Responsibilities of the NGS curator

A curator is a person who ensures the implementation of the NGS concept in his class in full, attracting all possible resources for this.

Curator(usually there are two or three curators in each class, depending on the number of children) responsible for the results of development, training and education everyone child in his class, and takes an appropriate position in relation to students, teachers, parents and administration (acts as an organizer of their activities).

The curator is essentially the director of the class and, accordingly, does not wait for instructions from the administration or requests from teachers, parents or students: “Please do this and that, because this needs to be done,” but myself understands what is happening in the classroom (and school) and myself decides what needs to be done and does it. At the same time, “to do” and “to do” means for the curator, first of all, to organize a business, and not “to do it yourself for others.”

The curator must be a significant figure for children and parents. He must ensure that for each student in the class it is interesting and meaningful what the curator thinks about this or that matter, what the curator does and why, how the curator treats him personally and what is happening. To ensure that every parent and student shares with him all the problems that arise, at least in some way related to the process of education and upbringing.

The curator is obliged to provide :

the normal physiological and psychological state of each child (i.e. alive, healthy and optimistic);

maximum high degree children's education in all available subjects;

maximum development of children’s abilities (perception, attention, understanding, memory, thinking, reflection, personal qualities etc.);

raising children (ethics, self-organization, development of desirable and elimination of undesirable character traits).

When planning educational educational work With each child, the curator of the NGS is obliged to monitor his development in the following areas (their importance is not related to their place in this list):

Worldview. Perception of the surrounding world and other people. Self-determination (readiness to be a leader/doer, doer/observer). Self-esteem (over/underestimated).

Ethical and moral problems (presence/absence of values ​​and norms that should already exist; presence/absence of values ​​and norms that do not suit educators; readiness/unwillingness to master norms desirable for educators).

The presence of undesirable character traits (cowardice, indecisiveness, boastfulness, envy, ill will, etc.).

Cognitive and activity interest (presence/absence of interest in something; presence/absence of interest in what is necessary for learning; presence/absence of motivation or values ​​necessary for it).

Health. Physical development (endurance, strength, agility, coordination).

Initiative, energy, vitality.

Level of self-organization and self-control; will and perseverance; ability and readiness for purposeful action. Efficiency, composure, accuracy.

Ability and willingness to organize activities involving other people.

Degree of independence (both in activity and in thinking). Presence/absence of appropriate attitudes, skills and abilities.

Willingness to implement a creative approach/reproduction mindset; critical thinking/no alternative (thinking, understanding, perception).

The degree of development of the sensory-emotional sphere (the ability to experience actual human feelings; emotional culture; emotional inhibition or excitability).

Problems of communication with children (peers, younger and older) – attitude to take them into account/not to take them into account, degree of goodwill; level of aggression/anxiety; presence/absence of cultural norms of communication, degree of development of communication skills. Problems of communication with adults (teachers, parents) and their psychological and phenomenal causes.

Culture of behavior ( appearance, manners, facial expressions, gestures, intonation, etc.). Presence/absence of cultural norms of behavior.

Speech. Development of speech - written and oral (vocabulary, syntax, phonetics and speech therapy, tempo, intonation, stylistics and culture of speech, phraseology; orientation to speech stamps or on the accuracy of conveying thoughts and feelings). Level of rhetorical skills.

Memory (operative and long-term, visual, motor, auditory). Perception (the degree of development of visual and auditory perception; features of the perception of oral and written information).

Attention (degree of development of voluntary attention; concentration and distribution of attention).

Mastering educational material. What extra-subject skills and micro-skills have not been mastered by the child, what specifically hinders his development.

Understanding and interpreting texts (oral and written) – informative, instructive and artistic.

The ability and readiness for reflection (the essence, grounds and means of one’s own and others’ activities, one’s own and others’ state and attitude), the degree of its development.

Features of intelligence (breadth, flexibility and variability of search, search speed, “range” of linking, number of simultaneously held elements/links, etc.).

Willingness and ability to research, construct, systematize.

Complete/incomplete mental activity – specific problems (presence/absence of a categorical apparatus; necessary experience; terminology; ligaments between belts).

The ability and willingness to do things with your hands.

Aesthetics. The ability to see, appreciate and experience beauty; presence/absence of aesthetic grounds in the norms of one’s own activities.

The presence or absence of any inclinations and inclinations (intellectual, creative, organizational and activity-based, etc.).

Goals of the curator's work Firstly the following.

To form a team (from curators, teachers, parents, administration and other teaching and non-teaching school staff), which, together with the curator, would fully ensure the implementation of the concept of the National School of Education in the class entrusted to him, and to be a full-fledged participant in this team.

Form a children's team(with relationships of goodwill, tolerance, mutual understanding, mutual assistance and cooperation, the opportunity for each child to develop while maintaining their own individuality).

Relatively everyone The child’s curator is obliged to achieve the following goals:

Develop the ability to independently organize one’s own activities and exercise volitional efforts.

To form a system of values ​​based on pan-European culture (the choice between fighting or negotiating - in favor of negotiating; the choice between “I want” or “I want” - in favor of “I want”; the choice between principles and the situation - in favor of principles; the choice between “for one’s own sake” or “for the sake of people” - in favor of the second; the choice between benevolence or hostility - in favor of benevolence; the choice between generosity and vengeance - in favor of generosity; the choice between activity and idleness - in favor of activity, etc.).

To form a humanistic, tolerant attitude towards oneself and the world, based on the pan-European tradition.

Adjust your character so that it allows you to live among people.

Develop the ability to feel and empathize.

Generate cognitive interest.

Develop the ability to learn.

Form an active position regarding yourself.

Form an active position regarding the world around you.

Develop all non-subject skills listed in the concept.

To achieve the above goals, the curator must do the following.

I

1. The curator is obliged to establish personal contact with each child, to achieve the child’s trust in the curator and willingness to discuss their problems with him.

1.1. Spend more time with children (in lessons and during breaks) and less time not with children. Wherein:

a) in the classroom - you need to show interest in what is being studied in every possible way, setting an example of cognitive interest and activity, increasing the importance and prestige of educational work in the eyes of children;

b) during recess - be with children whenever possible;

c) during extracurricular hours, deal more with the ethical, intellectual, psychological, and communication problems of children, discuss with them problems that are important to them (if these do not appear, you need to make them appear);

d) understand and share the interests of children, correcting and directing them in the right direction;

e) observe the child in the process of his educational and non-educational activities, analyze his actions and, based on this analysis, correct his development;

f) artificially create situations and use naturally created situations (possibly with their subsequent discussion), in which it would be possible to develop the personal qualities of students (for example, situations of independent choice, decision-making, independent action, etc.).

2. The curator is obliged to maintain constant contact with each parent, to achieve the willingness of the parents of each child to discuss all problems related to his upbringing and education with the curator. Timely inform parents about the successes, difficulties and problems of their children (within all subjects), receive feedback from parents, including complaints, and respond to this information with appropriate actions; explain to parents their functions and positions in certain pedagogical situations, and, if necessary, involve parents in the educational process - both at home and at school. The form of communication with parents should be frank, but at the same time correct and diplomatic.

3. The curator is obliged to inform the administration about all the problems of children and their parents related to the education and upbringing of the child. If the curator has even the slightest doubt that his actions are sufficient to resolve the problem situation, he is obliged to immediately involve the administration in this situation.

4. The curator is obliged to maintain constant contact with each teacher working in his class and at the same time:

a) know the teacher’s strategy and tactics, his goals and plans for the distant and near future;

b) know and understand what happens in the lessons within each subject (what is covered, what are the requirements, what are the goals of the teacher, what are the specifics, what is needed in the lesson, what is assigned, what teaching aids, what the student should have, etc.) , and ensure that everything happens in an optimal manner (including ensuring normal academic discipline in all lessons and independent studies);

c) discuss and solve with each teacher all the problems of each child related to his upbringing and education;

d) discuss with each teacher and coordinate with him their actions on teaching and raising each child;

e) build joint actions with each teacher in and outside the classroom to teach and educate each child and everyone together;

f) transmit to teachers the necessary information about children and parents, receive from them all the necessary information.

4.1. The curator is required to participate in the lesson in the capacity (position):

a) the “ideal student” (“the one who is interested in learning, the one who tries to learn”), thereby setting the desired norms and patterns of activity;

b) “a student reflecting on his ways of working”;

c) a “misunderstanding student” (i.e. one who does not understand what “everyone understands” and asks questions that problematize both students and teachers);

d) “an adult who is enthusiastic about what is happening in the lesson (either the material or the actions of the children)” (students’ motivation to learn increases, the social and psychological significance of what is happening in the eyes of students increases);

e) “an adult arguing with another adult” (the lack of alternative thinking, understanding, perception is shaken; norms of cultural discussion are set: methods of reasoned defense of one’s position, behavior when losing an argument, norms of admitting one’s wrong, norms of listening to the interlocutor and responding to his arguments, etc. );

f) “an adult who criticizes what is happening and offers other options” (children are taught what is commonly called critical thinking);

g) “an organizer discussing the organization with another organizer (teacher)” (children gradually learn to consider what is happening from an organizational-managerial and artificial-technical position);

h) an assistant teacher who carries out actions in the vector of his goals in the lesson.

In this case, the curator is obliged :

a) understand what is happening in class, at least as well as the teacher does;

b) ask the teacher before the start of the lesson if he needs any help from the curator. If the curator already understands that such help is needed, then there is no need to be interested, but just help;

b) the type of actions you take in class discussed in advance and agreed upon with each teacher. If friction or inconsistency arises, the situation should be discussed with the administration.

4.2. The curator must own the current educational material in the subjects he supervises, no worse than the average student of the given class (up to 9th grade inclusive).

4.3. The curator must know all the tasks that students perform in the subjects he supervises (including homework), and be able to complete them.

4.4. The curator is obliged to ensure that before or during the course of completing the topic, the subject teacher gives each student a list of knowledge and skills (including non-subject ones) that he must master while completing this topic (this list should also be in the subject folder).

4.5. The curator is obligedO monitor the meaningfulness of tasks (including homework): the child must understand why he is doing them and what he is learning when he does them.

4.6. The curator is obliged to regulate the volume of homework, the deadlines for their completion and delivery.

4.7. The curator is obliged to ensure that students in his class are informed about the class and school schedule, about the timing of tests and tests for the current quarter, and monitor its implementation within his class.

4.8. The curator is obliged to organize independent work of students in preparing homework.

5. The curator is obliged to draw up (and periodically adjust) individual plan educational work for each student in the class. In this plan, it should be recorded how things are with the development of each student, both as a whole and within each subject (what successes and difficulties each child has, problems, gaps, fears, etc.), and organize work to eliminate difficulties and achieving success, involving teachers, administration, parents, if necessary -outside specialists.In particular, the curator is obliged to receive from the subject teacher an analysis of this work after each test, test and cross-sectional work, discuss with the teacher a plan for correcting identified deficiencies and problems and track the implementation of this plan. It is desirable that these analyzes in printed form hang on a stand in the classroom ( This requirement must be taken seriously, especially in primary school ). These tests may be part of the quarterly report card.

5.1. The curator is obliged to organize the collection of a portfolio for each student in the class. The portfolio should feature the best creative works, best works in workbooks and test books, scanned certificates, student projects, photographs, video clips, awards, etc.

5.2. The curator is obliged to maintain an electronic “dossier” for each student (this document is for official use only and in no case should be in the public domain) and - preferably almost daily - add his observations, specific facts (both positive and and negative nature), which will need to be taken into account in further educational work.

5.3. The curator is obliged to periodically organize an examination of all children in his class by a psychologist and speech therapist and, if necessary, organize the necessary classes with a psychologist, speech therapist or an external specialist.

5.4. The curator is obliged to periodically conduct surveys of children in his class to obtain from them feedback on basic issues related to their life and activities within the educational process.

6. The curator is obliged to develop independence in each child; everything that a child at his age can do on his own, he must do independently, and the curator must act as the organizer of his activities. In particular, the curator must organize the distribution of responsibilities between students in the class and their implementation.

7. The curator is obliged to organize class seminars: the agenda of the seminar must be planned in advance, the decision of the seminar must be communicated to each subject teacher working in a given class, and to the administration. Seminar minutes must be posted electronically in the class folder on the local network.

8. The curator is obliged to organize extracurricular activities for students in his class (always together with the students themselves). Involve parents, teachers, administration, and students of other classes in events of this kind, coordinating the conduct of all events with the administration of the NGS. Including:

a) organize excursions in accordance with the standards adopted by the NGS;

b) organize various events: holidays, Olympiads, games, debates, etc.;

c) take part in all school-wide extracurricular activities.

9. The curator is obliged:

– take part in the organization, preparation and conduct of all planned school-wide events in which students of his class participate;

– ensure the presence of students in their class at those school-wide events that they are recommended to attend.

10. The curator is obliged to know everything about the health status of each student in his class and act on the basis of medical, sanitary and hygienic recommendations. In particular, the curator is obliged:

– monitor the correct posture of children (especially when reading and writing);

– organize timely changes in the height of chairs and desks in accordance with changes in student growth;

– ensure the arrangement of furniture in accordance with the requirements of the SES and the logic of the educational process;

– ensure the classroom is ventilated at every break and during walks;

– monitor the normal illumination of the classroom working area.

11. The curator is obliged to attend all school-wide seminars that the administration recommends him to attend.

12. The curator is obliged, in the event that a student has problems with education or upbringing, to raise the issue of organizing a meeting with parents to sign an individual agreement.

13. The curator is obliged to ensure that students have a decent appearance, go outside in clothes appropriate for the weather and season, change clothes after a walk and sports, and wash their hands on time.

14. The curator is obliged to monitor academic discipline during independent work and periodically monitor it during lessons. If a subject teacher's students regularly violate discipline, the supervisor is obliged to help the teacher; if assistance is ineffective, the curator must immediately inform the administration about this.

15. The curator is obliged to monitor the cleanliness and order in the classroom, as well as to ensure that all necessary educational supplies are on the students’ desks before the start of lessons.

16. The curator is obliged to ensure that children are always active in maintaining order and cleanliness (in the classroom, in the locker room, in the dining room - tables, briefcases, folders, shelves, cabinets, clean board, change of shoes, washed hands, availability of pens, pencils, rulers, paints, etc.) until it became a habit for them.

17. The curator is obliged to ensure that students comply with the rules of behavior both at school and during field events.

18. The curator is obliged

– know all the school’s regulatory documents relating to the functions he performs;

– know and implement all decisions made at school seminars and teacher councils.

II

1. The curator is obliged to ensure that all students have the necessary textbooks, teaching aids, and stationery necessary for lessons.

2. The curator is obliged to monitor the condition of students’ textbooks and teaching aids.

3. The curator is obliged to ensure that the lesson readiness sheet is available in the class and that students present it to the subject teacher (starting from 2nd grade).

4. The curator is obliged to monitor the presence in the class of a sheet (notebook), in which students, during self-study, independently record the fact that they have completed tasks.

5. The curator is obliged to ensure that all lessons and independent work are recorded on a tape recorder (in those classes where video surveillance is not installed).

6. The curator is obliged to videotape lessons, tests, independent in his class according to the schedule established by the head teacher.

7. The curator is obliged to organize student duty in the classroom.

8. The curator is obliged to ensure that all students receive homework on time in accordance with the schedule of independent work.

9. The curator is obliged, together with the administration, to take part in compiling curriculum for the year and ensure that all teachers adhere to the approved plan.

10. The curator is obliged to draw up a schedule for distributing the teaching load for independent work, coordinate it with subject teachers and monitor its implementation.

11. The curator is obliged in a situation when students of his class require individual sessions(due to advance or lag), coordinate with the administration and organize additional or individual lessons for subject teachers with these students.

12. The curator is obliged to ensure that lessons in the classroom begin and end with the bell.

13. The curator must be with the children during recess.

14. The curator is required to be on duty during the walk in accordance with the school schedule. The curator must be on the street before his children go for a walk, be with the children, and ensure that students do not leave the school grounds. The curator (grades 1 - 5) is obliged to help organize games, including sports, and participate in them.

15. The curator of grades 1 - 5 is required to be in the dining room while the children of his class are eating.

16. The curator of grades 1-5 must be constantly present in the classroom during independent work children. The duty of curators for independent work is carried out according to the schedule approved at the class seminar. The curator of grades 6-10 is not required to be constantly present in the classroom, but is obliged to organize independent studies in such a way that there is a working environment in the classroom.

17. The curator is obliged to monitor the time of arrival and departure of children; If a child is late for class, the curator must ensure that they write an explanatory note and hand it over to the head teacher.

18. The curator must monitor the children’s absence from classes andSubmit school children's attendance records to the administration on time.

If a student is absent from school, the curator is obliged to:

A) immediately find out why the child is not at school and how long he will not be at school (so that teachers can prepare special assignments in case of the upcoming long-term absence of the student); in this case, it is advisable to introduce a system: if the child does not come to school tomorrow, the parent informs the curator about this himself, for example, at home in the evening (but this system, which makes his life easier, should be introduced by the curator himself);

b) transmit daily by E-mail, fax, telephone (or in person) to the student’s parents or student all assignments from each teacher who taught lessons that day, and also organize regular receipt by teachers of completed homework.

c) notify the teacher in advance (in a timely manner) if one of the children receiving individual instruction does not come to class;

d) deal with absences and tardiness (to the first lesson and from recess) by all available means (in particular, through personal example);

e) if a child misses school, the curator is obliged to ensure that the administration has medical certificates or notes from parents explaining the reasons for the absences.

f) regularly inform parents about the total number of absences and tardiness of their child.

19. The curator is obliged to fill out and track the weekly report cards of class students:

a) on Friday, fill out the child’s weekly report card before he leaves school and issue it;

b) on Monday, pick up the child’s report card signed by the parents;

c) on Tuesday, submit your class reports for verification to the head teacher of the school;

c) in the absence of a signed report card on Monday, the curator must act according to the following instructions:

– if the child forgot the report card at home, call the parents and ask them for a ride or hand over the signed report card;

– if the child returned the report card without the parents’ signature, call the parents and bring to their attention the weekly grades (by phone, fax, e - mail 'u);

– if a child has lost a report card, inform the parents and give them a duplicate;

– if the curator encounters sabotage from parents and their reluctance to sign the report card, immediately contact the administration.

20. The curator is obliged to monitor the correct and timely completion of class documentation:

a) fill out personal files on time;

b) fill out the curatorial pages in the magazine on time;

c) ensure that subject teachers fill out their pages in the journal on time. If the teacher does not regularly do this, the Curator is obliged to bring this to the attention of the administration;

d) check the class schedule weekly on Monday and immediately bring to the attention of the head teacher any discrepancies found;

e) draw up an individual schedule for each child on a weekly basis;

f) organize and monitor the design of information stands in the classroom.

22. The curator is obliged to organize and maintain living comfort and amenities in the classroom:

a) provide coziness and psychological comfort;

b) adhere to aesthetic principles.

23. The curator is a financially responsible person and is responsible for the condition of technology and equipment in the classroom (does not allow them to be damaged, and if a breakdown occurs, he immediately informs the school’s economic service).

The inclusion of the Russian education system in the pan-European Bologna process dictates new requirements for the organization of educational work at a university - to train a competitive specialist. The curator can play a decisive role in this.

The relevance and significance of educational work in university society in the conditions of integration into the global educational space not only does not decrease, but increases significantly.

Today, educational work is most often understood as extracurricular work, that is, activities aimed at organizing students’ leisure time. Teachers have abdicated their responsibility for educating students and, as they say, have withdrawn themselves. At the same time, the Law of the Russian Federation “On Education” establishes that upbringing, along with training, is one of the components of education, the essence of which is the development of the student’s personality. Consequently, educational activities should be present not only in extracurricular activities, but also, above all, in the educational process. At the same time, the student’s personality can be considered as still in need of management on the part of teachers, since, according to our observations, many students’ psychological age lags far behind their physiological one. Many people still need to develop their social and civic position, communication, Creative skills, self-expression. The student continues to develop as a subject of educational activity, and his role as an active participant in his own education is not yet fully realized.

In this regard, it is necessary to formulate a definition of the teacher’s mission not only as a transmitter of knowledge, but also as an active agent in the education of students at the university.

The institution of supervision, revived in many universities, with the aim of organizing educational work with junior students, assumes the kind of pedagogical support that is necessary even for adult students. However, during university studies this support may be varying degrees involvement in the student's life. In the first year, assistance in adaptation is needed, and in the final years, assistance in scientific self-determination is required, and this function can be performed by scientific supervisors. Thus, a teacher acting as a student group supervisor is an intermediary between students and the complex structure of the university’s life. Many students note that controversial issues regarding their academic problems are more successfully resolved by a tutor. He knows the group and individual students better than other teachers reading training courses for one year or semester.

A curator is one of the professional functions of a university teacher associated with pedagogical support for students as adult learners. Therefore, considering supervision to be the professional sphere of activity of a university teacher, we believe that its important professional qualities there must be pedagogical erudition, pedagogical goal-setting, pedagogical (practical and diagnostic) thinking, pedagogical intuition and foresight, pedagogical observation, pedagogical optimism and resourcefulness, pedagogical reflection.

The professional role of a curator involves a fusion of individual, personal, and actually subjective qualities, the adequacy of which contributes to the successful performance of these professional duties and affects the style of performing the role of a curator.

Curators can purposefully promote the process of cultural growth of students, the formation of certain experiences in various situations. The work of a curator should not be understood one-sidedly as merely informing and controlling. A curator has many functions, but, first of all, he is a mentor, and in the modern sense, a manager, that is, one who uses the resources and internal potential of other people to achieve specific goals.

In accordance with the tasks that curators set for themselves, they can be divided into several types.

• Curator-"informant"- assumes that its only task is to transmit in a timely manner necessary information students (about the schedule, about any events, etc.). He does not consider it necessary to delve into the life of the group, considering students to be adults and independent.
• Curator-"organizer"- considers it necessary to organize the life of the group with the help of some extracurricular activities (evenings, trips to the theater, etc.) His duties also include participation in the elections of the headman, he feels responsible for the ongoing interpersonal conflicts in the group and tries to be involved in their resolution .
• Curator-"psychotherapist"- takes students’ personal problems very seriously, is ready to listen to their revelations, and tries to help with advice. He spends a lot of personal time on psychological support for students, establishes too close contacts and risks emotional exhaustion, since he is left to student problems around the clock.
• Curator-"parent"- takes on a parental role in relation to students. He controls them excessively and often deprives them of initiative. Resolves family and personal matters of students, but not from the point of view of psychological support, but as a controlling parent, demanding complete submission to his decisions. Most often these are people of an older age category, and in their relationships with students they refer to their life experience.
• Curator "buddy"- is interested in how the student group lives, he tries to take part in many group activities. Students accept the supervisor as a member of the group, he is respected, but he often lacks the necessary distance to make demands when necessary. Most often, this type of supervisor includes young faculty or graduate students who perform this role.
• Curator - “carefree student”- does not consider it necessary to perform any duties, does not clearly understand the range of his tasks. He is only formally considered a curator, often without even representing the student group.
• Curator-"administrator"- sees its main task as informing the administration about student absences and keeping attendance records. Mainly performs a controlling function, but, unlike the parent curator, performs it formally, without personal interest and involvement in the interests of the student group.

Dominant traits each type excludes the optimal implementation of all necessary curator functions and strengthens only one. In addition, the “psychotherapist” and “parent” interfere in the personal lives of students, which is unacceptable and causes protest on their part regarding supervision in general. "Carefree Student" reinforces the view of others that the supervisor is a "empty place" and there is no need to introduce his duties.

The key to the success of curatorial work is the interest of the university administration, which today treats this type of activity as the formal responsibilities of a teacher. In our opinion, today there is an urgent need for mechanisms for selecting curators from total number teachers, administrative measures to motivate curators, mechanisms effective learning and control of their activities. To do this, it is necessary to ensure that curators are interested in conscientious work.

The work of a curator as a type of professional pedagogical activity has such characteristics as focus and motivation. However, its main characteristic is productivity. In accordance with this criterion, we have identified the levels of professional and pedagogical activity of the student group curator.

1st level - unproductive. The curator invites students to contact them on questions that interest them, without showing initiative or interest.

2nd level - unproductive. The curator is ready to help students who apply and is ready to take the initiative, but he does not always have enough knowledge to psychologically analyze the situation and understand the needs of students to resolve pressing issues and conflicts. Sometimes, due to intuition, he acts successfully and in accordance with the situation.

3rd level - medium productive. The curator has some methods of organization and unsystematic knowledge in the field of psychophysiological characteristics of the age of students, their needs and methods of learning, the peculiarities of resolving some conflict situations. But he does not seek to expand his knowledge in this area; it is fragmentary and unsystematized.

4th level - productive. The curator has the necessary knowledge, applies it and strives to replenish it, understanding the need in connection with emerging difficult situations. Does not go beyond his formal duties.

Level 5 - highly productive. Curator difficult situations considers it as a task for student development and self-development. He not only constantly replenishes his knowledge in order to apply it, but also approaches existing situations creatively, often organizing developmental situations for students himself.

1. informative(implies the responsibility of the curator for the timely receipt by students of the information they need regarding educational and extracurricular activities);
2. organizational(involves structuring the extracurricular life of the student group by the curator);
3. communicative(providing and supporting a favorable psychological atmosphere in the supervised student group, structuring intra-group relations, direct participation in the life of the group as a formal leader);
4. controlling(administrative);
5. creative(involves expanding the activities of the curator in connection with his individual needs and abilities).

These functions also outline the curator’s responsibilities. Only the last, creative function assumes not so much the duties of the curator, but his desire to be involved in the events of the life of the student group from the inside. The control function, if abused, can pit students against the supervisor.

In the educational process of a university, it is necessary to comply with the conditions under which educational work will be effective:

1. reliable and comprehensive diagnostics of the effectiveness of their professional and personal development for all students, systematic monitoring of the level of formation of the most important personal and professional qualities of future specialists;
2. real differentiation and individualization of professional education, based on the results of monitoring the professional and personal development of students;
3. the curator must be familiar with the age-related psychophysiological characteristics of students, with the characteristics of their need-motivational sphere, and with psychology interpersonal interaction and psychology of the study group;
4. future specialists should be presented with standards and samples that set the bar for the student’s requirements for himself as a representative of his profession;
5. real conditions for self-esteem must be provided for comparing oneself with others, forming on this basis one’s own prospects for professional and personal growth;
6. the student must see and understand the dynamics of positive and sustainable professional and personal development, he must evaluate how close he is to the standard he sets;
7. a number of options for socially useful professionally oriented practical activities should be offered;
8. the curator needs to include each student in socially useful activities, classes creative teams and public associations, in the work of various clubs, associations and groups;
9. must be created real opportunities and incentives for the future specialist’s active interaction with culture and art, his mastery of the best examples of artistic creativity, and comprehension of culture.

Forms of work with a group can be different: from intensely informational (conversation, story, curator’s hour, meetings, etc.) to collective creative activities of various types. The place and forms of carrying out a joint activity contribute to the realization of the maximum possibilities of interpersonal pedagogical communication.

To assess the quality of teachers’ participation in educational work, we have developed indicators characterizing the teacher’s participation in educational work. These include:

1. supervision or mentoring (scientific guidance);
2. organizing visits to museums, exhibitions, theaters, cinemas, holding round tables, etc. at the level of group, course, faculty, dormitory, university;
3. organization of leisure clubs, interest clubs, scientific clubs, scientific or subject Olympiads, sections, etc. for students;
4. preparing students to participate in creative competitions, Olympiads, sports competitions at the university, city and region level, Russia, international;
5. training students who received 1-3 places in creative competitions, olympiads, sports competitions at the university, city and region level, Russia, international;
6. participation of students of the supervised group in mass sports and cultural events held at the level of the university, city and region, Russia;
7. participation of students of the supervised group in organizing sanitary and environmental cleanup days at the university;
8. publications of teachers in the media on problems of youth education at the university, city and region levels, Russia;
9. participation of the teacher in the development of teaching aids, information booklets on the problems of organizing educational work at the university;
10. the absence among students of the supervised group of cases of violation of the internal regulations of the university, an administrative offense, or a criminal offense;
11. career guidance work teachers with future applicants.

Literature

1. Educational values ​​and orientations of Voronezh students. Ed. A.I. Veretskoy, A.P. Dyakova. - Voronezh: Voronezh State University, 2006. - 123 p.
2. Notebook of the student group curator: guidelines on the organization of educational activities of the curator / O.V. Grishaev, M.V. Shcherbakova. - Voronezh: Publishing and Printing Center of Voronezh State University, 2009. - 134 p.

Gracheva N. E. - senior teacher of the department of language and psychological-pedagogical training; Kandrashova L.I. - teacher of the department of language and psychological-pedagogical training.

The article discusses the importance of supervisory work with students and educational activities at the university. The functions and responsibilities of student group curators are named.

Yesterday's school graduates become students and plunge headlong into a new environment of communication, educational process, leisure, living conditions, etc. A sharp change from the school bench to lecture halls, new, seemingly impossible tasks assigned - everything disorients the freshman.

How to adapt to new living conditions? Student group curators help answer these and other questions. But, unfortunately, many curators understand their role differently. Some become too actively involved in the student’s life, taking on the role of a parent. Others approach their responsibilities formally, trying to minimize their responsibilities and the time they must devote to students. In addition, they are not sufficiently aware of student psychology and are not always prepared to deal with problems that arise with an individual student or with conflicts in a group. They are worried about how to unite the group and organize mutual assistance, how to keep students occupied and interested. These problems indicate the need for special training for curators, since they are often young teachers. And although they are closer in age to students and it is easier for them to understand their difficulties in school and in life, they still lack everyday and professional experience. But teachers - curators with work experience, do not believe that they need training, and do not perceive help in this direction well. So who is a curator and what functions does he perform?

A student group (subgroup) is a specific team. The most comprehensive concept of the team belongs to A. V. Petrovsky. He views the group as consisting of three strata (layers). In the first layer, first of all, direct contacts between people are realized, based on emotional acceptability or unacceptability; in the second layer, these relationships are mediated by the nature of joint activity; in the third layer, called the core of the group, relationships develop based on the acceptance by group members of common goals of group activity; this layer corresponds highest level development of the group, therefore, its presence allows us to state that we have a collective.

Curator (Latin curator = trustee, guardian) is a person entrusted with monitoring, supervising the progress of a certain work or cycle of work. And we can add that the creation of a team. But supervision is not only an educational process, but also an opportunity for live communication between teachers and students, which leads to self-development of both parties.

Due to the need to strengthen educational work with students, the role of the curator and the range of his responsibilities is expanding. “Any educational work should begin with the fact that the curator assimilates and understands educational functions, i.e., responsibilities, activities performed in the process of forming the individual and the student body.”

There are several classifications of types of curators, we will focus on one of them:

The “informant” curator assumes that his only task is to timely transmit the necessary information to students (about the schedule, about a medical examination, about any events, etc.). He does not consider it necessary to delve into the life of the group, considering students to be adults and independent.

The curator-"organizer" considers it necessary to organize the life of the group with the help of any extracurricular activities (evenings, trips to the theater, etc.). His duties also include participation in the election of the headman, he feels responsible for the interpersonal conflicts that occur in the group and tries be included in their resolution.

The curator-"psychotherapist" takes the students' personal problems very seriously, is ready to listen to their revelations, encourages them, and tries to help with advice. He spends a lot of personal time on psychological support for students, establishes too close contacts and risks emotional exhaustion, since he is left with student problems around the clock.

The “parent” supervisor takes on a parental role in relation to students. He controls them excessively and often deprives them of initiative. Takes responsibility for solving family and personal affairs of students, but not from the point of view of psychological support, but as a controlling parent, demanding complete obedience to his decisions. Most often these are people of an older age category, and in their relationships with students they refer to their life experience.

The “buddy” curator is interested in how the student group lives, he tries to take part in many group activities. Students accept the supervisor as a member of the group, he is respected, but he often lacks the necessary distance to make demands when necessary. Most often, this type of supervisor includes young teachers who perform this role.

The “carefree student” curator does not consider it necessary to perform any duties and does not clearly understand the range of his tasks. He is only formally considered a curator, often without representing his student group and without realizing how it lives.

The curator-"administrator" sees his main task as informing the administration about student absences, keeping records of attendance, and communicating to students the requirements of the dean's office. Performs mainly a supervisory function, without personal interest and involvement in the interests of the student group.

The dominant features of each type exclude the optimal implementation of all the necessary functions of the curator and strengthen only one.

It must be remembered that the functions of a curator include four main tasks of equal importance:

Informing;

Organization of group life and a favorable psychological climate;

Solving operational problems arising in connection with the academic difficulties of students;

Ensuring compliance by the student group with intra-university discipline.

In 2009 - early 2010, two questionnaires were conducted. The first (spring 2009) was intended for first-year students of all faculties, the second (autumn 2009 - winter 2010) - for 4-5 year students (faculty of mechanics, faculty of technology, faculty of veterinary medicine, faculty of forestry, gardening and hunting ). The first question of the questionnaire for freshmen: “F. AND ABOUT. and the position of curator" - showed that almost every faculty has
1-2 subgroups in which students have never or very rarely seen a supervisor. For example, 1st year students of the Faculty of Mechanics noted only one supervisor, who regularly participates with the group in faculty and university events. Almost all 4th-5th year students (109 people) spoke about the need for supervisory work in the 1st-2nd year (only ten people believe that in the second year the role of the curator is less significant). They noted the huge role of the curator in the development of a first-year student both as a university student and as an individual (N It is necessary to help students adapt to a new environment, as well as manage a group; The curator must explain to the admitted students why they are here, help them cross the border between studying at school and studying at a university, these are different things; Explain the essence of the basic requirements at the university, make the supervised team friendly; Its presence is mandatory, but the choice of curator should be taken seriously: it must be a person with organizational skills and find an approach to each student in your group, since they have not yet adapted to the new learning conditions - from senior students' questionnaires ). And a few more answers from the questionnaires : “A curator is an adviser, an assistant who will explain and tell you what and how to do correctly. Organizer of any trips to unite the group. But this was not the case in our group, and it is unlikely to happen; I would like the curator to help, give advice, organize trips, but in the first year we saw him only once; I saw him once during my first year; There was no support or advice from the curator, although most of all I wanted support from an adult in the first year; The curator played no role. In general, I would like the curator to be able to find an approach so that he could be approached with a question that he would help solve; I didn’t understand what the role of the curator is in relation to the students; From the 1st to the 3rd course the curator was one person. We didn’t know him at all and solved all the problems ourselves with the help of other teachers; For a long time we did not know our curator by sight; no one introduced us to him. Having gotten to know him, I realized that he didn’t need our course, he treated our problems passively, he didn’t want to ask for help, and there were never supervised hours.”

Thus, we see that students are very well aware of the importance of the role of the curator, first of all, in the first year. Many first-year students experience great difficulties in the first weeks (months) of training due to the lack of independent work skills and the ability to correctly distribute their work time, control and evaluate yourself ( The curator should help students understand the educational process, i.e. explain where and how to get information for independent work (except for textbooks), how the session works, terms, conditions, etc.; The curator must help students realize as smoothly as possible that now they should not demand from him what happened at school, but he should demand from himself- from questionnaires of 5th year students ) , therefore, the first-year curator should pay more attention to introducing students to the culture of mental work, to methods of rationalization and optimization of independent work.

We settled on the main job of a curator in the 1st year. But the development of a student in various courses has special features, and therefore the work of a curator should be varied. The student as a person develops and needs guidance from teachers; for many students, the psychological age is far behind the physiological one. This manifests itself in the fact that a young man does not always realize responsibility for his own life; he tends to fall under influence. Such students require control and external management from teachers. For first-year students, for example, a long-term habitual work stereotype is being broken, which can lead to nervous breakdowns and reluctance to adapt to this rhythm of life and work. Many people still need to develop their social and civic position, they are characterized by a narrowness of cognitive interests, but they are looking for themselves, and the task of the curator is to support, guide, advise, explain in which direction they can move.

The age of early adolescence is difficult. On the one hand, the desire for independence, on the other, the lack of complete independence. Disdain for the advice of elders and at the same time the need to receive this advice from adults.

We see that it is in the first year that the teacher-supervisor is faced with a very important task: to prepare the student for studying at a university. Adaptation of students to educational process(according to the study of the regulatory function of the psyche) ends at the end of the 2nd - beginning of the 3rd academic semester.

We must not forget that the third year is the beginning of specialization, therefore, in the process of educating the individual, the factor of specialization and orientation of students towards their future profession is also taken into account. It is interesting that the students themselves are aware of the difference in the educational process in junior and senior years. Although 31 students (28%) are sure that the curator does not play a significant role in the 4th-5th years, with students (10 people - 9%) noting that the curator did not carry out any work in the first year (some have never seen the curator at all ), they believe that, starting from the second year, a curator in student groups is not needed ( not needed, since all the information you need can be obtained from the dean’s office or from the elders; no one is interested in us- from questionnaires). The rest noted that the senior curator - a person who not only monitors students’ progress and attendance at classes necessary for successful completion of their studies; this is, first of all, a psychologist, adviser, mentor, specialist who directs to the right life path, helping in choosing thesis, work in the specialty; this is a person who trained and graduated worthy specialists(from questionnaires) .

Based on the above, it can be noted that the important professional qualities of a teacher-curator should be: erudition, thinking, intuition, observation, optimism, resourcefulness. Its core values ​​are social and ethical. He solves problems, relying mainly on emotions, feelings, the ability to communicate, understand and convince, without imposing his point of view.

The activities of the curator can be:

a) unproductive: the curator invites students to address questions of interest to them, without showing initiative or interest;

b) unproductive: the curator is ready to help students who apply, is ready to take initiative, but he does not always have enough knowledge to psychologically analyze the situation and understand the needs of students, to resolve pressing issues and conflicts;

c) moderately productive: the curator has some methods of organization and unsystematic knowledge in the field of psychophysiological characteristics of the age of students, about their needs and methods of learning, and the features of resolving certain conflict situations. But he does not seek to expand his knowledge in this area;

d) productive: the curator has the necessary knowledge, applies it and strives to replenish it, understanding its necessity in connection with emerging difficult situations. Does not go beyond its formal duties;

e) highly productive: the curator considers difficult situations as a task for student development and self-development. He not only constantly replenishes his knowledge in order to apply it, but also approaches existing situations creatively, often organizing developmental situations for students himself.

Thus, the curator of the student group is the link between the university and the students, which makes it possible to coordinate the educational process. And in his work he must remember the main thing: at the center of this process is the student’s personality.

Key words: curator, questionnaire, educational work, student.

Literature

1. Bulyko A. N. Big dictionary foreign words. 35 thousand words. - M.: “Martin”, 2004.

2. Nikiforova O. A. Institute of Curators of TPU: Collection of normative and teaching materials on the organization of curatorial activities and methodological materials on the organization of curatorial activities at TPU / O. A. Nikiforova. - 2nd ed. add. and processed - Tomsk: TPU Publishing House, 2007. - 162 p.

3. Vinnichenko N. L. Pedagogical aspects of the educational activities of the curator: educational method. allowance / N. A. Vinnichenko. - Tomsk: TPU Publishing House, 2007. - 64 p.

4. Methodological calendar of the curator: Toolkit/ [Comp. V.V. Kugunurov, A.P. Platonova, T.D. Dyachkovskaya, N.M. Melnikova]. Educational and organizational management of YSU named after M.K. Ammosov, 2009. - 68 p.

5. Stolyarenko L. D. Fundamentals of psychology: tutorial. - Edition 18th. - Rostov n/d: Phoenix, 2007.

Abstract

The statistics have destroyed the importance of curatorial work with students and the vital activities of VNZ. The names of the functions and both the languages ​​of the curators of student groups.

The article touched upon the importance of mentoring activities in high school and educational work with students. Named functions and responsibilities of the curators of student groups.

UDC 378.1

SOME PROBLEMS OF SUPERVISION IN RUSSIAN UNIVERSITIES

scientific supervisor Ph.D. ped. sciences

Siberian Federal University

The institute of curators is not something completely new in the field of education; rather, it is a well-forgotten old thing - one of the first official documents of Russian higher education dedicated to curatorial work is the Instruction for Tomsk Curators Institute of Technology, approved in 1903 by Emperor Nicholas II. This document named the main responsibilities of the curator: “to petition academic bodies to satisfy the stated needs and requirements of students in respectful and legal forms, including the establishment of scientific and literary circles, the establishment of circles for the arts, physical exercise, organizing student libraries and reading rooms, canteens, teahouses, cash desks, and helping students find cheap and healthy apartments.”

When we talk about a supervisor of an academic group, we usually mean a teacher or employee of an educational institution assigned to a specific academic group for the purpose of monitoring and monitoring the progress of educational and extracurricular activities of supervised students and providing them, if necessary, with information, organizational and psychological-pedagogical assistance in solving a wide variety of problems. All activities of the curator are focused on solving the main task - maintaining and strengthening the motivation of students to receive professional education, promoting active participation them in the educational process.

The curator is a key link in the work on adaptation of first-year students - he unites teachers of all levels and students, he is a connecting element, an intermediary between the administration of the faculty, university and the student group, between the university and the student’s family, between the teaching staff and the student.

IN Russian system higher vocational education The Institute of Curators of Academic Groups is currently going through a very difficult period. There is an active awareness of the need for this most important educational tool by all participants educational process and at the same time there is a search for the most optimal forms of its revival and functioning in conditions of a completely insufficient development of the regulatory framework for the activities of the curator, the almost complete absence of its methodological support and targeted funding.

The situation is aggravated by the fact that a significant part of teachers simply do not want to perform supervisory functions, which are sometimes assigned to them as an additional social burden, or cannot productively solve the educational tasks facing them. Each university, in which the leadership not only understands the enormous role of the institution of curators in the education of future specialists, but also makes the necessary responsible and courageous decisions in these times related to its revival and support, is forced to solve all these problems independently.

According to a sociological survey conducted at the AF RGSU, about 53% of first-year students feel the need for a curator. This opinion is maintained by 36% of senior students. The curator mainly helps solve problems related to academic performance (6.8%), health (4.8%), personal problems (4.9%), helps to establish relationships with fellow students (5.8%), and to join to the social life of the faculty (19.1%), provides assistance in completing coursework and scientific papers (3.2%), helps resolve conflicts with the teacher (2.8%), improve living conditions (2.2%). If there were no curator, it would be more difficult to adapt to student life for 29.6% of students, would be deprived of the opportunity to communicate with interesting person 12%, it would be difficult in the first months of study for 12% of students.

A curator is needed for students to tell them about the basic requirements for studying (14.3%), help with the preparation of coursework and scientific works(8.8%), know that there is a teacher who is not indifferent to student problems (15.5%), introduce them to the University Charter and other official documents (8.7%). Students define a curator this way: an optimistic mobile teacher who easily navigates situations and reacts flexibly to all the nuances of interpersonal and international communication. He knows how to plan work and achieve not only immediate, but also long-term goals, and be sensitive to changes in the tastes and interests of students.

The quality of curatorial activities is determined by three main factors:

1. the readiness of the curator for constant self-education and self-improvement in the field of theoretical and practical pedagogy and psychology;

2. the presence, degree of organization and functioning of the system to improve the psychological and pedagogical literacy of teacher-curators and provide socio-psychological assistance to subjects of the educational process;

3. the level of the teacher’s possession of those qualities and abilities that are necessary for the implementation of supervisory activities. (http://uovr. *****/curator/history. html)

Currently, the functions and responsibilities of the curator are determined by the charter of each university in accordance with current legislation. In some educational authorities of the subjects Russian Federation There are developed approximate regulations on the curator, which determine the main directions of his activities. The main functions of a curator are: informational, organizational, communication, controlling (administrative), creative.

For example, in Kazan state university not all faculties have curators, and educational work is carried out either by the deputy deans for educational work themselves, or all students are assigned to departments where educational work is carried out under the guidance of teachers.

At MSU, supervision is carried out at the Faculty of Sociology. Supervision is one of the main strategic directions of educational work in higher education educational institution. At the faculty, curators play the role of a drive belt for the entire educational mechanism, because no one else communicates more closely with the student mass than them, does not know about each and everyone together. Curators are the connecting bridge between the administration and the student mass, conductors of the educational policy of the leadership among the masses. In some ways they resemble pioneer leaders or class teachers.

Today we can talk about several “types” of curator.

Curator-administrator He considers his main task to be informing the administration about student absences, keeping records of attendance, and communicating to students the requirements of the dean’s office. He monitors academic performance and class attendance, understands the reasons that prevent the student from studying normally, and takes measures to eliminate them.

Curator-organizer considers it necessary to organize the life of the group with the help of any extracurricular activities: creative evenings, excursions, cultural trips to museums, cinema, theater; arrange meetings with graduates of the faculty; involve students in work in student lecture groups, amateur art clubs, sports sections, NTTM, scientific research department His responsibilities also include participation in group meetings, feels responsibility for ongoing interpersonal conflicts in the group and tries to participate in their resolution.

Task curator-educator– contribute to the development of the personal potential of each member of the group or course. This is the identification of their abilities, hobbies and interests - in scientific activities, artistic creativity, sports, assistance in the development leadership qualities and organizational skills. The activities of the curator are aimed at cultivating a sense of patriotism, creating an atmosphere of collectivism and mutual assistance in the group, a conscientious attitude towards learning, and attracting students to scientific and social work. To encourage students' interest in knowledge, theme evenings, olympiads, and competitions can be held. The methods of teaching and educational work of the curator include personal and psychological means of influence (conversations, lectures, organizing meetings with authoritative specialists, the best teachers etc.) and strict administrative ones (punishments for absenteeism, monitoring the implementation of the educational schedule, etc.). In some universities, a curator monitors students' academic work. For this purpose, the supervisor regularly reviews group journals. Based on the results of the inspection, the curator usually talks with the student, approves of his progress in learning, and, if necessary, points out shortcomings, helps to find ways to overcome them and improve the quality of educational work. The curator does not hesitate to attend lectures where his students are present, observing not only the behavior of students, but also the quality of teaching.

Curator-socializer, and this applies, first of all, to the first course, fulfills the most important function socio-psychological adaptation of newcomers to the workforce of the sociological faculty. Yesterday's schoolchild, coming to university, is faced with a completely new social system. This system differs from school education both organizationally, methodologically, and in content, and in its main goals and directions. The first semester of the first year of study is the period of student adaptation to the new education system: now he is not among 25 classmates, but in a continuous classroom designed for 100 - 150 people. Quick and successful adaptation of first-year students to university life is the key to successful mastery of future profession. A significant role in the adaptation of students is assigned to curators. At the same time, the content of the curator’s work differs significantly from the work class teacher. It is determined, among other things, by the age characteristics of first-year students. The transition from high school to university is, to a certain extent, a psychological shock, a change in previous attitudes, habitual way of life, old acquaintances and friends. Familiarizing the first-year student with the traditions and history of the faculty, its current state, the technology of teaching at the university, the rite of passage, uniting the primary cells of the work collective - study groups, familiarization with the corporate culture of the university, promoting the policy of the faculty leadership among the student masses is the primary task of the curator. The curator explains to students the basic norms and rules of disciplined behavior, which are formulated in the university charter and faculty policy documents. The curator maintains contacts with parents or relatives of students, participates in the development or adoption of decisions on the personal affairs of students, represents students for encouragement or punishment, acts as their defender and intercessor before the leadership of the faculty.

At a university, teachers must treat students as partners and colleagues; they must have deep knowledge of the subject, a broad outlook, well-read and informed. It is very important that a specialist involved in educational work loves students, respects the individuality in each of them and believes that he can help in improving it. The curator must be familiar with the age-related psychophysiological characteristics of students, with the characteristics of their need-motivational sphere, with the psychology of interpersonal interaction and the psychology of the study group. The assistants to the course curator are group leaders and student activists. Contact with them should be daily and as effective as possible. At group (course) meetings, questions about attitudes towards academic work and the impact on students who are careless in their studies should be discussed. Not only the curator, but also the headman can give a report on progress.

To reveal the educational potential of supervision and transform it into a relevant innovative resource of higher professional education, it is necessary to create a number of systems for organizational, scientific, methodological support and social, psychological and pedagogical support for the institution of curators of academic groups.

A comprehensive system of support for supervision at a university, aimed at improving the quality of training of future specialists in general in the conditions modern university, will help improve the efficiency of solving a number of local related pedagogical tasks, in particular, tasks related to the process of students’ adaptation to new learning conditions.

Curator is a professional role of a university teacher associated with pedagogical support of students as adult learners. The personality of a student is an integral self-organizing system, more stable than the personality of a schoolchild, however, it is too early to consider the personality of a student as a complete ossified form, since psychosocial development continues. Thus, the student’s personality can be considered as still in need of management by teachers, since many qualities still continue to emerge and develop; for many students, the psychological age is far behind the physiological one. This manifests itself in the fact that a young man is not always aware of responsibility for his own life, he is not interested in his own personal meanings, and he tends to fall under the influence of other people.

Consequently, supervision involves the kind of pedagogical support that is necessary even for adults. However, throughout the course of studying at a university, this support can have varying degrees of involvement in the student’s life, since in the first year assistance in adaptation is needed, and in the final years assistance in scientific self-determination is required, and scientific advisers can perform this function. But the student group, both in the first and subsequent years, consists of students of different psychological age and therefore different levels responsibility and in relation to one’s own life choices.

Today in Siberian Federal University the practice of launching such a system as supervision is just beginning in an experimental version, in particular at the Institute of Pedagogy, Psychology and Sociology.

1

This article is devoted to the problem of supervision in Russian universities. An analysis of local regulatory documents regulating the activities of the curator of an academic group, namely the “Regulations on curatorial activities” of 27 universities in the Russian Federation, was carried out. Using qualitative and quantitative analysis, 29 most frequently occurring instructions were identified, representing the content of the work of the academic group curator. The identified responsibilities of the curator were classified into 6 main areas of curatorial activity (focus on the successful adaptation of students to the conditions of study at the university; implementation of the rights and responsibilities of students; assistance in the spiritual and moral development of the individual; assistance in the professional development of the personality of the future specialist; study and analysis sociological and psychological data about students; ensuring the implementation of the tasks of educational activities in the group). Further, the duties of the curator were ranked according to the degree of occurrence in the provisions on curatorial activities. According to the data received, all universities oblige curators to familiarize students with the University Charter and other local regulatory documents on the organization of educational work, as well as monitor their progress. Least of all universities focus the work of curators on providing assistance in the professional and personal self-determination of the student and his subsequent employment.

higher professional education

supervision

curator's duties

regulations.

1. Borodina E.S. Organization of the work of a student group curator at a university // Bulletin of SUSU. Series “Education. Pedagogical Sciences". – 2013, volume 5. – No. 3. – P. 77–80.

2. Vasilyeva L.M. Pedagogical conditions advanced training for student group curators in college: abstract. dis. Ph.D. ped. Sci. – Stavropol, 2004. – 23 p.

3. Gitman E.K., Gitman M.B., Stolbov V.Yu., Stolbova I.D. On the concept of developing new federal state educational standards higher education // Higher education in Russia. - 2014. - No. 5. – P. 46-54.

4. Gitman E.K., Mikhailova Yu.V. Formation of the competence “readiness to work in a team” when teaching students a foreign language // Contemporary issues science and education. - 2014. - No. 2. - P. 256.

5. Mandel B.R. Supervision: search for meaning and justification // Professional education in Russia and abroad. - 2013- No. 4 (12) – P. 29-36.

6. Recommendations for organizing the educational process at a university. Appendix to the letter of the Ministry of Education and Science of Russia dated February 22, 2006 No. 06-197. [electronic resource] - Access mode: http://vshu.ru/students/sovet-po-vospitatelnoi-rabote/vhodyaschie-dokumenty/rekome (access date: 10.18.14).

7. Strategy for the development of youth of the Russian Federation for the period until 2025. [electronic resource] - Access mode: http://vmo.rgub.ru/files/project-937-2.pdf (access date: 10.18.14).

8. Titova G.Yu. The role of the student group curator in the organization of educational work at the university // Bulletin of the Tomsk State University pedagogical university. - 2011. - No. 10 – P. 82-84.

The main goal of education in higher professional educational institution- this is the formation of “a highly moral, spiritually developed and physically healthy personality - a citizen and patriot of Russia, capable of high-quality professional activity and responsibility for decisions made.” In works devoted to the study of the educational component of a university’s activities, the key figure capable of uniting teachers and students in solving educational problems, as well as ensuring the effective formation of general cultural competencies, is clearly recognized as the curator of the academic group. .

Today, the institution of supervision is experiencing a period of active scientific theoretical understanding and implementation into practice. With the establishment in 1903 of the All-Russian Emperor Nicholas II of the “Instructions for curators of the Tomsk Technological Institute”, the curator receives official status official at the university. The basic principles of a curator’s work, prescribed more than a century ago, are still relevant today, with the only difference being that the emphasis in the curator’s activities has shifted from “satisfying needs” to assisting in the spiritual and moral development of the student’s personality.

According to the definition of L.M. Vasilyeva, “the curator of a student group is a person who carries out educational activities at a university, who is a spiritual mediator between society, the profession and the student in mastering general and professional culture, who organizes a system of value relations through various types of activities of the student body, who creates conditions for the development of each individual, who protects interests of students".

The recommendations for organizing the educational process at a university (appendix to the letter of the Ministry of Education and Science of the Russian Federation dated February 22, 2006 N 06-197) spell out the main areas of activity of student group curators:

• focus on the successful adaptation of junior year students (I-II) to the conditions of study at the university,
• implementation of the rights and responsibilities of students,
• providing assistance in the spiritual, moral and professional development of the personality of the future specialist.

The same document outlines the main responsibilities of the group curator:

1. study and analysis of sociological and psychological data about students, their abilities and individual characteristics;
2. planning and implementation, together with student activists, of educational activities, the formation of organizational skills, the election of the head of the study group, as well as representatives to student government bodies, “co-government”, student public organizations;
3. study and analysis of the socio-psychological climate in the student group, creating an atmosphere of trust, mutual assistance and cooperation in the study group;
4. ensuring the implementation of the tasks of educational activities in the group.

The listed areas and responsibilities represent only general provisions activities of the curator. Obviously, this is not enough to organize effective work of the curator with the group on the ground. Currently, there is no provision on supervision common to all Russian universities. Each university, relying on regulatory documents on education, independently develops “Regulations on curatorial activities,” which specifies the tasks and prescribes the powers of the student group curator.

Are all of the above recommendations reflected in the responsibilities of the curator of an academic group at Russian universities? What areas in the organization of the educational process within the framework of curatorial activities are considered as priorities? In order to obtain answers to the questions posed, we conducted a qualitative and quantitative analysis of the “Regulations on curatorial activities” of 27 randomly selected Russian universities. As a result, 29 of the most frequently occurring instructions were identified, representing the content of the work of the academic group curator. At the next stage, we classified the identified responsibilities of the curator by area and calculated the percentage frequency of occurrence of each responsibilities in the regulations on curatorial activities in different universities. The obtained data are presented in tables 1-6.

As can be seen from the tables, most universities, first of all, set tasks for curators related to the implementation of the rights and responsibilities of students, as well as successful adaptation to the learning conditions. All universities oblige curators to familiarize students with the University Charter and the rules for organizing the educational process (96.3%), monitor academic progress in the group (100%), form a cohesive, friendly team (88.9%), organize cultural events (88.9%) and research (77.8%) activities (Tables 1,2).

Table 1

Focus on realizing the rights and responsibilities of students

Familiarization of students with the main local documents on the organization of the educational process at the university (University Charter, Internal Regulations of the University, Rules for living in a dormitory, etc.).
Monitoring the progress of students in a group (current and semester), analyzing the causes and assistance in eliminating unsatisfactory learning results.
Visiting dormitories, monitoring the living conditions of group students (at least once a month). Assistance in improving living conditions in the hostel.
Assisting students in planning independent work and fulfilling their academic schedule.
Informing orphans, disabled people, low-income students studying in a group about their rights and providing assistance in their implementation.

table 2

Focus on successful adaptation of students to the conditions of study at the university

Responsibilities of an academic group supervisor
Help in uniting the group team.
Providing assistance in preparing, conducting and taking direct participation in cultural, physical and recreational events (subbotniks, sundays).
Carrying out organizational work to attract students to research work.
Selection and appointment of group members, direct participation and assistance in the work of the elders.
Regular communication with student parents.
Providing assistance in the development of student self-government.
Promoting positive business relationships between faculty and students. If conflict situations arise, be able to resolve them.

Creating an atmosphere of trust, mutual assistance, cooperation in a group, choosing a group asset, resolving conflict situations requires studying the individual psychological characteristics of each student. However, only 55.6% of universities set this task for curators (Table 3).

Table 3

Study and analysis of sociological and psychological data about students, their abilities and individual characteristics

The document “Strategy for the Development of Youth of the Russian Federation for the Period until 2025” outlines the key tasks for the development of our society - “to ensure the security of the Russian state and society, to preserve the state sovereignty of Russia.” The solution to this problem should be “the formation of citizenship and patriotism of young people, the identity of a citizen of Russia,” which is one of the main tasks of education. However, only a quarter of universities believe that this should be the responsibility of the group supervisor. Prevention activities are a slightly higher priority in the work of curators. deviant behavior and promotion of a healthy lifestyle - 44.4% of the total number of universities surveyed (Table 4).

Table 4

Providing assistance in the spiritual and moral development of the student’s personality

One of the general cultural competencies of the Federal State Educational Standard for Higher Professional Education obliges the university graduate to develop an “understanding social significance their future specialty, as well as the desire and readiness to perform their professional duties with high quality.” Our research shows that only a third of universities see the potential for developing this competence in curatorial activities (Table 5).

Table 5

Assistance in the professional development of the personality of the future specialist

Responsibilities of an academic group supervisor
Promoting awareness of the social significance of the profession acquired by students and developing responsibility for the level of knowledge. Carrying out career guidance activities.
Fostering a positive attitude towards work, efficiency, honesty and responsibility in business relationships.
Organizing meetings with practitioners.
Providing assistance in professional and personal self-determination.
Promoting employment of young specialists.

In the direction of “ensuring the implementation of the tasks of educational activities in the group” (Table 6), we included responsibilities related to forms of organization, reporting of supervisory activities, as well as advanced training of the curator. Slightly more than half of the universities believe that the curator should regularly meet with the students entrusted to him (63.0%), inform the dean’s office about the state of affairs in the academic group (55.6%), and fill out reporting documentation (51.9%). The question of self-education is raised only in 37.0% of universities, and the concept of “school of young curators” appears in only 18.5% of the documents studied.

Table 6

Ensuring the implementation of the tasks of educational activities in the group

Responsibilities of an academic group supervisor
Regular (at least once a week) supervision hours.
Informing the head of the department and the dean's office about the situation in the academic group (at least once a semester).
Systematic filling of the journal “Curator of the academic group”.
Carrying out individual work with students in the form of conversations.
Introduction of new forms and methods of extracurricular work with students, study of best practices.
Visit to the school of curators.

Our study of the responsibilities of a curator in different universities of the Russian Federation allows us to draw the following conclusions:

1. The requirements of state policy in the field of educational activities at a university are reflected in the Regulations on curatorial activities. However, using the right to independently determine the duties of a curator, universities interpret the priority of certain areas in the education of students differently;

2. The duties of the curator most often found in the provisions on curatorial activities include (in descending order):

1) monitoring the progress of group students (100%);

2) familiarizing students with the main local documents of the university (96.3%);

3) providing assistance in the preparation and conduct of cultural, physical and recreational events (88.9%);

4) assistance in uniting the group team (88.9%);

5) work to attract students to research work (77.8%).

6) selection and appointment of group assets (70.4%);

7) visiting dormitories (63.0%);

8) regular supervision hours (63.0%);

9) informing the dean’s office about the situation in the academic group (55.6%);

10) study and analysis of individual psychological and sociological characteristics of students (55.6%);

11) providing assistance in the development of student self-government (55.6%);

12) regular communication with students’ parents (55.6%).

3. in less than 50% of local documents of universities, the following are prescribed as duties for curators:

1) promoting favorable business relationships between teachers and students. If conflict situations arise, be able to resolve them;

2) knowledge of the living conditions and everyday life of each student: his material, Family status, health, housing;

3) prevention of deviant behavior and promotion of a healthy lifestyle;

4) the formation of universal humanistic norms of humanistic morality (kindness, mutual understanding, professional ethics, tolerance, etc.), a culture of communication;

5) conducting individual work with students in the form of conversations.

4. It would seem that such a direction in educational activities at a university as assistance in the professional development of the personality of a future specialist should be spelled out in the documents of all universities. However, only a third higher schools poses this task to curators. Emphasizing the fact that the main strategic task of higher professional education is to help a student become a highly qualified specialist who masters all the achievements of his chosen profession, we believe that the role of the curator in solving this problem is underestimated.

In conclusion, I would like to note that the purpose of this article is not to establish the reasons for disagreements in the understanding of the responsibilities of the curator of an academic group in different universities. The results obtained force us to admit that in the context of changes in the priority tasks of education of a modern university, further scientific understanding of the place and role of the institution of supervision in a university is required in order to create optimal conditions for self-development, self-education and self-determination of the student’s personality.

Reviewers:

Rogozhnikova R.A., Doctor of Pedagogical Sciences, Professor, Professor of the Department of Pedagogy, Perm State Humanitarian and Pedagogical University, Perm.

Kosolapova L.A., Doctor of Pedagogical Sciences, Associate Professor, Professor Head. Department of Pedagogy, Federal State Budgetary Educational Institution of Higher Professional Education "Perm State Humanitarian and Pedagogical University", Perm.

Bibliographic link

Buyanova G.V. RESPONSIBILITIES OF AN ACADEMIC GROUP CURATOR IN THE REGULATIVE DOCUMENTS OF UNIVERSITIES // Modern problems of science and education. – 2014. – No. 6.;
URL: http://science-education.ru/ru/article/view?id=16691 (access date: 04/29/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"