It is, of course, not a matter of linguistic exercises, but of deep dissatisfaction with school affairs.
Probably most parents do not care much about what each school plans, implements and reports on their "educational work". Moms, dads, grandparents are accustomed (since school) that the school uses extracurricular activities of children for certain purposes. Of concern is the overload of children, when after 6-8 lessons there are some other activities, the feasibility of which is not very obvious.
Parents perceive as appropriate the responsibility of the school for the upbringing of children, especially positively perceiving the organization of leisure, including trips to nature, excursions, thematic "mornings" or holidays, and so on. Recently, however, we have increasingly heard dissatisfaction not only with the learning outcomes of our students, but also with the fact that "the school does NOT educate" or "the school does NOT educate." Some parents have an extremely negative attitude to organized, formalized extracurricular activities, which we traditionally consider to be such an area of school activity that seems to have an extremely positive effect on children. This attitude is not uncommon on Facebook, especially in parent communities. As far as I know, there was even an idea to launch a petition to abolish the so-called educational work at school. The negative perception of activities, which most schools do not plan on their own, but are forced to report on them constantly, is associated not only with outdated forms, but with the content of extracurricular activities imposed on children from first to graduation.
Indicative is the entry in the FB tape of Viktor Gromovy of one of the contributors that there is a version that the word "education" comes from "hide", "hide", while "education" – from "ask, feed". How long will we bury our children from the captivity of the Turks, the Polovtsians, the MES? It is, of course, not a matter of linguistic exercises, but of deep dissatisfaction with school affairs.
It is worth noting that despite the changes, albeit not always obviously positive, in some curricula, approaches to learning activities in the classroom, the system of testing academic achievement – the so-called educational work over the past 26 years has not changed in form and essence. The inertia of the Soviet model in this area of school life was very strong. External attributes, the list of significant dates and technical support of extracurricular activities have changed. However, routine, imperfect approaches, partly the impossibility of competent planning, the focus of our educational system on reporting quantitative parameters lead to the fact that some parents, especially in large cities, demand that the school "not engaged in education" and perform a purely educational function. and the parents themselves will bring them up. I anticipate that in order for this to be possible in principle, the teaching staff breathed a sigh of relief. Another thing is that this is an absolute utopia, because as one senior colleague once said in the early years of my teaching career: "If you have a skirt taken off, it is pointless to talk about Pushkin." I think readers understand that this requirement seems too categorical only at first glance.
How teachers talk to each other, how they behave before and after a call, what tone and facial expression they say the "right" things, is much more influential than all the organized activities combined.
The axiom is that a teacher’s personal influence shapes his / her students’ worldview much more than the subject he / she teaches. As Viktor Gromovy wrote on his FB page, the school has a "cucumber law": "a cucumber dipped in brine later becomes salted without any special effort. The conclusion is simple: no special educational efforts are needed (measures …), it is necessary to create an appropriate environment for interaction of all participants in the educational process, an appropriate moral and psychological atmosphere! And this is aerobatics management. It’s much easier to check something at school and report. "
As for teachers, they are worried about other things:
Will there be long lists of significant dates (in the 2017-2018 school year, this list contained more than 100! Items), which the school must somehow include in its work plan and, at the request of various institutions, also report on it ? will they continue to demand several reports a month about certain activities, sometimes "yesterday"? will the rate of the deputy director for educational work remain and on whom? how to evaluate the effectiveness of educational work? Is extracurricular activities related to discipline? and what should be the discipline in general, what is meant by it now? how to teach (?) parents to be responsible for raising their own children? will the approach to classroom management, its functions and content, and its remuneration change? how to involve children in extracurricular activities in the new environment and is it needed at all? whether the students of the class can not attend the so-called educational classes / activities, whether they can / should be included in the schedule, etc.
Although among teachers there are questions whether the teacher is an educator. As we can see, the interests of the parties are quite different, and importantly – in addition to general issues, teachers are forced to focus on organizational and tactical issues, which once again confirms the extremely low quality of management as such.
Having the opportunity to analyze the educational work plans of individual schools in recent years and to communicate with the deputy principals of schools responsible for educational work, I observe the same "directions of education" as thirty years ago. Of course, my empirical observations cannot describe all the options for school education. I predict that some will even resent that "everything is wrong with us."
However, for the most part, the planning of educational work at the school level is as follows:
1. The deputy principal, who is responsible for the organization of educational work at the school, gathers class teachers before the beginning of the school year, distributes among them a document entitled or "Basic guidelines for educating students in grades 1-11" or a letter from the Ministry of Education and Science, as for example, “On some issues related to the organization of educational work in educational institutions in the 2017/2018 academic year” asks class teachers to prepare and submit their plans for educational work. Class teachers come up with a number of activities, usually with poetically formulated names, enter them in the calendar and throughout.
2. The deputy principals write on this basis a general school plan, which is usually a list of so-called activities (sometimes called "educational affairs") for classes, groups of classes or for the whole school (?) In different areas of education, the first place among which is indicated as patriotic, sometimes – moral and spiritual (which is mostly understood as quasi-religious), and then depends on the possibilities, understanding of certain modern challenges of specific pedagogical teams.
Despite the fact that this approach violates the principle of effective top-down planning, the main obstacle to the organization of minimally systematized extracurricular activities of the school are, not surprisingly, the education authorities. A letter, methodical recommendations, etc. can come any day, which should be, if not implemented in the work of the school, then they should be reported. Excessive and unjustified reporting on the organization of the educational process in the CEE, on the conducted and not carried out activities takes most of the working time of both deputy principals and heads of methodological associations of class teachers and methodologists of district education departments who are " responsible "for educational work.
For example, information is collected on the number of educational hours held in schools (holidays of the first or last bell, etc.) with the participation of family members of the "Heavenly Hundred", members of the ATO. No one has answered the question of teachers about the meaning of collecting such information, which even hypothetically can not show the real impact of the proposed activities for students?
Human rights activists are sounding the alarm about the following practices:
"Today we have informal attributes of patriotism – embroidered shirt, herring, weapons in hand and views on violent acts against dissidents. Children’s summer camps of military and patriotic orientation are organized, where children are taught how to handle weapons. This is a direct violation of the UN Convention on the Rights of the Child and its Optional Protocol on the Involvement of Children in Armed Conflict, which Ukraine has ratified. I believe that human rights activists should respond to these things and convey to society the understanding that patriotic upbringing and a child with a weapon in their hands are different things. "
To the question "Why does the practice of encouraging teachers to work" for a tick? "Continue, the regional education departments send a very formal answer, occasionally continuing to evaluate the activities of district education departments according to the number! Reported activities.
In this practice, any systematic, strategic planning seems unlikely. In the so-called educational work, the problem of our education is especially pronounced – the focus on the process, not on the result.
There is still some uncertainty about the implementation of civic education, the concept of which has not yet been adopted, and how civic education and upbringing are related to the national-patriotic one, the concept of which has already been approved. In general, it is not entirely clear to schools what the powers of documents called "concept" are and how they should be implemented in the daily practice of school life.
Teachers used to call what happens in schools, the educational process. The idea of unity of teaching and education is one of the most established pedagogical ideas. The unity of teaching and education was actively used by Soviet pedagogy. Perhaps that is why there is a need to change the vocabulary with which we describe school reality. In modern educational legislation, slightly different concepts are used: educational process, educational environment, educational activities.
The logic in the use of new terminology in the context of reform is, because write your lab reports for you the old words have old meanings. However, do new words have new meanings?
If we look at Article 1 "Basic terms and their definitions" of the bill "On General Secondary Education", we will not find in this list a mention of educational work or the educational process.