expresses the interests of students. Forms of student self-government can be a student conference, student council, student class meeting, human rights reception, and many others. others

2. Parental self-government includes school self-government bodies created by parents. The most common forms of parental self-government are parent committees. But other forms of parental self-government can work in the school.

3. Pedagogical self-government includes school self-government bodies created by teachers. As a rule, the most common body of pedagogical self-government is the teachers' council.

4. School-wide self-government includes school self-government bodies created jointly by students, teachers and parents. These self-government bodies must coordinate the interests of all participants in school life and therefore, as a rule, have the authority to make decisions of school-wide significance. The most common form of school-wide self-government is the School Council. Also, in a school, there may be forms of self-government created jointly not by three, but by two parties: for example, students and parents.

In each school, self-government can be represented in various forms. For example, in one school only student self-government can work, and in another school - forms of self-government of all four groups.
Self-government is not a subordinate structure: each form of self-government has its own powers.
There is no rigid subordination in the structure of self-government. You can not say that the student council is more important than the student council. Each of these bodies should have its own powers and its own range of issues, on the solution of which they can influence. The school council cannot command the student council. School self-government bodies can work independently of each other.

At the same time, school governments can interact. So, in our opinion, when forming the School Council, representatives of students, parents and teachers should be directed by the bodies of student, parental and pedagogical self-government. This will allow teachers, students and parents to submit to the School Council issues in which they are interested, and representatives on the School Council will more effectively defend the interests of their constituents.

Self-government bodies can be divided into representative and executive. Representative self-government bodies are bodies that have the authority to represent the interests of those who elected them (students, teachers, parents). These bodies can only be elected. They have the right, on behalf of their constituents, to influence the adoption of certain school decisions.

The executive bodies of self-government do not have the right to represent the interests of participants in school life. Therefore, they may not be elected, but recruited on a voluntary basis. People who are interested in solving a particular school problem come to them. These self-government bodies cannot participate in decision-making. But they can have a significant impact on school life: manage school processes not at the expense of authority, but at the expense of their capabilities. For example, a school advocacy office can protect the rights of students and thereby influence the human rights situation in the school. Executive bodies do not decide, but influence.

The structure of self-government bodies should be flexible and variable, take into account periodic reporting and turnover of the asset, continuity and systematicity in its work, the specifics, capabilities and traditions of each particular class, stages of its development, be based on the interaction of different bodies. The class is basic structural element and at the same time the basis for the formation of a system of student self-government. The class is a constant formation of children, adolescents, youth. It is the primary team of the educational institution, its structural element and the center of education of the younger generation. It is important to note that the class is the basis of student self-government, since the task of school-wide self-government bodies is to accumulate and consolidate the efforts of primary teams.

Self-government in the classroom, in turn, is formed through the functioning of micro-collectives, which are links, communities, partnerships, consisting of 6-8 students. It is these microgroups that are the permanent driving team of the class, whose main task is to conduct individual work with each student, taking into account his inclinations and interests.

The highest body of the class team is the meeting, through which each student is provided with the right to participate in the discussion and decision-making on the activities of the school team. The structure of class self-government is also inconceivable without executive bodies, which are usually the class council, student council, student committee. Under the executive bodies, permanent divisions are formed to organize educational, labor, social, cultural, sports, and so on.

A team based on the principles of self-government is an integral organism that lives according to its own laws, constantly developing, whose activity is subordinated to a common goal that is interesting for everyone, which can only be approached when you invent it yourself, and carry out your plans, relying only on yourself. myself.

STRUCTURE OF THE ORGANIZATION OF SCHOOL SELF-GOVERNMENT

First level

Second level

Self management - the principle of organizing the life of the team, meaning the rights and obligations of its members to analyze the state of affairs in the school, develop and make decisions regarding different parties her life, actively participate in their implementation.

Goal of self-government - ensure the management of the school staff, teachers and students on the basis of their mutual trust and exactingness, respect and responsibility, creative cooperation.

Structure of self-government:

ь General meeting of the team (convened as necessary, elects permanent and temporary self-government bodies, decides on the organization and activities of the school).

Council of the Fair (includes teachers and students of the school, the Fair are elected by school-wide voting; when choosing teachers, students are polled, when choosing students - teachers. Advantages of the Council of the Fair: both the student and the teacher can apply here; the council consists of people with authority both among students and among teachers; the decision taken by the Council will be fair, as it is considered from various positions).

ь Council of High School Students (Belarusian Republican Youth Union, meets once a month)

ь Council of the BRPO (an asset of the pioneer squad, meets once a month)

ь Creative group (press center, editorial board, sports sector, patriotic sector, Mercy squad)

ь Council of foremen of classes (gather as necessary, resolve intra-class and intra-parallel issues, promote the dissemination of information, help class teachers and curators of parallels)

The work of the council of the fair in the event conflict situations

The SS must:

l strive to identify the true causes of the conflict and to reconcile the parties;

when doing business, avoid everything that can cause new conflicts;

to prevent misbehavior of the parties in the proceedings.

b SS DOES NOT HAVE THE RIGHT:

- give punishments that offend the honor and dignity of the accused;

The dynamics of self-management at different stages of team development

Characteristics of the stages
Lack of an asset, common goals, interest in activities in a team	The formation of the asset, the interest of students in the affairs of the team	Having public opinion, an ever-changing asset
Self-management function	Performing	Organizational	managerial
	Getting a task, determining the execution mode, peer review, self-assessment, self-control, etc.	Determination of the goal and assimilation of tasks, distribution of responsibilities, operational management, summing up.	Evaluation, analysis, decision making, planning organization, control, regulation.
The development trend of self-government
Elements of the system of student self-government	Task, order, mutual control, etc.	Uchkom, headman, commissions, brigades, etc.	Collective planning, conducting, analysis of the case.
Ways to Engage Students in Self-Governance	Appointment of responsible persons	Democratically elected asset	Participation of everyone in the organization of affairs in order of priority
The position of the teacher		Consultant
The nature of the teacher's activity	Provides students with knowledge about the meaning of self-government; forms positive motives for activity; develops students' independent work skills.	Passes on organizational experience to students, shows an example of participation in public work, acts as a bearer of traditions.	Collaboration on an equal footing equal grounds when performing common tasks.

The rights of schoolchildren in the organization of self-government

• 1. To elect and be elected to the bodies of the CC.
• 2. Participate in the work of the RS.
• 3. Make suggestions for improving the work of the school.
• 4. Freely express and defend your opinion.
• 5. Represent the student team in the OO.
• 6. If necessary, seek help from the authorities of the RS.
• 7. To act with criticism and self-criticism.
• 8. Evaluate the work of the class team, school.
• 9. To apply in case of conflict situations for help to the authorities of the RS.

Duties of schoolchildren in the organization of self-government

• 1. Be creative in your responsibilities.
• 2. Actively participate in the preparation and holding of various events.
• 3. Be personally responsible for the work of your class.
• 4. To develop the independence of younger students.
• 5. Report to the supreme body of the CC for the assigned work.

Self-government bodies encourage the student for:

• 1. diligent study;
• 2. community work;
• 3. exemplary behavior;
• 4. outstanding achievements in studies, sports, creativity;
• 5. diligence, honesty, courage.

The structure of school government

Self-government as an effective form of organizing students' leisure

Brief announcement: A well-created structure (model) of self-government helps to take into account all the interests of students in the organization of leisure activities. With the help of student self-government, we do not force students, but provide opportunities for active, useful and interesting pastime. This material may be applicable in the educational process of the school.

Self-government as an effective form of organizing students' leisure
(from the experience of the State Educational Institution "Secondary School No. 43 in Gomel")
Quite a lot in various publications considered the issue of student self-government. Is it necessary in a modern school, or can one do without it? Can self-government assist in organizing students' leisure time? We want to reveal our point of view on this problem. Why a problem? Sometimes many do not realize how well-organized student self-government will help prepare schoolchildren not only to live in society and the state, but also to make a contribution to its creation. Student self-government present stage- this is not only a competent organization of students' leisure, but also the opportunity for students to independently choose the path of development, to be aware of responsibility for their actions. In other words, student self-government helps students gain personal experience of democratic relations and forms of its awareness. After all, youth is a kind of one of the hidden resources that is available in any society and on which its viability depends.
Society needs people who are able to independently make decisions in a situation of choice, are capable of cooperation, are distinguished by mobility, dynamism, constructiveness, are ready for intercultural interaction, have a sense of responsibility for the fate of the country, its socio-economic prosperity.
How to educate such people? It is necessary to create adaptive conditions for training and education in the institution for the active work of students. This is only possible with self-government.
In the State Educational Institution "Secondary School No. 43 in Gomel" the issue of student self-government has been considered for a long time. Having addressed the problem, we offer a solution through the creation and functioning of a clear model of student self-government. Only when each participant educational process will feel its own importance, we can safely rely - your educational institution has become not only a center of leisure for students, but also a second home, in which it is good, comfortable and interesting for everyone.
Adults and children in our school are united not just by the goal, but by the belief in the possibility of overcoming difficulties. It is difficult to achieve cooperation without a common enthusiasm. The overall goal will only be achieved when all the efforts of teachers and students are made. Our school has many talented students and teachers who are constantly striving to create a creative atmosphere. They make every effort to make school life interesting, exciting, eventful, so that the school becomes a center of culture, goodness, and justice.
School self-government of students is aimed at involving everyone in common affairs, common search and creativity.
At the beginning of the journey, self-government of students was considered as an organization of leisure, recreation, and entertainment. As self-government develops, more and more space should be given in the content of its activities to socially useful affairs aimed at organizing the life, study, work of students, participating in the management of the gymnasium, and protecting their rights and interests.
The structure of self-government bodies takes into account periodic reporting and turnover of the asset, continuity and systematicity in its work is based on the interaction of different bodies.
Self-government bodies, based on the needs and interests of the entire team, determine the goals and objectives of the activity, the prospects for the work of the children's team.
An important organizational side of the relationship between pedagogical management and student self-government is the delegation of responsibility and authority, i.e. transfer of part of managerial functions from teachers to students.
Effective employment of students helps to organize the Parliament of the school, headed by the Leader. In order for the employment of students to be organized in all directions, 5 ministries were created: 1. Education and Science; 2.Sport and tourism; 3. Informatization; 4. Culture and leisure; 5. Labor and care; as well as the Council of Ministers includes the secretary of the Belarusian Republican Youth Union and the chairman of the BRPO. The ministries are headed by students not appointed by teachers, but chosen by all participants in the educational process.
During the election of the Leader and Ministers of the school, each candidate proposes his own program, which reflects events, socially significant actions and useful things that are interesting and necessary for the school in his opinion. During the week, school students get acquainted with the proposed programs, and choose not just good man, but an initiative "leader". In our school, this is not a "one day" event. Students should feel how important, honorable and responsible it is to lead the Parliament of the school, and voters should have the opportunity to learn about their Leader. Elections are held in accordance with the "Regulations on the election of the School Leader" according to the plan:

Monday- presentation of the programs of candidates for school leaders (each candidate draws up a colorful poster describing the biography and proposed activities, socially significant cases, KTD, etc., and places it in the school lobby)
Tuesday- Press conference of candidates with voters.
Wednesday- Video appeal of candidates for leaders to voters
Thursday- Open campaigning of candidates for school leaders
Friday- "Day of silence" before the elections
Saturday- Creative presentation of candidates, Elections of the leader, dance evening.
After the election of the School Leader and the approval of the Ministers, the School Council approves the Program, which consists of activities proposed by the children, and not imposed by teachers. In that academic year were suggested:
Self-Government Day (on Teacher's Day 01.10.2016);
Organization of the charity event "Give a Christmas tree to children";
Organization of patronage elementary school;
Competition "Mr. and Miss School 23.12.2016";
Christmas ball 28.01.2017
Action "Respect the age" 01.10.2016;
Participation in the subbotnik "For the benefit of the native region" and much more.
Let the proposed activities do not radically differ from those planned by the administration, but these are the proposals of the children. That is why every Minister feels responsible for the implementation of his work. One of the areas of the Program is patronage assistance, which organizes the employment of not only high school students, but also helps to hold events and promotions for kids. Such a direction brings up responsibility not only for oneself, but also for others. The incentive for high-quality execution of assignments and mass participation is the traditional competition "The Best Class of the School". The class competition screen determines the best class of the quarter on a monthly basis. A reward for fruitful work and the ability to organize - a challenge prize - a symbol best class"Treble clef", as the school has a musical focus. The purpose of the competition is to prepare young citizens to participate in the government of their country, starting with the management of their student body.
TASKS:
- formation in the school of democratic relations between teachers and students, protection of the rights of students;
- activation of participation in the organization Everyday life his class, in the realization of his interests and needs, in improving the work of his school;
- development of socially significant projects.
The essence of the tradition is that throughout the entire quarter, students in grades 5-11 compete for the title of the best. They are evaluated on the basis of the following areas:
- compliance with the business style of clothing;
- behavior in the dining room when eating;
- participation in the action "Waste paper";
- organization and participation in the events of the NGO "BRPO", "Belarusian Republican Youth Union";
- landscaping of the school grounds;
- work of class self-government;
- participation in school events, visiting cultural places, organizing excursions.
The results of work in these areas can be seen on a special screen, which is filled every week with marks on a five-point system.
In our opinion, such work allows each student to find their place, feel like an integral part, a significant unit. Here the concept of “average” does not exist: even if you have not yet decided what benefit you can bring to society, everyone is still an integral part of the whole. Even as a performer.
Self-management is expressed in the ability to independently take the initiative, make decisions and implement them in the interests of their team. Self-government is called upon by all means to promote the emergence of a sense of civic duty among young people, the desire to reasonably combine personal and public interests, to make a real contribution to the solution critical issues society and is one of the most important stages of the socialization of the individual young man, its self-realization and self-determination. And the annual cyclogram of the activities of the student team allows the school to become a leisure center.
With the help of student self-government, we do not force students, but provide opportunities for active, useful and interesting pastime.
Self-government is a specific organization of collective activity, the purpose of which is the self-development of the individual.
A well-created structure (model) of self-government helps to take into account all the interests of students in the organization of leisure activities.
Teaching the skills of self-government, free choice and responsibility allows students to develop a desire to participate in public life, not to remain indifferent to the events of their state, to exercise their rights and freedoms, to be responsible for their actions, to choose power and their own path in life.
Without self-government, the true development of the individual in a team is impossible.