Mikhail Shtinin biography. On entering Shchetinin's school. Especially for interested parents. Free development school

Mikhail Petrovich Shchetinin, teacher, academician of the Russian Academy of Education - the author of the "immersion" methodology, the founder of experimental schools of humanistic orientation.

Basic principles of teaching in this system:

Each person ("person of centuries", that is, the mind of centuries) is a source of his development, a unique multidimensional world that needs an environment consistent with its nature.

Reliance on the concept of dominant, introduced by the Russian scientist A.A. Ukhtomsky. Concentration of content (concessions) and the educational process (one or two subjects of a certain cycle, conducted continuously for 3-5 days). The subjects of the emotional and intellectual cycles replace each other.

Conformity to the nature of the rhythms of the student and the entire school (reliance on human rhythms: annual, weekly, individual).

The school of M.P. Shchetinina lies immersion system... The educational process is built in such a way that the educational dominant remains for several days. So that the weekly "immersion" in one subject does not become tiresome for the students, the types and forms of activity are diversified, built according to the combination of opposites: "quiet - loud", "figurative - logical", etc.

System of student departments - the form of education, when children come to the teacher and plan their activities (what subject to choose for training at the moment), delve into the study of the chosen subject, prepare experiments and demonstrations for collective lessons, learn to act as teachers in general classroom lessons.

At the chosen department, children can "immerse themselves" in the subject of their interest, without fear that they need to study other subjects.

The work of the department assumes several levels of mastering the activity by students:

I'm studying (studying a subject).

I am learning to teach (comprehension of methodological knowledge and methods).

I teach (student peer education).

I teach to teach (the level of transmission of methodological methods).

The structure of education of different ages. Classes at the departments, and sometimes during the "dives" themselves, are held in different age regimes. For example, in "immersion" in one section of the course (for example, mechanics in a physics course), schoolchildren of grades 7-10 simultaneously participate, but each of them participates in the "immersion" in this section for the first, second, third or fourth time. Accordingly, the level of mastering the topic is different for everyone. Students teach and learn from each other.

Elements of the "immersion" pedagogical system:

alternation of contrasting lessons, which allows you to make uniform loads on both hemispheres of the brain;

variety of forms of lessons with the unity of the content of educational material;

the presence of a "potential difference" in the knowledge of pupils is ensured either due to advanced training at the department, or in a team of different ages; as a result, intensive mutual education of children is organized and takes place;

systematization of knowledge, their structuring using compact structural and logical schemes - concepts;

joint work of a teacher and a student in planning the educational process and its subsequent analysis;

the rating system is diverse: protection and evaluation of creative works, rating of achievements, other forms.

The immersion learning system has been implemented in various versions in other schools of an alternative type: school No. 14 in Tula (E.V. Skovin), schools in Krasnoyarsk (G.M. Weber, I.G. Litvinskaya), School of Self-Determination Moscow (A.N. Tubelsky) and others.

Free development school.

The practical implementation of education based on conformity to nature, freedom of choice and the priority of children's educational values \u200b\u200bwas expressed in the creation and implementation of the model of the School of Free Development.

This school is based on the ideas of J.-J. Russo, L.N. Tolstoy, K.N. Wentzel, and other teachers - adherents of natural education and training. In the early 1990s, these ideas spread among educators and parents who wanted to educate their children without the usual school authoritarianism. In different cities, small family-type schools began to be created, the founders of which were often the parents of children: the Thinker School of Individual Development (E.M. and E.A. Nikolaevs, Moscow), the Dialogue School (E. Bukova, Sosnovy Bor, Leningrad Region), School of Intensive Development (MT Sochen, Perm), Lyceum "Troitse-Lykovo" (O. Tsoi, O. Protsenko, Moscow), etc.

Theoretical and didactic directions, curricula and methodological conditions for teaching as free development were developed in the author's school of Doctor of Pedagogical Sciences A.V. Khutorsky (settlement of Chernogolovka, Moscow region), on the basis of which experimental training was conducted from 1992 to 1997, organizational and activity seminars were held for teachers from other schools and cities.

The concept of the School of Free Development:

Human purpose - to reveal their inner potential, to reveal and realize themselves in accordance with individual capabilities and in relation to common human cultural processes.

The meaning of education is not so much in transferring to the student the experience of the past, as in expanding his own experience, which ensures both personal and general cultural growth of the child.

Individualized learning orientation. Each student develops the best that he is capable of.

Development of creativity. Once in a quarter, students perform and defend individual creative work on their chosen topics: they write poetry, do experiments, compose computer programs, conduct scientific research in literature, mathematics, and natural science.

Cultural and historical orientation. The school has developed and conducted courses in Old Russian literature and Slavic mythology. In the activities of teachers, students and parents, folk traditions are recreated, calendar events and holidays are lived. Through the meaningful study of English and French, students get acquainted with the cultures of other peoples.

The School of Free Development enrolls children from 5 to 16 years old in all basic educational courses and additional subjects. In classes - no more than 10 people. Each of the teachers creates their own training programs, taking into account the individuality of each student. Children themselves also participate in the development and implementation of their goals and plans for all educational courses.

Every day a special lesson is held at school - reflection, where children and teachers analyze their successes and difficulties, formulate goals for the next day, and adjust the course of learning. Every Friday, a scientific and methodological seminar of teachers working at the school is held, at which the successes and difficulties of children, methodological problems are discussed, educational programs for individual students are developed.

Protections of creative works of various types related to basic educational standards and personal abilities of students are regularly held.

Starting from the 1st grade, the child can choose any topic that interests him and, with the help of the teacher, carry out in-depth individual work. Each of the students of the school has on his account dozens of invented poems and tales, his own mathematical research, computer programs, works on history and mythology, painting, music and other subjects. These works are printed and handed over to parents, sold at school fairs. The school publishes collections of children's creative works in all subjects. Teachers also publish their work in magazines, newspapers, and methodological collections.

The first stage in the development of curricula is the preparation of each teacher leading educational institutions according to their types of activity. A list of possible directions, subject topics or areas of knowledge is given, on the basis of which training will be organized.

Educational attitudes of teachers are discussed at pedagogical sessions-seminars.

The corrected educational guidelines for each class are printed and posted (distributed) for the information of all teachers. During training, these attitudes are adjusted taking into account specific conditions and children.

The final curriculum in their conventional form appears not before training, but after it as a result of the work of a specific teacher with specific children. These programs are a joint product of the activities of children and teachers. The next year, the programming is repeated again. The previous programs are used as comparative analogs.

To formalize the resulting interdisciplinary educational blocks, special disciplines are introduced - meta-items, which are subject-specific links of educational directions determined by teachers. Meta-subject topics are based on fundamental non-subject foundations and complex cognition of key primary meanings by students. The meta-subject as a whole is characterized by the same requirements as for ordinary courses: harmony and unity of goals, content, forms and methods of checking results. The differences are in the subjective nature of the construction of such a subject, in the possibility of rearranging the meta-subject and the appearance of new meta-subjects during the educational process on its basis.

Russian school.

Author: Ivan Fedorovich Goncharov, Doctor of Pedagogy, Professor of the St. Petersburg Pedagogical University. He combined three directions of the Russian national school in the educational system: historical and ethnographic (epics, legends, Russian folk songs and music, choral singing, homeland studies material); Orthodox (prayers, Lives of the Saints, sacred music, church chants); general educational and general cultural training, directed to the future.

The Russian School is based on three ideas:

Soul and moral and spiritual beauty as the ideal of national culture. School as a workshop for humanity, trust and mutual assistance.

Co-creation of educator and pupil, joint creation, co-development, co-authorship with the stamp of high morality and heuristics. Conciliarity as a union of teacher and student around a common cause.

Self-improvement of a person (L.N. Tolstoy) as the main tool for the development and preservation of soulfulness and spirituality.

Target benchmarks. Education of a Russian person with a national spiritual character.

Conceptual provisions.

The Russian school is a means of national self-defense, as well as a form of defense of the national against the nationalist.

Education at the level of modern scientific and economic technologies.

Priority of spiritual values: goodness, truth, beauty, Christian ideas of faith, hope, love.

Reliance on the concept of ecological, planetary, noospheric, cosmic thinking, a combination of the principles of patriotism and global mutual respect for peoples.

Guideline for the creation of a mass regular school as a national Russian organism, the product of which is widely educated and loyal to Russia people.

Education contentdetermined by science, nationality and Orthodoxy. Science is represented by academic disciplines in the main branches of knowledge, the history of the development of world and domestic science, a reasonable combination of humanitarian and natural disciplines. Nationality is a national culture: Russian language and literature, Russian history and geography, native nature, etc. The native Russian language is studied in the Russian studies aspect: the Russianness of the Russian language, the art of the Russian word, Russian eloquence, speech etiquette, connection with history. Orthodoxy is not so much lessons about religion as the construction of the whole process of education on the ideas, on the spirit, and mentality of Orthodoxy.

School of the Dialogue of Cultures.

Dialogue in this school is not so much a form or method of teaching as an essential methodological characteristic of all education. The student lives in the course of his education the main stages of the development of mankind, conducting a dialogue with him from the standpoint of modernity (the ratio of phylogeny and ontogeny).

The school is based on the ideas of M.M. Bakhtin on internal dialogue, the position of V.S. Bibler on the philosophical logic of culture, the results of research by S.Yu. Kurganov.

The educational system is built on the following conceptual ideas:

Formation of dialogical consciousness in children, free from monocultural perception of reality.

Building the content of education on the basis of cultures that are not reducible to each other.

School structure:

Grades 1-2: learning is built around "points of surprise", which later become subjects of dialect and dialogue for children. "Points of surprise" are designated in the form of riddles of numbers, words, natural phenomena, a moment of history, human consciousness, an object tool. Inter-age dialogues with high school students.

3-4 classes: ancient culture in all its forms. But this is not a student's "immersion" in antiquity with the loss of his "omnipotence", but a dialogue with it. Eidetic (figurative) thinking.

5-6 grades: culture of the Middle Ages. Communicating medieval thinking.

Grades 7-8: culture of modern times, Renaissance. Rationalistic thinking, reason is everything.

9-10 grades: modern culture. Relativism (lack of a unified picture of the world).

11th grade: special dialogical class.

The author of the programs for each class is the teacher himself. Together with his students, he discovers a kind of cross-cutting "funnel problem" that can become the basis of a 10-year program. This funnel is a center of wonder, unique to each class, absorbing all problems, cultures and ages.

Dialogue functions at school: a) dialogue is a form of training organization; b) dialogue - the organization of the very content of the studied sciences.

Features of conducting a lesson-dialogue:

Redefining the general learning problem by each student. Generation of his own question.

The meaning of the classes is in the constant reproduction of the situation of the scientist's ignorance, the student's thickening of his vision of the problem.

Performing a thought experiment in the space of the image built by the student. Purpose: not to solve the problem, but to deepen it, bring it to the eternal problems of being.

The position of the teacher: listens to all the options for solving the problem, helps in the manifestation of different logics.

The position of the student: finds himself in the gap between cultures, which requires him to have his own vision. Education is based not on textbooks, but on primary source texts.

Dialogue in this school is not a manifestation of contradictions, but the coexistence and interaction of consciousnesses that are never reduced into a single whole.

Self-determination school.

School concept is based on the following anthropological position: having been born, the individual begins to fulfill his predestination (A.N. Tubelsky), which is realized in ontogenesis in certain culture-like forms of thinking and activity (philosophy, religion, science, art, economics, production, etc. .). The process of education is the deployment of this preoccupation, the search, recognition, the formation of the image of "I" by the child. The role of the school is to create a system of favorable conditions for the implementation of such a process.

The principles of the school of self-determination.

The personal meaning of learning. Each teacher reveals his own meaning of the course or subject, his understanding of its content, his idea of \u200b\u200bthe activity.

Interdisciplinary "immersion". Teachers work with children on the same concepts or universal skills. Instead of the “correct” conclusion, at the end of the “immersion”, reflection is organized: what the student understood about himself and about what he was doing in the lesson.

Reflection allows teachers to design and implement the educational process meaningfully together with children.

Creative exam is the educational situation where the accumulation of experience of self-determination is possible, where a kind of field is created for comparing one's ideas with the ideas of other people: comrades, primary school students, teachers, various subjects of culture - writers, poets, philologists, etc.

Age-specific interaction and self-management of students. High school students conduct lessons in the lower grades. This not so much prepares children for the choice of a teaching profession, as it expands the experience of independent action and reflection. High school students undergo internships in other schools, at the place of their intended study or work.

A set of educational spaces: educational, play, labor, artistic and creative, in which the child gains the experience of life. Instead of the classroom-lesson system, it is supposed to create a rich environment - a space filled with people, various material objects for a test of strength, things and symbols that have a cultural meaning. In free interaction with all this, the child will be able to form himself.

Educational activity as art and research. Most of the school's teachers are involved in exploratory pedagogical work. Monthly seminars for colleagues from different schools in Russia are a way of professional self-development of school teachers.

School structure. Preparing children for the school period does not consist in the formation of the initial skills of reading, writing and counting, but in preparing for life in the free educational space of the school, the ability to navigate in interaction with nature, culture, and other people.

In primary school, the development of general cultural skills of reading, writing, counting is carried out at an individual pace for each child, with special attention paid to the means of self-expression of one's experience, feelings, interests.

In basic school, the main task is to provide a teenager's "test of strength" in various types of cognitive, labor, artistic and creative, social and organizational, physical culture and sports activities. In addition to compulsory subjects, time is allocated for elective lessons, as well as for classes in laboratory rooms to work on independently selected topics and projects.

In high school, with the exception of a few compulsory subjects, instruction is individual curriculawhich the student himself composes. The main form of the educational process is a workshop led by a teacher or an invited specialist. For those wishing to master all courses of the basic curriculum, "intensive courses" have been introduced, where in a short time it is possible to master the state educational minimum.

Studying proccess. The main organizational form of the educational process is "immersion", when only one subject is studied for several days, and the topic, types of work, criteria for assessing progress and the form of credit are developed by the children together with the teacher.

IN different age groups Together with the educator, the children "live" various events of individual and collective life, the change of seasons, traditional holidays, play role-playing games that imitate the activities of adults, plot games in the theater, circus, museum, etc.

The principal is the refusal to program the activities of children, the educator must guess their urgent need for a particular activity, the prevailing mood of the group and the individual child, create conditions for interaction, self-expression and amateur performance.

A feature of the training session in the school of self-determination is its versioned characterwhen the content of a course or topic is presented in the form of several equal hypotheses, different ways of working proposed by the teacher, students and existing in the culture.

One day a week is devoted to labor training - students themselves determine the types of activities they want to master: making products from wood, metal, sewing and designing clothes, cooking, arts and crafts, programming, librarianship, preschool education, etc. After two months, the student can change the workshop. Thus, over the course of several years, a teenager can try himself in different types of work.

A special place is occupied by workshops in general and additional subjects in which the transfer of working methods takes place: natural science research, textual analysis of a work of art, research of historical primary sources, means of creating works of applied art in ceramics or batik, etc. The student chooses a master teacher himself from among the teachers working at school (with their consent). The position of the leading master is, first of all, the position of a consultant and advisor helping to organize educational work, to comprehend the presence of progress in mastering the methods. With him you can discuss the reasons for failure, draw up a program of action.

There is no point grading system; at the end of the training period, qualitative and substantial characteristic, in which the progress of the child in the development and cultivation of ways of working is noted, recommendations are given on how to increase the effectiveness of his studies, and the transition from assessment to self-assessment is also made.

The academic year ends with creative exams, at which the defense of independent work, prepared during the year, is carried out. Such a defense, carried out openly in the presence of parents and friends invited by the students, is a demonstration and indicator of the individual advancement of children.

Independent work No. 7.

Task number 1.

● Write down the basic concepts of didactics:

Innovation - ………………………………………………………………………

Types of schools - …………………………………………………………………… ..

Alternative school - ………………………………………………………

Modernization of education - ………………………………………………………

Integration of education - …………………………………………………………

Task number 2.

● Using scientific and scientific-methodical literature,

a) write down the main approaches to understanding the term "innovation";

	Innovation criteria	Types of innovations
	Scope of innovation (what is being updated in education?).
	A way of origin of an innovative process.
	The breadth and depth of innovative activities.
	The basis on which innovations arise.

Task number 3.

Get acquainted with the goals and basic principles of the state policy in the field of education, fixed by the Law of the Russian Federation "On Education": "Education ... is understood as a purposeful process of upbringing and education in the interests of a person, society, state, accompanied by a statement of achievements by a citizen (student) of educational levels established by the state ( educational qualifications) ".

Article 2. Principles of state policy in the field of education.

The state policy in the field of education is based on the following principles:

the humanistic nature of education, the priority of universal human values, human life and health, free personal development. Education of citizenship, hard work, respect for human rights and freedoms, love for the surrounding nature, homeland, family;

unity of the federal cultural and educational space. Protection and development by the educational system of national cultures, regional cultural traditions and characteristics in a multinational state;

the general availability of education, the adaptability of the education system to the levels and characteristics of the development and training of students and pupils;

the secular nature of education in state and municipal educational institutions;

freedom and pluralism in education;

democratic, state-public nature of education management. Autonomy of educational institutions.

● Answer in writing the question: what innovations in the field of education are reflected in these provisions of the Law? Give examples that support the essence of your conclusions.

Task number 4.

Analyze the scheme of financial flows in the general education system proposed by P.I. Pudgy.

● List innovations in education financing.

1. _____________________________

2. _____________________________

3. _____________________________

Task number 5.

Read the excerpt below about innovation processes in teaching practice and education:

"In recent years in our country there has been a spontaneous search for new forms at different levels of education. Examples of the emergence of alternative schools, gymnasiums, lyceums, colleges, various concepts are being created in search of optimal ways of school development. However, all these experiments are not systemic and are aimed, as a rule, only at "elite" education. Therefore, the mass school operating within the traditional paradigm of education rejects any such innovations. On the other hand, since elite schools are in the educational space formed on the basis of an alien paradigm, they follow the path of least resistance and include new, necessary subjects, in addition to the traditional, and try to adapt new forms to the old content. At best, this leads to a strong overload of students, and at worst comes down to changing the sign. "

(OP Morozova. Pedagogical workshop.)

● Answer the questions in writing:

How legitimate is a statement of this kind?

Are there really functioning educational models of schools today that would remove the indicated contradictions?

Argument your point of view.

Mikhail Petrovich Shchetinin (1944, village Novy Biryuzyak, Dagestan Autonomous Soviet Socialist Republic) - Soviet and Russian teacher, member of the Russian Academy of Education, founder and director of an experimental boarding school for general education.

In 1973 he graduated from the Saratov Pedagogical Institute in absentia with a degree in music and singing (accordion class).

He worked as director of a music school in Kizlyar.

After the Kizlyar school, in about 1974 he became the director of a school in the village of Yasnye Zori, Belgorod region, where he also engaged in a pedagogical experiment, developing the pedagogical idea of \u200b\u200bcreating a school-complex, which was fashionable at that time, in which increased attention was paid to music, singing and choreography.

After Yasnykh Zor, Mikhail Petrovich finds himself in the village of Zybkovo, Kirovograd region, where until 1986 he was the scientific supervisor of the experiment, holding the position of a senior employee of the Research Institute of Means and Methods of Teaching of the USSR Academy of Pedagogical Sciences. The essence of the experiment was to create a school agro-industrial complex, while studying in the first half of the day was combined with the work of schoolchildren in the second half of the day. In addition, M.P.Schetinin introduced unexpected pedagogical innovations: reducing the time of lessons, canceling grades, homework, and more. A commission of the USSR Ministry of Education, held in 1986, concluded that the experiment did not give a positive result and the experiment was closed.

Since 1991 he has been an academician of the Russian Academy of Education.

In 1994 he created an experimental boarding school in the village of Tekos, Krasnodar Territory.

Books (1)

Embrace the Immense: Notes of a Teacher

How to help a child find himself and his place in the world of people? How to teach children to work and live creatively?

What living and learning conditions at school can maximally contribute to the formation of a harmonious personality of students, the development of their capabilities and abilities.

The author reflects on these and other major problems of childhood. For a wide range of readers.

Reader Comments

Igor T. / 03/11/2016 Guys, hello everyone! Please pay attention to the "names" of some authors, in particular: "squirrels, guests and other animals". There is a very clear psychological characterization of such people - more precisely, puppets! Just ignore. These are windbags! Whoever sees, see! The hearer, let him hear. Hello everyone!

Alexander / 22.01.2016 I met Shchetinin at APN (Moscow) in 1985. Right rvv.45 - nothing smarter than the classical school has not been invented, but only in order to educate half-educated, under-educated uncreative cogs - the slaves of the system. Shchetinin created a school of joy, creativity and self-development of the individual, and such a technocratic consumer society, where the golden calf dominates, is not needed. Society has not yet matured to this, Mikhail Petrovich is a teacher of the 22nd century. Thank God for once introducing me to him !!!

Jacob / 11.02.2015 Hooray !!! Life enters a new round and it will be beautiful ... M.P. Low bow to Shchetinin ... I think all those who worked with him were very lucky ... and they must carry this light further into the centuries, no matter what, for the sake of our children

Alina B / 04/10/2014 It is enough to remember the great wisdom: "The higher the ideal, the more dogs bark at it," for everything to become clear. Mikhail Petrovich - all the best to you and good health!

guest / 27.12.2012 Guys and girls !!! The best years of my life were at school with our beloved Mikhail Pertrovich !!! In no way is this not a sect but M.P. not a sectarian))) it is very funny and not reasonable to call such a great man a sectarian)) but he just loves everyone as a fruit of our land !!! It's just a pity that he is not without mortality, and cannot open the eyes of everyone who wants it !!

Marina Talvik / 31.12.2011 Hello! Do you need teachers or just workers? Take me to your work! You are welcome. I can do a lot. And I also have a son of 13 years old

Lazarenko V.A. / 28.11.2011 There are a lot of superficial and not lived out exclamations.
Every business is characterized by fruit.
I personally know Shchetinin. My contacts
http://vkontakte.ru/stratosfer

squirrel / 16.08.2011 rvv.45! respect.
so funny to read naive stories about what people have not seen and do not know! just give you another "miracle"! how many people like that can be supported! IMHO! I was, I know and saw! this man is a banal sectarian - a freak who earns money on wealthy parents of students !!!
fortunately, I opened my eyes myself and left this school, which is what I wish for you.

Kuprina Galina / 05/26/2011 I love everything related to Shchetinin M.P., help with advice or deed in the Novosibirsk region on the Family Estate, to organize a Shchetinin school for our children.Since 1996 I have been dreaming about it.

Tanya / 10.12.2010 Hello. My name is Tanya, I am 13 years old and I really want to go to Shchetinin's school. I’m from another city and I don’t know the phone number. Please, if someone knows him, write to this address [email protected]

Alina / 24.08.2010 Good afternoon to you. My name is Alina. I am 16 years old. I dream of getting to the school of M.P. Shchetinin.
But I do not know how to do it, and where I will turn to. I reviewed many articles but found nothing ...
Please help, or maybe there are similar schools in Ukraine ...
please help.
My parents do not share my dreams and views about the family estate ... And there I will find understanding ..
If someone knows how to help me write [email protected] or in contact id55444979.
Thanks in advance to everyone ..

Oleg / 05/31/2010 I am also surprised why this book has not become a reference book for at least self-respecting teachers? I will say even more briefly about the author: why is He still not the Minister of Education? Finally: Where and how are our rulers looking?

Vlada / 24.05.2010 I studied at Shchetinin's school, I answer questions. write: [email protected]

School of Academician Mikhail Petrovich Shchetinin is an experimental general education school, created in its current form in 1994 in the village of Tekos, Krasnodar Territory. ALL OUR SCHOOLS SHOULD BE THIS!

Mikhail Shchetinin is known throughout Russia for using innovative methods in pedagogy that contribute to early creative development. His students graduate from high school at the age of 14, and by the age of 18-20 they have three higher educations.

His experience and his pedagogical findings are studied by teachers from different countries.
Several times he became "Person of the Year" in the field of education.

The World Organization of UNESCO three times recognized the educational system developed by it as the best in the world and put the name of M.P. Shchetinin in the list of the greatest people of the past millennium.

The main goal of Mikhail Shchetinin's school is the spiritual rebirth of Russia, service to the Fatherland, service to people.

At the same time, an informational ban has been imposed on this school (almost nothing is said about it on television). And no wonder, because in this school, teaching is fundamentally different from the ubiquitous system of brainwashing and creating neurotics from children. At Shchetinin's school, children teach children. The school program takes 1-3 years.

Shchetinin's pedagogical system is based on several principles:

The first of them is the spiritual and moral development of a person. Love for one's neighbor and love for God, love for the Motherland. Spirituality is not declared at the level of rules and moral teachings, but is demonstrated by the own behavior of adults and children.

The second principle, which can be considered the key to mastering knowledge, is striving for knowledge. At Shchetinin's school, they study by immersion in groups of different ages, and then each student can be in the role of a teacher and explain to colleagues everything related to the studied topic. Being a teacher is very responsible and honorable.

The third foundation of life at school is a love of work. Students with their own hands, in the literal sense of the word, build the world around them, in which they live. They are proud of their real life achievements. The feeling of beauty, the vision of beauty in the environment, the manifestation of creativity in all aspects of everyday life, as well as powerful physical training based on Russian hand-to-hand combat as a way of self-defense and helping to remove the aggression of the attacker are two more areas that do not go unnoticed in this pedagogical system, but occupy a very important place.

The Shchetinin school in Tekos, or rather, the boarding school for the complex formation of the personality of children and adolescents for 20 years All these years the honored teacher of the Russian Federation, professor, academician of the Russian Academy of Education, pedagogue-innovator Mikhail Petrovich Shchetinin has been at the helm of this bold experiment.

10 tips from a teacher who taught history at school M.P. Shchetinin:

1. The lesson begins with the student's INTEREST in the subject.

2. Before explaining, DELIGHT.

3. After students have smiled, INTRODUCT.

4. Once intrigued, EXPLAIN why they need it.

5. Convey your SURPRISE and ADMITATION by what you explain.

6. An UNEXPECTED EXAMPLE is remembered.

7. The VISUAL and WHAT YOU CAN USE are remembered.

8. Upper grade - when a student wants to REVIEW your information and EXPLAIN to OTHERS.

9. They want to learn not from someone who knows the subject well, but from someone who has shown how the STUDENT NEEDS it.

10. The lesson is not when the knowledgeable explains to the ignorant, but when the assembled one is GOOD TOGETHER. And what is also useful is a consequence!

You will learn more about Shchetinin's school, its philosophy, how the educational process is going, and the success of the school's graduates from these videos.

If your child already asks questions to you, his parents, about whether there are any other schools where children comprehend knowledge in a completely new way, then our material will be very useful to you. If he, your child himself, asks for the unique and world-famous school named after Mikhail Petrovich a, then with the help of our information you can help him get there, and it is also possible to become her student. We will prepare parents for the opportunity for their children to touch and recognize themselves, revealing themselves in the educational process at the school named after Mikhail Petrovich Shchetinin.

We interviewed Valeriy Katruk, the father of our compatriot from Moldova David, a student at this school.

- How does your parental responsibility and actions begin on the way to Shchetinin's school?

With the understanding that this is the place where the Russian spiritual army is being brought up. The bottom line is that the army is not meant as belligerence, but as a defense of the very high moral values \u200b\u200bof the Russian people. This is all that is far from European values. On the one hand, you accept these Russian values, and on the other hand, you must be worthy of them. That is, you must be very strong to be their keeper. Therefore, it is very difficult there: uncompromising requirements for physical form, mental and emotional self-control. A person is invited to be very strong. But not everyone wants to be strong people. Many people prefer to live on half-flat and enjoy some very simple things. Decide if you would like to become a parent of a renewed child who has entered this fraternity. Explain this to your student. And if the child sincerely wants this, then entering Shchetinin's school becomes a very simple action. when they have a recruitment appointment.

- What documents do you need to have with you for admission?

There is also the entire list of required documents on the website. It is standard and does not differ in any way from documents for any school (birth certificate / passport, certificate from the clinic, certificate from the mayor's office on the composition of the family, Moldovan medical insurance).

- What actions should you take next?

Send an email request to the school over the Internet.

Get consent.

Come there to the place in the village of Tekos.

And understand this circumstance. You need to understand that they may offer you to leave on the very first day. If this happens, then they will definitely explain why. Maybe they'll see what your child doesn't want, if that's the case.

- Maybe then you need to immediately go to school and then rent a hotel room?

Not necessary. Because the hotel and farmsteads near the school are inexpensive and daily rent. Better to arrive a day or two before arriving at school. First, you come from the road tired and you need to rest and recuperate. Secondly, your attention is scattered, so you should not immediately go to the sea upon arrival.

A day or two, it is desirable to be in this environment, the same applicants for admission to school. While the common environment allows the child to prepare and mobilize for the main reason for which he is there. Tune in. It is very important.

- And how much does a hotel stay there per day?

Two hundred rubles per person. Relatively speaking, 70 lei per person per day.

-So the setup is done, everyone is ready, what's next?

Then you have to be on time at the appointed time, without delay. People gather at the barrier, a person meets them at a strictly appointed time, picks them up and they leave. Then parents fill out questionnaires, subject and detailed. All the features of your child will need to be indicated and described, including difficulties. The questionnaire is not formal. She reveals in great detail the essence of the child from the point of view of the parent. The questionnaire is filled in and submitted. Children apart from their parents, meanwhile, learn. And on this first day, they may also be asked to leave. So get ready. For some, the first day is enough to understand that the child either cannot, or does not pull the educational process at Shchetinin's school.

Then comes the second stage. Three days in which the parent still lives with the child in a hotel, and is just coming to school. In the event that during these three days such a Rubicon occurs, in which some of the children will be eliminated.

At the next stage, those children who move on move to live school. And their parents stay separately in the hotel and are supported. After this time, a new selection of children takes place again. Parents get together and tell them the final decision whether the child stays at school. Explain why this decision was made, difficulties and reasons. Parents whose children remain in school are encouraged to leave Tecos and go home. Now all hotel expenses are over.

-How long did your child stay at school?

For two months. At this time, the school bears all responsibility for the child. And during the same period at school, there is a final determination regarding further enrollment in school. After the trial period, the child can be officially enrolled in school.

-What changes with the official admission to this institution?

Now the school is also responsible for the moral character of your child. They will be there to "hold out" for at least the next year of study. So that he gets a certificate for the ninth grade, for example. In the middle of the year, no one will weed him out. If only something blatant.

- Any other expenses?

Yes. For food, during your stay, on the road. You also need to get a uniform for the student, without bright symbols. Clothing should be strict and special (white top and classic black pants). Appearance matters. Everything is quite calm in the style of dress. We also need a military clothing set and ankle boots. A practical military uniform for strength training. Then you still need a set of bedding and hygiene products. A list of everything will be given to you.

-You donated pocket money child andhow much?

The easiest way, as I see it, is to open a card there, on the spot, and transfer pocket money there. To ensure that the money is not lost and controlled only by the owner, a bank card is perfect. There are no safes at the school for keeping valuables. All documents are handed over to the administration, and everything else is freely available to schoolchildren.

- What would you like to single out regarding the parents of future lyceum students?

The main thing is that parents are included in the process of entering school no less than the child. Cooking, maintaining morale, going shopping, you can only take a vacation for this time. For about two weeks.

Thank you Valery for the interview and a detailed description of your interesting parenting experience!

Valery Katruk

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Only the lazy does not know about the school of Mikhail Petrovich Shchetinin in the village of Tekos in the Krasnodar Territory - the fame about it spread far beyond the borders of the region, throughout Russia and abroad. Not a day goes by without guests: teachers from Siberia, the Far East, the Urals, the Arctic come here to become students themselves for a while.
To understand what kind of miracle it is, Shchetinin's school ...

To see this huge courtyard drenched in the generous southern sun, an unexpected, amazing complex of buildings, gleaming with colorful mosaics, humped bridges in the courtyard and fabulous paths that lead to the spreading trees. Hear the ringing chorus of children singing half-forgotten, aching songs about the Motherland, duty and honor. To feel with all the open, stunned heart all the novelty and dissimilarity of the innovative Shtinin pedagogy. Absorb, and eagerly catch every word of the author of this - I want to say - teaching, because there are no boring pedagogical lengths and descriptions in it, there is deep respect for the Child and the understanding that Rod and Love are the two main teachers' assistants. To realize that there are no textbooks in the world - how to teach children "bristly", and this can be learned only like this - sitting and standing next to the Teacher, peering into where his blue-blue gaze is directed, singing along with the melodies breaking from the tips of his fingers, grabbing a brush or a hammer - this is as if necessary and, together with the children, climbing onto the roof of a new tower under construction.

And all this time, slowly, gradually, build in your soul the image of your new School - the school of the future.

“It's amazing, but at first it seemed to me that I was in some other reality! - says Tamara Sergeevna Borisova, a primary school teacher from Gorno-Altaysk. - It doesn't happen! - I wanted to say whenever I saw something unimaginable in our regular high school.
- For example?

Yes, even how they greet the student: "Hello, great!" ... Or how the children themselves study the entire textbook and then themselves (!) Teach the subject in their groups! Or how a seventh grader easily enters a university! And how children sing and dance! Professional ensembles cannot keep up with them! In a word, everything here excites the pedagogical consciousness and makes you understand that the future of education is here, and not in our schools! ... "

Tamara Sergeevna came here on behalf of the parent committee, which financed the entire long journey with one condition: to bring the Shtinin technique. Of course, now she understands that it was naive to think that in seven days one can comprehend what has been cultivated for decades. But you have to start somewhere! Why not study teaching methods?

Mikhail Petrovich Shchetinin has a wonderful rule: do not waste a single minute forgetting educational material. Therefore, school subjects are taught here on the principle of "full immersion". For example, studying mathematics. First, there are no "classes" as such. There are laboratories with in-depth study and groups of different ages. Students in such groups go through the entire course during the academic year in several "dives". Each is more difficult than the previous one, and at the end - the consolidation of the material. Therefore, here it is possible to complete the entire school educational course not in 11, but in 9 years. And for the remaining time "immerse yourself", for example, in higher mathematics at the level of the 2nd year of the institute.

By analogy, the example of pearl divers suggests itself. Yes, this technique also has a "pearl" - this is self-obtained knowledge. The child does not just "pass" the subject, he is engaged in research. Therefore, there are no evaluations at Shchetinin's school - how one can evaluate research work, where a negative result is extremely important, since it allows you to start working out the next model! And is it possible - to offend your fellow researcher with some kind of point mark ?! And here we come to the main difference between the Shtinin school.

Children at Shchetinin - special... Calm, radiating some kind of special friendliness, welcoming, collected. In their gait, posture and wide turn of the shoulders, the perfection of movements is guessed, almost danceable fluency. Yes, they all dance here. The dances are very different: Cossack dances and even mountain dances. And they all sing too.
Simply, as in theory, all children are born talented. But at Shchetinin's school, this is also confirmed by practice.

No, they did not immediately become like that. We just got into the right environment. An environment where respect for each other, regardless of age and merit, is an axiom. Where they teach to think and express their thoughts without fear of condemnation. Where they understand that being educated also means being able to work, draw, dance and master self-defense skills. Where ancestors are remembered and honored, and they realize that they are not just boys and girls, but the successors of a glorious family. Therefore, everyone is great. And they study here not for grades, but because they have to. After all, school is only a stage and adult life will begin outside the school, where you have to take responsibility.

For your knowledge. For work. For family. For the country.

It seems - can a fourth grader feel such a responsibility? With Shchetinin, maybe. Therefore, the topics of reports of junior schoolchildren can be, for example, the following: "Reform of the teacher training system." Or "Information war is a product of cultural confrontation."

Is it tricky? Of course, it is tricky and difficult to apply such a system to our ordinary general education school. That is why teachers come from all over and from all countries, because here the countdown is different. Not in the system of marks and not in the introduction of Western education systems they teach here to see a person of a new era, but in awakening the memory of the family, the memory of demanding moral imperatives, imprinted in history, word, traditions!

Is it new? How new! After all, we have forgotten what respect for the country begins - with respect for a Human Being. Even if he is five or fifteen years old, he already carries in himself everything necessary for the most complete and correct development.

As Mikhail Petrovich himself says: “Nobody teaches a grain of wheat how to build an ear, so are we, people, more primitive beginnings? Ancestral memory contains all knowledge. Therefore, the only way we can help a child is to realize himself. " And one more thing: “The school in Tekos is doing everything so that there is no school. School is life. The school cannot operate within the walls. It is not a school that needs to be created, but the Motherland. "

Indeed, is knowledge and technology the main product of the education system? Personality is the basis that will find everything you need to realize your plan. If there is a healthy, strong personality - nothing will lead such a student astray, will not force him to retreat or rush in the wrong direction. And the country is made a country not by unknown electoral groups, but by individuals.

This year, the Shchetinin school in Tekos, or rather, the boarding school for the comprehensive formation of the personality of children and adolescents, turns 18. All these years the honored teacher of the Russian Federation, professor, academician of the Russian Academy of Education, pedagogue-innovator Mikhail Petrovich Shchetinin has been at the helm of this bold experiment. Over the years, UNESCO has declared Shchetinin's school the best in the world three times, and the name of M.P. Shchetinin is included in the list of outstanding people of the millennium.

It is gratifying that interest in Shchetinin's school today is only increasing. Does this mean that someday Shchetinin's technique will be applied on a much larger scale? Of course, time will tell, but still I would so much like to believe it!

Elena Minilbaeva