Self-analysis of the pedagogical activity of the primary school teacher in FGOS. Analysis of the teacher's work: examples, samples of analytical reports, reports

A teacher is a person

forever summoned to the board,

answer to children,

be responsible for the children.

S. Soloveichik

It is often said about the teaching profession: "They sow the good, the rational, the eternal." It often depends on the teacher what kind of beginning a person will have - black or white, evil or good.

Coming to school of a child is a turning point in his life. There will be a transition to a new way of life, business activity, new relationships. The school will become the center of your child's vital interests. Therefore my main pedagogical principle - very carefully and carefully to help the child to open up, instill confidence in him, make him feel his self-worth. Only his self-awareness of personality is significant, which is accepted and loved without any conditions.

Target I see my pedagogical activity in creating conditions for self-realization of the child's personality in the implementation of their positive capabilities through the disclosure of inclinations and abilities.

This goal defines the following tasks:

· Develop the skills and abilities of planning and organizing educational activities;

· Develop the creativity of students;

· Regulate the pace of activity, synchronize your work with the work of the class;

· To form skills of self-control;

· Develop communication skills in the process of educational activities;

· Develop reflection in the process of educational activities;

· Increase motivation to learn and overcome learning difficulties;

· Formation of a positive "I - concept".

I consider the main tasks in my work to be the formation of solid knowledge, skills and abilities of independent mastery of knowledge, so that students “obtain” knowledge and apply it in independent work, experiencing the joy of educational work.

Therefore, my position in relation to the child is as follows: he is my comrade-in-arms, ally, co-author, accepting and giving, having the right to disagree, doubt and even make a mistake.

My pedagogical credo: work in such a way as to see the sparks of curiosity in the eyes of children, their lively genuine interest, a desire to show their skills and abilities - what could be better?

The guiding principles of work are:

* Principle of learning activities

Applying this principle, at each lesson, I form the student's personality, and his development moves forward not when he perceives ready-made knowledge, but in the process of his own activity aimed at “discovering” new knowledge for him. And the main word here is cooperation. Not "I'll explain" - we'll figure it out together. Not "I will show" - we will do it together. Not "I will teach" - we will achieve together. And only in this case, personally significant motives are actualized, prompting to activity from the inside. My children do not just learn something, they constantly invent and create something.

* Minimax principle

I believe that the minimax principle is optimal for implementing an individual approach, since it is a self-regulating system. This is very noticeable in the classroom. A weak student is limited to a minimum, and a strong student takes everything and moves on. All the rest are placed in the interval between these two levels in accordance with their abilities and capabilities - they themselves will choose their level according to their possible maximum.

* The principle of psychological comfort

Systematic and purposeful work with the use of health-preserving technologies helps me to achieve deep and lasting knowledge, and most importantly, arouses interest in the subjects studied.

* Principle of creativity

After all, the ability to create something new, to find a non-standard solution to life's problems has become today an integral part of the real life success of any person.

And I already said that, applying the above principles, we discover all knowledge in our lessons only together with the children in close cooperation. I teach students to think and make decisions for themselves, I see in each of them a person with their own interests and inclinations, I allow them to express their opinions and listen to all the opinions expressed, I allow them to live a bright and interesting life in the lesson.

Interaction with the class in the classroom is based on cooperation, a dialogue between a teacher and a student, which is aimed at the joint design of program activities. At the same time, I must take into account the individual characteristics of the child, his ability to perceive the educational material, interests, inclinations, the child's personal "subjective" experience, acquired in the specific conditions of the family.

I am convinced that in relations with children, sincerity and sincerity are needed in union with cooperation and co-creation. Working together brings pleasure, passion, activism and promotes the manifestation of the best human qualities.

My life motto: "It is necessary to turn the conclusions of defeats into sources of victories."

This is what I teach my children. I teach to perceive failure not as a tragedy, but as a signal for its correction. I think this approach to solving problems, especially in difficult situations, is also necessary in life: in case of failure, do not become discouraged, but seek and find a constructive way.

Thus, based on the above theoretical provisions, we can highlight the aspects that I use to implement the "School 2100" program in my lessons:

1. In the first place in my work, I put respect for the Personality.

2. The main forms of my work are: lesson, work in pairs, groups, individual work. With the help of these lessons, students learn to negotiate, defend their point of view. The team is becoming more friendly and united.

3. Basic methods: partial search and problematic, design method.

The rules that I follow in my work:

1. I try to find in the child something for which he can be praised, and not something for which to scold.

2. Know that the child is then interested with you, when you are interested with him.

3. I give each child the opportunity to make their own little discovery.

4. If it is difficult for a child, then I will find for him a task that is within his power.

5. The higher the level of emotional comfort, the greater the chances of academic success.

6. Remember that the mistake of one can give rise to the thought of another. Do not be intimidated by children's mistakes!

7. Do not be afraid to pretend that you do not understand something.

8. Do not be afraid to admit what you do not know yourself.

9. Do not try to explain to the child what he can think of himself.

10. Remember that failures in life have two reasons - lack of love and low self-esteem, which means that the child is especially in need of self-esteem. Just love the kids and don't be afraid to show it to them.

Dynamics of student achievement

For many years I have been working without lagging behind. This can be traced to the final results of the release of 4 "b" class ( 1 quarter - 23 students:2 excellent student,7 good people (39%);

2nd quarter - 23 students:2 excellent student,9 khoroshists (48%)).

According to the feedback from subject teachers and class teachers of my graduates, all children have communication skills, are capable of self-assessment and mutual assessment, they are able to determine the purpose of work, plan their actions, analyze, generalize, work independently, in pairs, groups. According to the results of the first half of the 2009-2010 academic year, out of 22 graduates in 5 "b" grade, 11 students continued to study at "4" and "5" (the quality of knowledge was (23 students) 48%), that is, they confirmed their knowledge received in primary school.

Dynamics of student performance in the first grade

Computing skill speed

Writing speed

Reading Skill Accounting Scheme

Reading rate: 30-40 words

Having analyzed the results of my activity, I come to the conclusion that the methods and methods of teaching I have chosen give stable results.

And the results of my work are already visible. Most of the students in my class have become active readers of the school and city libraries. 2 students took part in the school conference and in the festival of scientific and creative works of students "Portfolio" ( Kravchenko Egor "Baba - Yaga is an amazing heroine of children's fairy tales" - 1st place; Mokhova Alina “What Russian folk tales teach me» -3rd place). The guys were awarded with diplomas at school and diplomas from Moscow. 16 people took part in the CHIP International Competition.

To awaken the soul of a child, to develop the creative abilities inherent in nature, to teach communication, orientation in various life situations, to foster an elementary culture of behavior, feelings of mercy and compassion, to instill the skills of a healthy lifestyle - that's main goals that I set myself in front of myself, typing first grade.

The methodology of my educational work is based on collective creative activity.

Based on the general education of students and taking into account their interests, abilities and age-related opportunities, I conduct educational activities that broaden the horizons of students, increase cognitive capabilities, develop independence and activity.

Employment pupils 1 "b" class in extracurricular time

Working with parents

Parents, whom I have managed to organize and unite, play a huge role in the upbringing of children. In my practice, I use the following form of interaction with parents - cooperation. Working with the family is one of the main tasks of the school. In general, I think that the more friendly and united the parents are, the more friendly the children are. Parents take an active part in all class activities, help me, as a class teacher, in organizing and conducting, and for children in preparing events. Parents live class life with their children. During the period of study in grade 1, many extracurricular activities were held. We visited the museum, film distribution, library.

I constantly conduct diagnostic work with the families of students (I study the composition of the family, material conditions, educational opportunities, psychological climate). My lessons and extracurricular activities are always open to parents. This helps them to see the results of their home upbringing, to find out the reasons for the successes and failures in the educational work of their children.

Meetings at home, at school, invitations to class and school-wide parent-teacher meetings, conversations and individual consultations, joint preparation of holidays help me create a unified system of pedagogical influence on each child in the class and achieve positive results in the upbringing and teaching of younger students.

I am constantly working to improve the level of professional skill through participation in the work of the district methodological association of primary school teachers (report on the topic "The situation of success as a means of forming a positive attitude towards learning"), ongoing seminars (report on the topic "Correctional and developmental education in mathematics lessons"), "Festival of Pedagogical Ideas" I acquire novelties of pedagogical and methodological literature, subscribe to the journal Primary School plus Before and After, and the newspaper Primary School. I cooperate with TPU teachers (I held 4 open lessons), I have printed publications

In communicating with colleagues, I maintain normal relations: if necessary, I will help; if I don’t know something, I will ask.

I am lucky that I have curious, kind, open students, with whom I go through life and solve the tasks set by life.

I would like to complete the self-analysis of my work with a poem

Always in business

Always worried.

Teach children -

My job.

After analyzing my work in previous years, I realized that a sustainable positive result can be achieved only by working according to the principle: "Teaching myself, I will teach and develop a child."

The teacher must see the child as he is “inside himself”, as “only he himself” knows himself.

E.Yu. Sazonov

In any system of general education, mathematics occupies one of the central places, which undoubtedly speaks of the uniqueness of this area of ​​knowledge.

What is modern mathematics? Why is it needed? Children often ask teachers these questions. And each time the answer will be different depending on the level of development of the child, his educational needs and the requirements of the modern world.

My pedagogical credo is to create favorable conditions for the upbringing of a competent graduate who will cope with many of the problems that have arisen by revealing his individual capabilities, through a personality-oriented approach, which corresponds to the problem of the school's work.

She singled out the following as the main goals of teaching mathematics: ensuring a solid and conscious mastering by students of the system of knowledge and skills in mathematics and the formation of skills independent work(including research activities).

In my lessons, I form the following key competencies of students:

• educational and cognitive competencies: I teach to plan, analyze, do self-assessment, independently acquire knowledge;
• information competencies: I teach to independently prepare messages, projects using various sources of information, search and selection of the necessary information, its transformation, storage and transmission;
• communicative competence: I bring up the ability to communicate with peers and adults, work in a group, a team, defend, in civilized ways, my point of view, listen and hear others.

Along with solving the main problem, my system of work provides for the formation of a stable interest in the subject in students, the identification and development of their mathematical abilities, orientation to professions, preparation for further education in a secondary school or university.

I see the achievement of this goal in the individualization and differentiation of the educational process through the introduction of modern educational technologies: personality-oriented, problem-based and developmental learning; method of projects; adaptive learning technologies and information and communication learning technologies.

Focusing on the concept of specialized education, I am working on expanding the choice of the content of the material. To form students' different forms of thinking: logical, algebraic, algorithmic, I use the elective course program I have developed "Solving linear and fractional linear equations and inequalities with parameters" (grades 10, 11). The elective course program developed by me makes it possible for students to familiarize themselves with non-standard solutions, and allows them to develop the personality's abilities for mathematical activity.

In mathematics lessons, I direct my communication with students to activate cognitive capabilities, using differentiated forms of education, I strive to create favorable conditions for the disclosure of the individual capabilities of each student. For this I successfully use elements of multilevel didactic material on algebra edited by M.B. Mindyuk, N.G. Mindyuk. (7,8,9 grades), collection "Independent works" edited by A.P. Ershov, V.V. Goloborodko (grades 8, 10-11).

I consider the research activity of students to be an important component of my work. In my practice I use problem lessons. Thanks to the creation of a problematic situation in the lesson, students need to search for new ways to solve the assigned tasks. It is these lessons that develop the thinking of students, make the lessons interesting, unpredictable and diverse. Children are happy to solve the assigned tasks, offering even unusual solutions to the problem. Thus, the research method works in the lesson.

To form the creative abilities of students, I use lessons of a creative nature. On them I widely use methodological techniques that activate the independent cognitive activity of students: quizzes, business games that stimulate mental activity, creative work - drawings, stories, essays. For example,
- at the end of the topic, draw up a test and solve it, and then offer it to a deskmate and check his work;
- Prepare at home with friends a scene on the theme "Advertising of a negative integer -15" and show it in the lesson;
- to come up with and make a mathematical game;
- compose a crossword puzzle with mathematical terms, a rebus, an interesting problem;
- to make baby books about everything they have learned about decimal fractions.
Students are happy to complete these tasks and present them to the judgment of their classmates. These forms of work make lessons interesting and varied.

In the study of mathematics, the role of information technologies increases due to the fact that they act as an effective didactic tool with which you can form an individual educational trajectory of students. Such a trajectory arises as a result of the choice of personally meaningful learning content, its complexity, the type of tasks, their quality content, the speed of learning, etc. As a basis, students are supposed to build various computer models that perform various developmental functions. My student creates such models: PowerPoint presentations on the studied topic, interactive messages, plotting functions in MathCad, etc. Information technology in mathematics lessons allows students to give students a unique opportunity to learn a new concept in the process, regardless of the teacher, to notice a pattern, put forward their own hypothesis, and feel how mathematical questions arise. Application information technologies allows you to make math lessons different from each other. This feeling of constant newness helps to raise interest in learning. I see the burning eyes of students, their readiness for creativity, the need for new knowledge and a sense of independence. And this is important.

The quality of the material and technical base affects the success of the teacher's activity. In the office of mathematics there is a variety of popular science literature, didactic folders with systematized material on mathematics, algebra and geometry. I have created educational and methodological complexes for the correction of knowledge on the topics: "Addition and subtraction of decimal fractions", "Multiplication and division of decimal fractions" (grade 5); credit materials on geometry "Quadrangles", "Area", "Pythagoras' theorem", "The ratio between the sides and angles of a triangle." The material and technical equipment of the office allows students to use electronic libraries, Internet resources. Students are happy to complete individual assignments based on the involvement of additional sources.

I am constantly working to improve my professionalism, systematically look through periodicals on pedagogy, psychology, my subject (theoretical and methodological journal "Mathematics in school", supplements to the newspaper "September 1"; scientific and methodological journal "Classroom teacher"). Registered on many educational sites. From time to time I look at new documents on the websites of the Ministry of Education of the Russian Federation, so I keep abreast of the latest developments in education. Over the past certification period, she took advanced training courses on the topics "Features of teaching mathematics in specialized classes" and "The influence of psychological stress on personality development."

I strive to recommend the knowledge gained during the courses and my methodological findings among my colleagues. She spoke at a meeting of the pedagogical council within the framework of the topic "New pedagogical technologies", where she shared her experience on the use of NIT in mathematics lessons. She summarized her own experience on the topic: "Development of cognitive interest in mathematics lessons" in the framework of the regional competition "Teacher of the Year 2008"; gave a competitive open lesson

Guretskaya Svetlana Sergeevna - teacher of mathematics.
Teaching experience for 23 years, in this educational institution for 23 years. Higher education, 1993 Krasnoyarsk State University, specialty - mathematics, qualification - teacher of mathematics, the highest qualification category since 2012.

Tell me - and I will forget
Show me and I will remember
Involve me - and I will learn.
The purpose of the individual pedagogical activity of a mathematics teacher is the effective construction of the educational process at any stage of education, taking into account the multi-level training of students, their involvement in research work, preparation for admission and study in universities and other educational institutions.
In my professional activity, I set a goal - to create conditions conducive to the development of a versatile personality, capable of carrying out productive and conscious activity in relation to objects of the surrounding world .. I consider it necessary to organize the educational process so that it provides favorable conditions for all students to achieve a basic level of training, corresponding to the State Education Standard.
In teaching, I set several tasks:
- to give students high-quality knowledge of mathematics;
- to reveal the abilities, intellectual, creative and moral potential of each student;
- to instill the skills of independent work with an orientation towards further education in various educational institutions;
- improving the forms of organizing educational activities;
- the use of new pedagogical technologies, effective teaching methods;
- develop and strengthen interest in mathematics.
All this allows me to develop the personality of a student in accordance with his abilities, interests and capabilities, and students to achieve certain success in their studies and the implementation of their plans for further education.
I try to organize teaching in the lesson in an atmosphere of benevolence and purposefulness. I select the materials for the lesson in such a way as to create a situation of success along the path of moving from ignorance to knowledge, from inability to skill. In the lessons I use group work, individual work, taking into account the educational needs of each student.
- I try to develop and maintain interest in the subject every hour. In order to effectively use working time in the classroom, I use various forms of organizing the educational process: lessons, lectures, workshops, consultations, additional classes, competitions. In the classroom, I try to combine the group form of work with individual and independent work, I select and compose developmental, logical, problematic, intellectual tasks that are educational, entertaining and developing in nature, instill in students confidence in their own strength.
The main focus is on ensuring that all students have a fairly firm grasp of the basic didactic units of the program. A very important task for the teacher is to teach all students to acquire knowledge on their own, and this can be achieved by involving them in active activities at all stages of learning
In this regard, I have chosen the topic on which I am working, it is - "Activation of the mental activity of students." Scientific and technological progress, the information revolution require a person to be able to navigate in the growing flow of information. Therefore, the role of independent work of schoolchildren is increasing, contributing to the formation of skills, creative activity and information culture.
In the course of work on the methodological topic, I conduct open lessons, test lessons, lessons-seminars, lessons-conferences, practice home independent creative assignments, use computer programs. Possession of ICT allows me to use a computer for different purposes:
as a means of visualization of the educational process (presentations, modeling),
to individualize the scientific process,
to organize team and group work,
as a means of developing and preparing various types of educational and methodological material (lesson planning, methodological developments, tests, interactive tests and other types of work).
I am constantly looking for ways to improve the effectiveness of learning, using a variety of methods of transferring knowledge, non-standard forms of influence on the personality that can interest students, stimulate and motivate the learning process.
In the classroom, I use modern educational technologies:
- information and communication technologies;
- developmental learning and student-centered;
- gaming technologies;
- project training;
- I combine educational technologies in one lesson.
So, when studying new material, it is advisable to use a projector that allows you to display everything that happens on a computer screen on a large screen. Thus, the teacher can give lectures without drawing with chalk on the blackboard and significantly speed up the delivery of the material. At the same time, using interactive drawings and pictures, to give a visual representation of the figures in solid geometry.
Modern electronic means of educational purpose allow you to create presentations for lessons, test works in mathematics, and also provide ample opportunities for project activities.
I believe that I have information and communication competence, namely:
- I develop my own professional competence in the use of the CRM in mathematics in the framework of studying the topics of the school mathematics course;
- I can evaluate the quality of the educational center in order to select them for use in the educational process;
- I develop lessons and fragments of lessons in mathematics using the CRM;
- I use different methods and forms of teaching in mathematics lessons using the CRM;
- I am engaged in self-education in the development of new ICT tools;
- I use the following ICT tools in my daily life and work (user ICT - competencies):
1. Computer and peripheral equipment;
2. User-level software;
3. Communication tools (e-mail, Internet) at the user level.
I am able to apply the following in my professional activity (special ICT - competencies):
1.selectively use ICT resources in professional activities
2. to determine the pedagogical feasibility of using electronic educational products in the educational process;
3. work with distance courses.

In my work I am guided by a democratic communication style. When conducting lessons and extracurricular activities, I must take into account the age characteristics of my students and their abilities. The psychological atmosphere in the classroom is friendly, based on mutual respect, trust and openness. I contribute in every way to the development of pupils' interest in mathematics: using active forms of activity (group work, didactic games, work in the system of level differentiation), using reference schemes, tables, algorithms that enable children to gain deep and solid knowledge. I use various methods in individual work with schoolchildren: the method of personal example, suggestion, stimulation, demands, instructions. So in grades 5-6 I try to carry out dictations more often with mutual checking according to the options. I set my homework on the theoretical part of the topic in the form of crosswords, mini-essays, which contributes to the development of creative activity. Working in grades 5-6, I try to teach how to work independently with a textbook, develop the ability to highlight the main thing from what I read and make a semantic summary on a given topic. Many students, who were not active earlier in the classroom, begin to speak with their works in front of classmates, there is an interest in the subject. In my lessons, there is mutual understanding, respect for the opinion of the teacher and comrades. As a result of this - the development of independence, curiosity and the desire to achieve more.
The general intellectual abilities of students are different, their learning ability is also different: someone can learn new material very quickly, someone needs much more time, big number repetitions to consolidate the material, for someone it is preferable to auditory perception of new information, for someone visual. When working with students with learning difficulties, I strive to form a positive attitude towards learning. To do this, I use entertaining material related to the essence of what is being studied, I encourage the child's success, demonstrate personal disposition, attention, and willingness to help. To prevent academic failure, I purposefully place emphasis in teaching at various stages of the lesson, namely:
in the process of monitoring the preparedness of students;
when presenting new material;
in the course of independent work.
I organize individual work with gifted children in different ways: solving additional problems in the classroom, stimulating the search for various options for solving the problem, offering additional assignments for homework, introducing students to additional literature on the subject, stimulating the search for various proofs of the same theorem.
In order to advance students with different levels of preparedness, I use the following forms of work in the lesson:
a combination of theory and practice in each lesson (the lesson is divided into two parts: the first part is teaching everyone, the second is two parallel processes: independent work of students and individual work of a teacher with individual students). This form of work allows you to organize an individual and differentiated form of work in the lesson, while I offer students new types of tasks, gradually complicating them
work in small groups, during which work can be performed along several trajectories: differentiated groups according to the level of knowledge, groups for organizing mutual assistance, in which the most prepared students control, help and evaluate their comrades. This form of work contributes to the organization of the differentiation of students, as well as the development of collectivism, communicative qualities.
individual work, where each student is offered a set of tasks, the implementation of which allows you to move from the simplest material to more complex. Usually I offer such tasks as educational work.
There are students who have well-developed logical thinking and are well-versed in the subjects of the natural and mathematical cycle, but do not feel inclination and interest in the humanities. And there are students with well-developed imaginative thinking, deeply feeling, but not fond of mathematics. Of course, you can teach such different students in the same way, but the quality of the educational process will decrease. To organize the productive activity of schoolchildren, it is necessary to carry out differentiated teaching at certain stages of the lessons. Differentiated tasks make it possible to ensure the assimilation of the content of the material by all students, which may be different for different students, but it is mandatory for all to fulfill the invariant part.
Independent work is an integral part of my lessons. I teach children how to effectively allocate time in independent work, form the personal responsibility of schoolchildren for the results of their work. I develop in children the ability to work not only individually, but also in groups of various kinds, to distribute responsibilities correctly, to be responsible not only for themselves, but also for the results of the activities of their comrades, and respect the opinion of group members. I am able to predict the results of my work, I outline the ways to consolidate and further develop what has been achieved, while envisaging the stages of consistent elimination of shortcomings. The ability to find mutual understanding with each child allows you to achieve 100% of academic performance with a stable quality of knowledge of 40-44%.
For the development of the cognitive interest of students, extracurricular work on the subject plays an important role, which is combined with educational work, having a common goal, although it differs in organizational and methodological forms. Extracurricular work creates conditions for a fuller realization of the potential of students, for the formation of creative and practical skills, for the effectiveness of knowledge. In my extracurricular activities, I use the following forms and methods: games, quizzes, the publication of a mathematical newspaper, I spend mathematics weeks, I attract children to participate in mathematical olympiads, battles. Students in grades 5-8 took part in the school Olympiad.
In each class, except for children with weak and average intellectual development, there are strong children, unfortunately, there are only a few of them. In order to achieve a high level of knowledge for such children, I use additional activities in working with them: circles, electives. I organize assistance in preparing students for the successful delivery of the UNT and the continuation of further education, analyze in the classroom assignments from the manuals for preparing for the delivery of the UNT, answer the questions of the children that arise in the course of independent preparation.
To monitor the quality of assimilation of program material, timely identification of typical and random errors, I use various types of control of students' knowledge: tests, independent work of a differentiated nature, tests, testing. In my practice, I use the method of reflection, which helps to teach children self-esteem of knowledge. At the beginning of the year, I conduct initial tests ("zero cuts"), and at the end - final tests. By analyzing the results of tests, you can trace the big picture about changes in knowledge, skills and abilities. This system of work allows me to timely adjust the educational process. The level of training in all classes is stable. But there is a problem class with low motivation for learning, so my main task when working in this class is to maintain 100% academic performance. In this class, I use independent, test work, taking into account the individual abilities of students.
I consider it necessary to maintain the level of professional growth. I improve my professional skills through training in advanced training courses, attending various thematic seminars, lessons from my colleagues, studying various pedagogical technologies, and acquiring methodological literature. I apply the experience summarized in these sources in my work.

In my professional activity, I see more positive aspects, but there are also difficulties: I believe that the number of hours devoted to studying subjects in the mathematics program is not enough for better preparation of students for the UNT and final certification in a new form. How a subject teacher needs to prepare extra a large number of didactic material, look for solutions to many non-standard problems. In conclusion, I would like to add that, despite the introduction of innovative technologies into the educational process, one should not forget that traditional forms of education should also take place in the classroom, which also help to achieve good results. The teacher must be able to combine elements of all forms, methods, technologies and teaching methods, both modern, new, and traditional, old school, in order to achieve the main goal - to teach the child to learn to live. The goal of the modern school is to form an informational personality, that is, capable not only and not so much of fulfilling its functions, but of making critical decisions and establishing new relationships in a rapidly changing reality. From the teacher, and therefore from me, in these conditions, it is required to build the pedagogical process in accordance with the needs and goals of modern society.

Self-analysis of the professional activity of primary school teachers.