In this article, we will consider what professional self-determination of a person is, what factors should be considered when choosing a profession, and how to realize oneself.
Professional self-determination- a person's personal choice in acquiring a profession and realizing oneself in the labor market. Self-determination is realized with a careful analysis of personal interests, abilities, talents and inclinations. Professional self-determination is very connected with the life self-determination of a person, as it directly affects the quality of a person’s life, his self-realization, self-esteem and significance.
Many young people cannot decide what they would like to do in life, what profession to choose. In principle, what kind of awareness of choice can we talk about at 16-17 years old. Therefore, parents and psychologists should come to the rescue, who, using a questionnaire or tests, can determine the type of personality. And thus, at least point in the right direction. It is necessary to provide a person necessary information about different professions, working conditions, where they can be acquired, their relevance and prestige.
Choice of profession- this is a critical moment in a person's life, which tears a person between individual and social needs between what society wants and what it needs.
The essence of professional self-determination
There are concepts of career guidance and professional consultation that help a person in the process of professional self-determination. In vocational guidance, the following areas are traditionally distinguished: professional information, professional education, professional education, professional diagnostics (professional selection, professional selection) and professional consultation. These methods are aimed at schoolchildren, the younger generation. Professional self-determination is closer to self-orientation.
Professional self-determination of a person is a more specific concept, it can be formalized (diploma); personal self-determination is a more complex process that depends on the person himself, the desire to develop himself.
As for professional choice
This is a decision that affects only the immediate life prospects of the student, which can be implemented “both with and without taking into account the long-term consequences of the decision taken; in the latter case, the choice of a profession as a fairly specific life plan will not be mediated by distant life chains. © E.I. Golovakha
Throughout life, a person is forced to make many professional elections periodically change jobs and activities.
Culture of professional self-determination of personality
In the 20s, the emphasis was only on employment, in the 40s, the era of determining professional suitability with the help of tests began. From the beginning of the 70s, they began to educate young people with the ability to make their own choice. But testomania continues to this day. This is due to the low psychological culture of many countries and the established opinion of employers that testing is an objective scientific method.
Undoubtedly, it would be more correct to approach each person individually. This will provide an opportunity to more deeply analyze his abilities, inclinations, aspirations for self-knowledge.
The main goal and main tasks of professional self-determination
To help a person to self-determine the choice of a profession, it is necessary:
- Provide the necessary information about the variety of professions, where they can be acquired and what they are;
- To help analyze all this information and decide what is most suitable for the abilities and desires of the individual;
- Moral support in the choice and help make the final decision.
The main goal of professional self-determination- to form a readiness to independently and consciously plan their future, realize the prospects for their development.
The problem of professional self-determination of personality
The problem with choosing a profession is that the world is constantly changing. A person is in disorientation, what professions are relevant today and from whom to take an example and what to focus on. Professions are seen as a means of building a career and success. In this case, it is necessary to consider not only success, but also the moral cost of such success.
With the fall of moral foundations, many people forget about the importance of such concepts as conscience, self-esteem, the meaning of life in professional self-determination.
Also, in the constantly changing development of society, it is necessary to try to predict these changes yourself in order to understand what may be relevant in 5-10 years.
It is very important for a teenager to define "aristocracy" (sample " the best people”) and “ideology” to justify their life choices. © E. Erickson
Personal development and professional self-determination
Professional self-determination is impossible without personal self-development. Self-realization and self-actualization are inextricably linked with labor activity. For example, A. Maslow believes that a person's self-actualization is manifested "through a passion for meaningful work."
Self-determination helps not only self-realization, but also expands the possibilities and abilities of a person. In self-determination, it is very important for a person to learn to go beyond himself and find meaning in every deed and in life in general. If every business in your life is approached creatively, then a person is able to create the meaning of life himself, and not look for it. After all, the meaning of life for each individual is his own, his own.
Factors of professional self-determination of a person
There are such factors when choosing a profession that involve taking into account one's abilities, interests, the prestige of the profession, and awareness of it. As well as the position of parents, friends in relation to a particular profession and, of course, demand in the labor market.
A. I. Zelichenko and A. G. Shmelev identified a system of external and internal motivational labor factors.
To external factors relate:
- Recommendations, advice from outside;
- Examples from the environment, as well as prestige;
- Stereotypes of different social roles.
Internal motivational factors:
- Personal assessment of labor and the labor process (attractiveness, diversity of activities, labor intensity, development opportunities, etc.);
- Working conditions (proximity of the location or the need for business trips, independence or subordination, free or limited schedule);
- Analysis of opportunities to participate in social activities, creating material well-being, recreation, maintaining health.
Types of professional self-determination of personality
Many typologies are outdated and do not correspond to reality. The most appropriate typology for the modern world N. A. Smirnova. He singled out the following types of professional self-determination:
- The position of the "slave", in which the main question is "How to survive?";
- The position of the “consumer” (“What will I get from this?”);
- The position of the "employee" ("What to be?");
- The position of the “servant of the idea” (“Who to be?”, “How to be useful to society, people, the idea?”);
- The position of the “original person” (“How to become yourself?”).
The typology of E.Fromm is very interesting. He describes a special market type» personality. For such a person, the main thing is to sell himself correctly and skillfully.
When distinguishing different types, it is important to understand that the main idea of self-determination is freedom of choice. Therefore, if a person voluntarily chooses the position of a “slave”, then no one has the right to interfere in this. We can only show that there are other options.
Stages of professional self-determination of personality
At what age does the issue of professional self-determination become relevant? First of all, this topic is relevant for school graduates, but an adult can also ask this question. For example, if he is unemployed or wants to change his field of activity to a more prestigious or highly paid one.
Various authors distinguish different boundaries of the age associated with the choice of profession. On average, this age is from 12 to 20 years. In rich and economically developed countries, one can afford not to rush into a choice, while in backward countries, children are encouraged to get involved in real (non-educational) labor processes as early as possible.
The following stages are symbolically distinguished: preschool (formation of the first labor skills), Primary School(awareness of the role of labor in human life) and adolescent (awareness of one's abilities and interests). At the stage of graduation from school, professional self-awareness is formed.
There are many factors that help determine the profession. But undoubtedly the most important and main thing is to be able to hear your inner voice and follow the call of your heart. There is nothing more beautiful if a person can find his destiny, his place. You need to do something from which your eyes will burn, wings will grow behind your back. The work should be pleasant and interesting for you.
Therefore, for professional self-determination, it is necessary to engage in self-development, to know yourself, your true needs and life values. Only by developing can you find yourself.
About the importance of choosing the right profession - page №1/1
On the importance of choosing the right profession
Are you faced with the choice of your own path, which will have to go?
Right choice professions are confidence peace of mind and material well-being in adulthood.
Why? Yes, because your whole future adult life will depend on whether you choose your future profession correctly.
The wrong choice of profession leads to the fact that many people are dissatisfied with their chosen field of activity, and as a result, with the level and quality of their lives, the degree of professional fulfillment, their state of mind.
1. Don't treat your career choice as a lifetime choice.
In any field of activity, there is a natural change in occupations, specialties, positions, places of work as a person's qualifications grow.
2. Do not confuse position, profession and specialty.
For example, chief physician is a position, a doctor is a profession, a dentist is a specialty.
3. Don't choose a profession based on its appearance.
Always try to get to know the content of the profession, the essential aspects of the everyday work of a professional.
4. Do not succumb to prejudices about a particular profession.
The fashion for professions is constantly changing, today some professions are prestigious, tomorrow others. But the fashion for the profession does not always keep pace with changes in the labor market.
5. Do not transfer your attitude towards a person - a representative of a particular profession - to the profession itself.
Likeable or unsympathetic personal qualities of a particular person are not always professionally important for a particular profession.
6. Don't identify academic subjects and professions.
The world of professions is much wider than one might imagine based on the list of school subjects.
7. Do not choose a profession "for the company", under the influence of comrades.
We buy clothes and shoes according to our size, not what suits our friends. Do the same with your choice of profession.
8. Do not choose a profession without understanding your personal qualities.
It is very important to know your interests, inclinations, abilities, level of knowledge and preparedness.
9. Do not choose a profession without evaluating your physical characteristics, shortcomings that are significant when choosing a profession.
10. State of health.
Many professions have special requirements for the state of health, and some professions are contraindicated (not recommended) for certain characteristics of the body, deviations in health.
Do not choose a profession without knowing the basic rules, actions and their order in solving the problem of choosing a profession. If you do not know how to solve the problem of choosing a profession, seek help from a professional consultant.
The right choice of a profession is a choice taking into account your real capabilities.
Choosing a profession (introductory lesson)
Author - Maksimenko Victoria Yuryevna, psychologist-professional consultant, BelgorodTarget:
- educational: to acquaint students with the goals, objectives, directions of the course “Choice of profession;
- developing: creating conditions for students to get to know the psychologist and among themselves, to unite the student team;
- educational: education of responsibility in students for compliance with the rules of work in a group;
- vocational guidance: motivation of students for active development of the course, conscious choice of profession.
Conduct form: a comprehensive lesson with elements of training and psychological diagnostics.
Equipment: "Notebook for reflection and useful information» (from separate sheets), board and chalk.
Teaching methods: verbal (conversation, joint decision-making), practical methods (analysis, exercises, diagnostics).
Literature:
Vachkov I.V. Fundamentals of group training technology. Psychotechnics: Tutorial. - 2nd ed., revised. and additional - M .: Publishing house "Os-89", 2000.
Gadzhieva N.M., Nikitina N.N., Kislinskaya N.V. Fundamentals of self-improvement: Tr-ng of self-consciousness. - Yekaterinburg: business book, 1998.
Gretsov A.G., Popova E.G. Choose your profession. Information-methodical materials for teenagers. - St. Petersburg, 2004.
Leaders A.G. Psychological training with teenagers. - Moscow, 2001.
Puzikov V.G. Training technology. - St. Petersburg: publishing house "Rech", 2005.
Rezapkina G.V. Psychology and career choice: pre-profile training program. Teaching aid for psychologists and teachers. – M.: Genesis, 2006
Smid R. Group work with children and adolescents Per. from English. 2nd edition, revised - M., Genesis, 2000.
During the classes
I. Organizing moment
Greeting, checking for students, checking for class supplies.II. Main part. Immerse students in the classroom
It is advisable to start the introductory lesson with a self-presentation of the psychologist, during which to report the last name, first name, patronymic, work experience, personal interests, a positive attitude towards work and students, and answer relevant questions from students. Next, the psychologist informs the students of the goals of the upcoming lesson (they can be written on the board).Exercise "Anthill"
Purpose: students' understanding of the specifics of the course "Choice of Profession", creation of a working and trusting atmosphere, acquaintance of students with each other.
Instruction: “I propose to relieve tension and take a walk around the class, and at the same time get to know each other. We will all walk at different speeds: the higher the number I call, the higher our speed. When I say “stop”, everyone should instantly find a mate and give their name” (the procedure is repeated several times). Next, students should provide any information about themselves, in pairs tell the group about their partner.
Development of general group rules
Psychologist: “I think you have already understood that these classes are not like everyone else. We will not read and retell something with you, learn to apply formulas and rules. I would like each of us to turn to his own personality. Perhaps this is a difficult task, but if it works out, we will be able to live and perceive ourselves differently, suffering less and rejoicing more, we can become wiser. But this is a rather deep process, you can find out something that is a secret, therefore, in order to ensure psychological safety and for the fact that you yourself helped me in managing what is happening, I propose to introduce the rules of our group. After all, any developed assembly of people has its own norms. Let's not be different the worst side and we will also introduce such norms for ourselves.”
Everyone is involved in making the rules. The facilitator and participants first name the rules, then discuss. The rules are written on a blackboard or whatman paper, which is posted in a conspicuous place, and are in the field of view of all students.
Sample rules for working in a group
Privacy Policy
means that everything we talk about in the group will remain between us.
Activity Rule
(“How do you yourself understand what this rule means?”)
the more actively each of you will participate, the more benefit he will bring both to others and to himself. This rule means that it is desirable to respond to the proposals of the hosts, answer their questions, if you want to ask something, then ask, and if you want to offer something, then offer.
stop rule
that group member who does not want to answer a question or participate in a particular exercise can say “stop” and thus exclude himself from participation. But it is desirable to use this rule as little as possible, since it limits both the participant himself and the group itself.
Rule of openness and honesty
you must try to be yourself here, to say what you think and feel. If revealing yourself in any action is painful for you, it is better to turn to the “stop” rule than to lie.
The rule "come on time!"
Punishment rule
the group has the right to come up with a punishment for those who break one of the rules. However, this punishment should not bring physical or moral harm.
Not rated
not to criticize and recognize the right of everyone to express their opinion, not to allow evaluation of a person, to evaluate not the participants, but only their actions (statements), learn to understand the other, feel that the person wanted to say what meaning he put into the statement. The type of expressions can be: "I do not like your tone of address."
It is important to emphasize that instead of assessing another person, we talk about our feelings that his actions cause in us.
The psychologist asks if any other students would like to suggest introducing a rule (turn off Cell Phones, address by name, treat each other with respect; If you have a question that you would like to discuss with the leaders outside the group, then you can contact).
After fixing the rules, the process of “voting” takes place - the student raises his hand in agreement with the fact that he accepts them and is ready to apply.
Further, the psychologist says that the work in the classroom will be accompanied by the maintenance of a not quite ordinary Notebook for reflection and useful information. It is needed primarily for the high school students themselves. At almost every lesson, another page of notebooks will be provided, which are conveniently stored in a binder folder. Sometimes (when tests are being run to process them) individual sheets will need to be turned in, but they will subsequently be returned.
The psychologist distributes the first page of the Notebook. Students write down the rules that they have made.
Exercise "What is the most important thing in life for you?"
Psychologist: “Let's talk about what is important for each of us. It is clear that the lists are diverse, but let's try to find something in common."
Students are invited to answer the question: “What is the most important thing in life for me?”.
Those who wish can read the written aloud. Further, it is proposed to count: how many of all those present noted: health, well-being of the family and loved ones, material security, good work, love, career, fame.
Perhaps a group discussion of these issues, and after it - the views of M. Weller on how most people deal with these values.
From M. Weller's book "All About Life"
Health. They screw up in all sorts of ways. They drink, they smoke, they do drugs. They overeat, they don't get enough sleep, they don't move much. Overstressed, nervous.
Family well-being. They swear, tyrannize relatives, lie, cheat, "stash" money. Forget parents, abandon children. They are immersed in their own interests and affairs so much that there is no time for the family.
Material security. Everyone loses in gambling. They get into scams and go bankrupt. In pursuit of the superfluous, they lose what they need. They drink. They are lazy. They spend money on obviously unnecessary things, and in a difficult hour they go around the world.
Good job. Most people are indifferent to their work or, moreover, hate it. Tired, overtired, dreaming of a vacation. They are engaged in black day work - for the sake of money, which in such quantities are not strictly necessary for them.
Love. If all people want to love and be loved, then simply by the law of large numbers, the majority should have it. Life convinces us that nothing like this. Why, why is this “main value” so often associated with a huge amount of suffering, deprivation and all sorts of misfortunes?
Career. To tense up, to be hypocritical, to bend before the authorities, to endure unfair reproaches, to step over people - and this is what you want to spend your life on?
Glory. Ruined countries and 2 million corpses in the end. Here is the unsurpassed glory of Napoleon. There is also harmless glory. Practice hard at spitting and you'll be in the Guinness Book of Records. Sports glory - ruined health, a shortened life and a regime full of hard work and severe restrictions. And what will the athlete say at the gates of heaven to the Apostle Peter? "What have you done in your life?" - "I jumped long."
motivational conversation
Let's pay attention to the author's statements about the most important components of everyone's life - a good career, fame.Choosing a profession is the second birth of a person. The social value of a person, his place among people, job satisfaction, physical and neuropsychic health, joy and happiness depend on how correctly the life path is chosen.
The school provides guidance on many important issues. Such disciplines as physics, chemistry, geography, botany, zoology introduce us to the world of inanimate and living nature. History and literature - into the world of social phenomena, mathematics - into the world of quantitative relations and spatial forms, astronomy even takes us beyond the borders of our native planet. But there is another unknown world that every girl and every young man faces - the world of professions. At the same time, each profession is sometimes also a whole world, interesting and amazing.
There are over 50,000 professions. Choice life path, professions, is a task with many unknowns. How not to make a mistake, how to solve it correctly?
A reasonable person will not undertake to design a bridge if he has not specifically studied this. He understands that this is a difficult task and the price of a mistake here can be very high - people's lives. As for the task of choosing a profession, its complexity is often underestimated not only by adolescents, but also by some adults, too confident in giving the first advice and solutions that come to mind. And the price of mistakes here is also considerable - the fate of a person.
Each profession requires special abilities, but how to identify, find and develop them in yourself? The profession requires talent, but what will it give a person in return? What are the prospects for advancement? Possible stages of human growth as a specialist? All these and many other questions arise and must be taken into account when choosing a life path.
A far-sighted person, moreover, prefers to choose a profession in which society most needs.
There are two reasons why it is worth choosing consciously: one has always existed, the second has appeared recently:
1. It is important to choose the right one, otherwise you can make a mistake.
If you didn’t choose it yourself, you still go somewhere “for the company”, “in fashion”, on the advice of your parents - there is a high probability of a mistake. Most people realize this late, they suffer at an unloved job: bad workers- little money, stress - irritable, the light is not nice, they get sick. Imagine a chemistry lesson (what is your least favorite subject?) 8 hours a day, 6 days a week, with a short vacation a year - for life! And it’s hard to change: you need to feed your family, you can’t quit a hateful job - you can remain unemployed.
2. The second reason has appeared in our time: high real unemployment (a good dozen times more than officially registered), and therefore high competition in the labor market, due to which you can be left out of life, “at the bottom of society”.
In other words, during the course, we will do everything not to make a mistake with the choice of a professional path and avoid serious mistakes.
Practical work
Filling out questionnaires for professional self-determination of schoolchildren P.S. Lerner, N.F. Rodichev.III. Discussion of the results of the lesson
The psychologist independently or with the help of high school students analyzes whether the goals of the lesson have been achieved. If not, what was the reason for this and what measures can be taken to make the goals come true.Participants are invited to answer the following questions:
- What was interesting for you in today's lesson, and what is not?
- What new did you learn? Will it help in making a decision about choosing a profession?
- What wishes and proposals do you have for the presenter?
Everyone chooses for himself
Woman, religion, road.
Serve the devil or the prophet -
Everyone chooses for himself.
Everyone chooses for themselves
A word for love and for prayer.
A sword for a duel, a sword for battle -
Everyone chooses for themselves.
Thanks to the psychologist for the lesson. Parting.
"Thanks to all! Until next class!"
Evaluation of the educational activities of the class teacher
Control and measuring materials for assessing the educational activities of the class teacher
|
Criteria |
Methods Used |
Expert assessment |
|
|
BUT |
Satisfaction of parents with the help of a class teacher in educating their children's ability to solve basic life problems |
A comprehensive methodology for studying the satisfaction of parents with life educational institution A.A.Andreeva | |
|
B |
|
Diagnosis of the level of formation of the children's team (Methodology of A.N. Lutoshkin "What kind of team we have") | |
|
AT |
|
Methodology for determining the level of development of self-government in the student team M.I. Rozhkova |
1. |
|
G |
|
Methodology for studying student satisfaction with school life A.A. Andreeva | |
|
D |
|
Method expert assessments according to indicators:
| |
|
E |
|
Methods for studying the degree of development of the main components of pedagogical interaction L.V. Baiborodova |
Diagnostic methods
A. A comprehensive methodology for studying the satisfaction of parents with the activities of the class teacher
(developed by A.A. Andreev)
Target: obtaining quantitatively expressed information about parents' assessment of the help of the class teacher in educating their children's ability to solve basic life problems.
Progress. Parents fill out a questionnaire with the following text.
Instruction for parents. Please mark in the table the statement that is closest to your point of view.
|
Statements |
Completely wrong |
It's hardly true |
Most likely, |
Absolutely |
|
The class teacher helps the child: | ||||
|
a) believe in yourself | ||||
|
b) learn to decide life problems | ||||
|
c) learn to overcome life difficulties | ||||
|
d) study well communicate with peers | ||||
|
d) study well communicate with adults |
Processing of results.. Parents' answers are evaluated in points:
"Completely wrong" - 0 points,
"It's hardly true" - 1 point,
"Probably right" - 2 points,
"Absolutely" - 3 points.
The average rating of parents is calculated for the entire set of proposed statements: the sum of the points of the parents' answers is divided by the product of two numbers - 5 (the number of statements) and the number of parents who participated in the diagnosis. For example, the sum of the scores of the answers of 10 parents is 107 points. It is divisible by the product of 5 and 10, i.e. 107: (5 × 10) = 2.14. The result obtained correlates with the interval scale:
B. Methodology "What kind of team we have"
(developed by Professor A.N. Lutoshkin)
Target: determine the degree of satisfaction of students with their team.
Progress. The technique is used to diagnose classroom groups with which the class teacher has been working for at least one academic year. Students are offered characteristics various levels team development: "Sand Placer", "Soft Clay", "Flickering Lighthouse", "Scarlet Sail", "Burning Torch". Students evaluate the level of development of their team.
Instruction for students. Listen carefully to the characteristics of the various levels of development of the team: "Sand Placer", "Soft Clay", "Flickering Lighthouse", "Scarlet Sail", "Burning Torch" (the names of the levels must be written on the board). Assess the level of development of your team. On the answer sheet, make a note next to the level you have chosen.
"Sand Scatter"
Take a closer look at the sand placer - how many grains of sand are collected together, and at the same time, each of them is on its own. A weak breeze will fly in and carry part of the sand to the side, scattering it around the site. The wind will blow stronger and there will be no placer.
It also happens in groups of people. There, too, everyone is like a grain of sand: and everything seems to be together, and at the same time, each separately. There is nothing that would “hook” and connect people. Here people either still know each other little, or simply do not dare, and perhaps they do not want to meet each other halfway. There are no common interests, no common deeds. The absence of a solid, authoritative center leads to looseness, friability of the group. This group exists formally, without bringing joy and satisfaction to all who enter it.
"Soft Clay"
It is known that soft clay is a material that is relatively easy to influence, and various products can be flown from it. In the hands of a good craftsman, and in a group, class, student team, this can be a commander or organizer of a case, this material turns into a skillful vessel, into an excellent product. But it can remain a simple piece of clay if no effort is made to it. When soft clay is in the hands of an incapable person, it can assume the most indefinite forms.
In a group at this stage, the first efforts to unite the team are noticeable, although they are timid, the organizers do not succeed in everything, there is not enough experience in working together.
The bonding link here is still normal discipline and the requirements of the elders. Relations are different - benevolent, conflict. Children on their own initiative rarely come to the aid of each other. There are closed friendly groups that communicate little with each other, often quarrel. There is no true master - a good organizer yet, or it is difficult for him to prove himself, since there is no one to truly support him.
"Flickering Beacon"
In stormy seas, the lighthouse brings confidence to both experienced and novice sailors: the course is chosen correctly, “keep it up!” Note that the lighthouse does not burn constantly, but periodically throws out beams of light, as if saying: "I'm here, I'm ready to help."
The emerging team is concerned that everyone goes the right way. In such a student team, the desire to work together, to help each other, to be together prevails. But desire is not everything. Friendship, comradely mutual assistance require constant burning, and not single, even frequent outbreaks. The group has someone to rely on. Authoritative are the "caretakers" of the lighthouse, those who will not let the fire go out, the organizers, the asset.
This group differs markedly from other groups in its individuality. However, it can be difficult for her to fully collect her will, to find in everything mutual language, to show perseverance in overcoming difficulties, some members of the group do not always have the strength to obey the collective demands. The initiative is not shown enough, proposals are not made so often to improve things not only in his own team, but also in a more significant team, in which he, as a part, is included. We see the manifestation of activity in bursts, and even then not for everyone.
"Scarlet Sail"
The scarlet sail is a symbol of striving forward, restlessness, friendly fidelity, devotion to one's duty. Here they operate on the principle of "one for all, and all for one." Friendly participation and interest in each other's affairs are combined with adherence to principles and mutual exactingness. The command staff of the sailboat are knowledgeable and reliable organizers, authoritative comrades. They turn to them for advice, help, ponies disinterestedly provide it. Most members of the "crew" have a sense of pride in their team; everyone experiences bitterness when they fail. The team is keenly interested in how things are in other teams, for example, in neighboring ones. It happens that they come to help when they are asked about it.
Although the team is united, there are times when it is not ready to go against storms and bad weather. One does not always have the courage to admit one's mistakes right away, but gradually the situation can be corrected.
"Burning Torch"
A burning torch is a living flame, the fuel of which is close friendship, common will, excellent mutual understanding, business cooperation, the responsibility of each not only for himself, but for the entire team. Yes, all the qualities of the team that we saw at the Scarlet Sail stage are well manifested here. But that's not all. You can also shine for yourself, making your way through the thickets, climbing the rocks, descending into the gorges, breaking new paths. But is it really possible to feel happy if it is difficult for someone nearby, if there are collectives behind you, groups that need your help and your strong hand. A real team is one where they selflessly come to the rescue, do everything to benefit people, illuminating, like the legendary Danko, the way of others with the heat of their heart.
Processing of results. Students evaluate the level of development of their team. Based on the answers, the teacher can determine the degree of their satisfaction with their class on a five-point scale, find out how students evaluate its cohesion, unity:
"Sand Scatter" – 0 b.
"Soft Clay" – 1 b.
"Flickering Beacon" – 2 b.
"Scarlet Sail" – 3 b.
"Burning Torch" – 4 b.
The methodology helps to identify those students who underestimate or overestimate (compared to the average assessment) the level of development of collectivist relations, satisfied and dissatisfied with them.
There is another way to use this technique. Schoolchildren discuss, breaking into groups, the following questions: at what stage in the development of the team is our class community and why; what prevents us from rising to a higher level of development of the team; which will help us become a more cohesive team. In this case, the teacher can get more detailed information about the state of relationships in the team, children's satisfaction with their team, and the schoolchildren's vision of the prospects for its development.
B. Methodology for determining the level of development of self-government
in the student body
(developed by M.I. Rozhkov)
Target: determine the level of development of student self-government.
Progress. The semantic meaning of digital codes is given on the board:
3 - "Rather yes than no",
2 - "It's hard to say"
1 - "Rather no than yes",
Each student fills out a form with the following numeric codes and sentences:
|
4 3 2 1 0 |
1. I consider it important for myself to strive for the team of my class to work better. |
|
4 3 2 1 0 |
2. I make suggestions for improving the work of the class. |
|
4 3 2 1 0 |
3. Independently organize individual activities in the classroom. |
|
4 3 2 1 0 |
4. I participate in summing up the results of the class, in determining the immediate tasks. |
|
4 3 2 1 0 |
5. I believe that the class is capable of friendly independent action. |
|
4 3 2 1 0 |
6. In our class, responsibilities are clearly and evenly distributed among students. |
|
4 3 2 1 0 |
7. The elected asset in our class enjoys authority among all members of the team. |
|
4 3 2 1 0 |
8. I think that the asset in our class copes well and independently with its duties. |
|
4 3 2 1 0 |
9. I believe that the students of our class are conscientious in their public duties. |
|
4 3 2 1 0 |
10. Timely and accurately implement the decisions made by the meeting or class members. |
|
4 3 2 1 0 |
11. I strive to make every effort so that the tasks assigned to the team are completed. |
|
4 3 2 1 0 |
12. I am ready to answer for the results of my work and for the results of the work of my comrades. |
Processing of results. When processing the results, 12 proposals are divided into 3 groups of components.
1) the involvement of students in self-management activities (proposals 1-4);
2) organization of the class team (5-8);
3) the responsibility of the members of the primary team for its affairs (9-12);
For each group, the sum of the points given by all participants in the survey is calculated. Then it is divided by the number of participants in the survey and by 16 - the maximum number of points that the respondent in each group can indicate. For example, the sum of points given by 10 survey participants in the first group is 78. Then 78: 10: 16 = 0.4875. The resulting coefficient correlates with the interval scale:
Similarly, the indicators for the remaining two groups are calculated. If at least one of the coefficients is less than 0.5, then the level of self-government in the class is low.
D. Methodology for studying student satisfaction
school life
(developed by A.A. Andreev)
Target: determine the degree of student satisfaction with school life.
Progress. Students are invited to read (listen to) the statements and rate the degree of agreement with their content on the following scale:
4 - totally agree
3 - agree;
2 - hard to say;
1 - disagree;
0 - totally disagree.
|
4 3 2 1 0 |
1. I go to school in the morning with joy. |
|
4 3 2 1 0 |
2. I am usually in a good mood at school. |
|
4 3 2 1 0 |
3. There is a good class teacher in our class. |
|
4 3 2 1 0 |
4. You can turn to our school teachers for advice and help in a difficult life situation. |
|
4 3 2 1 0 |
5. I have a favorite teacher. |
|
4 3 2 1 0 |
6. In class, I can always express my opinion freely. |
|
4 3 2 1 0 |
7. I believe that our school has all the conditions for the development of my abilities. |
|
4 3 2 1 0 |
8. I have favorite school subjects. |
|
4 3 2 1 0 |
9. I think school really prepares me for independent living. |
|
4 3 2 1 0 |
10. During the summer holidays I miss school. |
Processing of results. The indicator of student satisfaction with school life (Y) is the quotient of division, where the numerator indicates the total score of the answers of all students, and the denominator is the product of the number of students and the total number of answers (10). For example, the total sum of the answers of 15 students is 420. Then 420: (15 × 10) = 2.8. The resulting coefficient correlates with the interval scale:
Methodology "Test to identify readiness for learning in an interactive mode" E.V. Korotaeva
Target:To identify the level of readiness of the student for learning online and for group work in the lesson.
Progress.The student is invited to mark his level of readiness for group interaction on the evaluation scale.
Assignment for the student.
Dear friend!
Read each characteristic carefully and mark your level of readiness for group interaction on the rating scale.
|
Characteristics of readiness for group interaction |
Evaluation scale |
Avoidance characteristics joint work in a group |
||||
|
Easily accepts the situation of group work |
5 |
4 |
3 |
2 |
1 |
Dodges joint activities |
|
Free at work, uninhibited |
5 |
4 |
3 |
2 |
1 |
Tense, tight |
|
Willing to accept other people's opinions |
5 |
4 |
3 |
2 |
1 |
Doesn't change his own point of view |
|
Expresses opinions freely |
5 |
4 |
3 |
2 |
1 |
Fear of open exchange of opinions |
|
Shares information |
5 |
4 |
3 |
2 |
1 |
Prefers to have information |
|
Adequately responds to offers of mutual assistance and cooperation |
5 |
4 |
3 |
2 |
1 |
Avoids situations that require cooperation, search for a common solution |
|
Possesses skills and abilities to work in a group |
5 |
4 |
3 |
2 |
1 |
Difficulty finding his place in the general activity |
|
Aimed at solving group problems and providing support during activities |
5 |
4 |
3 |
2 |
1 |
Group goals and actions are not a priority |
|
Responds flexibly to changing roles during activities |
5 |
4 |
3 |
2 |
1 |
Tries to choose the same role in the process of joint work |
|
Tuned to receive a variety of information during the reflective stage |
5 |
4 |
3 |
2 |
1 |
Negatively relates to the stage of reflection and analysis |
|
Leaves the group in anticipation of a new meeting |
5 |
4 |
3 |
2 |
1 |
As a result, the mood of deceived expectations prevails. |
Data processing. The shift of the line to the right column indicates a rather conscious inclination towards individual forms of work and education. The presence of such a person in the group may delay the process of finding a common solution.
The central position of the resulting line shows that the subject, if desired, can fit well into group work, but may also prefer individual forms of activity. Participation in the work of the group depends on the mood of the subject.
The shift of the line to the left column indicates openness and readiness for interaction in group communication. Difficulties may arise at the stage of individual work: the student becomes bored, he may refuse to complete the task in anticipation of the next stage of joint activity.
Methodology "Matrix for studying the positions of the subject in pedagogical communication"
E.V. Korotaeva.
Target: identify the position of the student in communication in pedagogical process.
Progress. The teacher is invited to read 20 judgments and assess the degree of their agreement with their content on the following scale:
Task for the teacher.
Choose an object for observation (student) and evaluate his readiness for communication in the pedagogical process according to the proposed matrix.
|
Communication side |
Positional Options |
Response index |
|
1. Information and event |
Does not perceive information, does not react to events |
BUT |
|
Perceives and assimilates event information at the level of passive inclusion. |
B |
|
|
Accepts and assimilates information. Acts according to events |
AT |
|
|
Assume and process information; looking for new channels for receiving and processing information, predicts the development of events |
G |
|
|
2. Organizational and activity |
Not included in general activity |
BUT |
|
Takes part in common work under the pressure of external circumstances. |
B |
|
|
Collaborates actively with others intrinsic motivation to work together |
AT |
|
|
Takes an active part in cooperation; organizes situations of joint activity of other people |
G |
|
|
3. Emotionally empathic |
Ignores the positions of others |
BUT |
|
Takes into account the positions of others, but does not change the style of his behavior |
B |
|
|
Adjusts his position, taking into account the behavior of others |
AT |
|
|
Creates conditions for harmonizing one's position with the positions of others |
G |
Data processing."A" - 1 point; "B" - 2 points; "B" - 3 points; "G" - 4 points.
Calculate the total:
up to 3 points- closed position, alienation;
4-6 points- position of passive participation (comes into contact under the pressure of circumstances, for fear of punishment, disciplinary sanctions);
7 - 9 points- the position of active participation (comes into contact, because what is happening is of interest);
10 - 12 points- a position initiating positive communication with others.
Methodology “Readiness to work with information
and information sources"
Purpose: To identify the level of readiness of the student to work with information and information sources.
Progress. Within 20 minutes, the teacher is asked to mark points on the evaluation scale that correspond to the level of formation of certain characteristics. At the same time, it is important to take into account that the score "3" reflects an intermediate position between pairs of characteristics, corresponding to the answer "when how".
Instruction for the teacher.
Read each characteristic carefully and mark on the rating scale the level of readiness of the student to work with information and information sources.
|
Characteristics of the student's readiness to work with information and information sources |
Evaluation scale |
Characteristics of the student's difficulties in working with information and information sources |
||||
|
Easily focuses attention on the information object |
5 |
4 |
3 |
2 |
1 |
Difficulty focusing on information |
|
Able to formulate an information request |
5 |
4 |
3 |
2 |
1 |
Difficulty in formulating information request |
|
Able to assess the adequacy of the source of information to the request |
5 |
4 |
3 |
2 |
1 |
Difficulty in assessing the adequacy of the source of information to the request |
|
Able to initiate and effectively conduct a conversation on the content of a read text or other information source |
5 |
4 |
3 |
2 |
1 |
Negatively refers to situations that require maintaining a conversation on the content of the read text or other information source |
|
Knows how to get missing information with the help of questions |
5 |
4 |
3 |
2 |
1 |
Avoids situations that require contacting a teacher or peers for missing information |
|
Has good reading and writing skills |
5 |
4 |
3 |
2 |
1 |
Weak reading and writing skills |
|
Consciously reads the text (highlights the main thoughts, understands the subtext and context, establishes logical connections when reading, etc.) |
5 |
4 |
3 |
2 |
1 |
The student mainly dominates mechanical reading (with difficulty distinguishes the main thoughts, understands the subtext and context, establishes logical connections when reading, etc.) |
|
Effectively knows how to use home and public libraries, books, texts, computers to find the right source (fragment) of information |
5 |
4 |
3 |
2 |
1 |
Has difficulty using home and public libraries, books, texts, computers to find the right source (fragment) of information |
|
Knows how to determine the topic, plot, keywords of an information source |
5 |
4 |
3 |
2 |
1 |
Difficulty in determining the topic, plot, keywords information source |
|
Easily incorporates received information into common work or other block of information |
5 |
4 |
3 |
2 |
1 |
Difficulty incorporating received information into a general work or other block of information |
Data processing. The final score for each student is calculated by the teacher and entered into the summary score sheet. According to the summary score sheet, the student's final level of readiness to work with information and information sources is revealed.
Summary score sheet
School ________________________________________
Class _________________________________________
Interpretation of the received data
Evaluation table
Thus, the quality assessment educational process At this stage, testing is carried out according to the following indicator:
the number of students with a high level of readiness to work with information and information sources, expressed as a percentage of the total number of surveyed.
D. Methodology for identifying professional activity
class teacher
The methodology is based on the principle of educational statistics, which provides objective diagnostic material. Professional actions that are included in the content of the criterion "professional activity of the class teacher" are not the results of his professional activity, but serve as basic factors for the effectiveness of the teacher's work.
Instructions for filling out the evaluation sheet
In the evaluation sheet in column 3, the facts of the participation of class teachers in activities to improve their skills are recorded. Column 4 contains the coefficients of the teacher's professional activity. In this case, the coefficient changes its value depending on the level of the event:
The number of activities to improve skills (participation facts) is multiplied by the corresponding coefficient. If the teacher used the same form of increasing his professional excellence, the coefficient is multiplied by the total number of participation facts.
Evaluation sheet of professional activity
class teacher
|
№ |
|
The fact of participation |
Coefficient |
Points |
|
1 |
2 |
3 |
4 |
5 |
|
| ||||
|
| ||||
|
| ||||
|
| ||||
|
| ||||
|
Conducting a thematic parent meeting | ||||
|
Methodological preparation and participation in the work of a methodological seminar | ||||
|
Work in the competition commission, jury | ||||
|
Participation in the review of class groups (“Smoking-Free Class”, “Best Class”, etc.) | ||||
|
Participation in competitions, reviews, sports events | ||||
|
Organization of civil actions, projects with children | ||||
|
Training in advanced training courses | ||||
|
Preparing students for conferences | ||||
|
Conducting open events, educational affairs, mass holidays | ||||
|
Organization and holding of thematic weeks, periods | ||||
|
Conducting master classes | ||||
|
Consultations with the supervisor | ||||
|
Speech at the teachers' council, pedagogical readings, methodical association | ||||
|
Development of an upbringing program | ||||
|
Work in the expert group for certification | ||||
|
Total facts of participation | ||||
|
Total points earned |
Here is an example of how to fill out an assessment sheet.
|
№ |
Measures to improve the skills of class teachers and areas of professional activity |
Fact participation |
Coefficient |
Points |
|
Participation in the scientific-practical (methodological) conference |
1 |
2 |
2 |
|
|
2 |
3 |
6 |
||
|
Participation in methodological and other exhibitions |
1 |
3 |
3 |
|
|
Preparing children for participation in exhibitions |
2 |
2 |
4 |
|
|
1 |
1 |
1 |
||
|
Speech at a round table for teachers |
1 |
2 |
2 |
|
|
Organization of the round table for children |
1 |
2 |
2 |
|
|
Etc. | ||||
|
Total facts of participation |
8 | |||
|
Total points earned |
20 |
Processing of results. The total amount of collected data must be divided by the number of participation facts (in our case, 20:8=2.5). The result obtained correlates with the interval scale:
E. Methodology for studying the degree of development of the main components of pedagogical interaction
(prepared by Professor L.V. Baiborodova)
Target: to determine the style of pedagogical leadership and cooperation with students, as well as the student's ideas about his interaction with the class teacher, to identify existing problems in interpersonal interaction between the teacher and children.
Progress. Pupils are offered a number of judgments about the relationship with the class teacher. The student fixes his agreement with this judgment with the “+” sign, and disagreement with the “-” sign.
The class teacher knows how to accurately retell the results of my work.
I find it difficult to get along with the class teacher
The class teacher is a fair person
The class teacher helps me overcome difficulties
The class teacher clearly lacks sensitivity
The opinion of the class teacher is important to me
The class teacher is not demanding enough of me
The class teacher can always give reasonable advice
I completely trust the teacher
The assessment of the class teacher is very important to me.
Working with a class teacher is a pleasure
The class teacher pays little attention to me
The teacher does not take into account my individual characteristics
The class teacher does not feel my mood well
The class teacher always listens to my opinion
I will not share my thoughts with the class teacher
The class teacher constantly points out my mistakes to me.
The class teacher knows my strengths and weaknesses well.
I would like to become like a class teacher
We have developed a business relationship with the class teacher
The class teacher can accurately retell the results of my work +
It's hard for me to get along with the class teacher -
The class teacher is a fair person +
The class teacher helps me overcome difficulties +
The class teacher clearly lacks sensitivity -
The opinion of the class teacher is important to me +
The class teacher is not demanding enough of me -
The class teacher can always give reasonable advice +
I completely trust the teacher +
The assessment of the class teacher is very important to me +
Working with a class teacher is a pleasure +
The class teacher pays little attention to me -
The teacher does not take into account my individual characteristics -
The class teacher does not feel my mood well -
The class teacher always listens to my opinion +
I will not share my thoughts with the class teacher -
The class teacher constantly points out my mistakes to me -
The class teacher knows my strengths and weaknesses well +
I would like to become like a class teacher +
We have developed a business relationship with the class teacher +
The closer the result approaches the value of "1", the higher the level of development of pedagogical interaction.
The data obtained by all methods are entered into a summary table. In our case, it will look like this:
Name of educational institution ______________________________________________
Name of the class teacher __________________________________________
Class________________________________________________________
The number of children who took part in the diagnosis ________________
|
Criteria |
Grade |
Level |
|
|
BUT |
Satisfaction of parents with the help of the class teacher in educating their children's ability to solve basic life problems |
2,14 |
Average |
|
B |
Formation of the class team (taken into account only if the class teacher has been working with this class for more than one year) |
1,44 |
Short |
|
AT |
The development of self-government in the student team |
0,4875 |
Short |
|
G |
The attitude of students to the life of the class team |
2,8 |
Average |
|
D |
Professional activity of the class teacher |
2,5 |
High |
|
E |
Style of pedagogical leadership and cooperation with students |
0,732 |
Average |
Now, according to the table, one can judge the “strong” and “weak” places in the activities of a particular class teacher, it becomes clear what needs to be worked on first. If you re-diagnose a year later, and compare the results with each other, you can see the movement of the teacher, his growth or lack of it.
Methodology "Socialization of the student's personality"
M.I. Rozhkova
Target: identify the level of social adaptation, activity, autonomy and moral education of the student.Progress. The student is invited to read (listen to) 20 judgments and assess the degree of their agreement with their content on the following scale:
Assignment for the student.
Dear friend!
Read each statement carefully and rate your degree of agreement with its content using the following scale:
4 - always; 3 - almost always; 2 - sometimes; 1 - very rare; 0 - never.
1. I try to obey my teachers and parents in everything.
2. I think that you always need to be different from others in some way.
3. Whatever I undertake, I succeed.
4. I can forgive people.
5. I strive to do the same as all my comrades.
6. I want to be ahead of others in any business.
7. I get stubborn when I'm sure I'm right.
8. I think that doing good to people is the main thing in life.
9. I try to act in such a way that others praise me.
10. Communicating with comrades, I defend my opinion.
11. If I have something in mind, I will definitely do it.
12. I like helping others.
13. I want everyone to be friends with me.
14. If I do not like people, then I will not communicate with them.
15. I strive to always win and win.
16. I experience the troubles of others as my own.
17. I try not to quarrel with friends.
18. I try to prove my case, even if others do not agree with my opinion.
19. If I take on a task, I will definitely bring it to the end.
20. I try to protect those who are offended.
Data processing. In order to process the results faster and easier, it is necessary to prepare a form for each student in which a score is placed against the number of the judgment.
|
1 |
5 |
9 |
13 |
17 |
|
2 |
6 |
10 |
14 |
18 |
|
3 |
7 |
11 |
15 |
19 |
|
4 |
8 |
12 |
16 |
20 |
The average assessment of the social adaptation of students is obtained by adding all the grades of the first line and dividing this sum by five. The autonomy score is calculated on the basis of similar operations with the second line. Assessment of social activity - with the third line. Evaluation of children's commitment to humanistic standards of life (morality) - with the fourth line. If the resulting coefficient is more than three, then we can state a high degree of socialization of the child; if it is more than two, but less than three, then this indicates an average degree of development of social qualities. If the coefficient is less than two points, then it can be assumed that an individual student (or a group of students) has a low level of social adaptation.
Methodology Questionnaire "Readiness to choose a profession" V.B. Uspensky
Target: determining the readiness of students to choose a profession.
Progress. Students are asked to read the following statements and express their agreement or disagreement with them with a yes or no answer.
Assignment for students.
Dear friend!
Read the statements below and express your agreement or disagreement with them with a yes or no answer.
Questionnaire text
1. You have already firmly chosen your future profession.
2. The main motive for choosing is material interests.
3. In your chosen profession, you are attracted, first of all, by the labor process itself.
4. You choose a professional educational institution because your friends went there to study.
5. You choose a place of work (study) because it is close to home.
6. If you fail to get your chosen profession, then you have fallback options ...
7. You are reading periodicals associated with the future profession.
8. You know the contraindications that exist for the chosen profession.
9. It doesn't matter who you work for, it matters how you work.
10. You think that you should not hurry with the choice of a profession, you should first get a certificate.
11. You know what qualities are important for future professional activity. You don't get enough.
12. You are engaged in the development of professionally significant qualities.
13. Do you agree that health does not affect the choice of profession?
14. Teachers approve of your choice future profession.
15. You know about the unpleasant aspects of the future profession.
16. You managed to test your strength in activities close to your future profession.
17. You consulted a doctor about choosing a profession.
18. The main thing in choosing a profession is the opportunity to enter a vocational school.
19. You know about the conditions for admission to the chosen educational institution.
20. You are aware of job opportunities in your chosen profession.
21. Are you sure that your relatives will help you get a job (study).
22. You know about the possible earnings from representatives of your chosen profession.
23. If you fail to enter the chosen educational institution, then you will try again.
24. For the right choice of profession, your word “I want” is enough.
Data processing. Put the received answers in two lines as follows:
I: 1. 3. 6. 7. 8. 11. 12. 16. 17. 19. 20. 22. 23.
II: 2. 4. 5. 9. 10. 13. 15. 18. 21. 24
Calculate the sum of “yes” answers in the first line, the sum of “no” answers in the second line.
0-6 points - unavailability;
7–12 points - low readiness;
13-18 points - average readiness;
19-24 points - high readiness.
(to help choosing a profession)
The value of the right choice of profession
The choice of a profession, a job that ensures professional growth and material prosperity, social recognition is one of the most important concerns and problems of every person. But it is often solved at the level of intuition, and even under the influence of mood, superficial impressions, parental whims, through trial and error.
The negative consequences of mistakes in choosing a profession are often not taken into account and are not calculated. Let us cite the opinion of a well-known publicist: “Having taken a case not according to one’s abilities, having taken a wrong place, it is difficult, and perhaps impossible, to be an honest person in general.” All right. A mediocre worker, as a rule, is self-confident, prone to lies, laziness, envy, flattery, and sometimes extortion. Thus, he tries to fill the emptiness of the soul and become at least somewhat significant, weighty.
The French thinker Saint-Simon wrote that the cause of almost all the troubles in society are "failed vocations, violence against inclinations, imposed professions and the resulting displeasure and evil passions." The foregoing is true not only in relation to the "high" intellectual, but also to ordinary professions. A mediocre politician, military leader, manager, lawyer, doctor is a real disaster. But a lot of trouble and damage from an inept plumber, telehandler, turner and baker, whose hands and head are clearly not suitable for the work performed. Botching and marriage not only economically but also morally impoverish society.
Meanwhile, according to generalized data, 20–30% of workers in various fields of activity are “in the wrong place”, as evidenced by the failure to meet production standards, job descriptions, excessive fatigue, fraught with serious ailments. And 70-80% of workers and specialists are not satisfied with the chosen profession for these and other reasons. The more difficult and responsible the work, the more such cases.
The problem of choosing a profession has objective origins and grounds. What are they? Between people, as well as between professions, there are persistent differences. The speed of reaction, awareness of information and decision-making in a large group of people vary significantly; about 1120 variations of temperament and character were also revealed. A certain combination of certain characteristics of a person, explicitly or implicitly, tends to specific groups of professions.
Each profession (and there are tens of thousands of them) has its own requirements for a person, its own temper, its own calculation. As they say, we choose and we are chosen.
By combining a suitable person with a profession, position corresponding to his individual characteristics, you can get a big win in increasing productivity and quality of work, reducing injuries, occupational diseases, increasing well-being, income, job satisfaction and life. These are the effects and potential of choosing the right profession.
REMINDER FOR CHOOSING A PROFESSION
Choosing a profession is a difficult and responsible step in your life.
Do not leave the choice of your future profession to chance.
Use the information of professionals.
A profession must be chosen deliberately, taking into account one's abilities, inner convictions, real opportunities, weighing all the pros and cons.
To this end:
- study yourself deeper: understand your interests (what is interesting only as a hobby, and what can become a profession), inclinations, character traits and physical capabilities;
- think about your strengths and weaknesses, main and secondary qualities;
- get acquainted with professions that match your interests and abilities;
- read specialized books and magazines;
- outline a pre-elected profession or a group of related professions;
- talk with representatives of the chosen professions, try to visit the workplace of these specialists, get acquainted with the nature and working conditions;
- think over how, where and when you can try your hand at the chosen profession;
- get acquainted with educational institutions where you can get your chosen profession;
- compare personal qualities and capabilities with the nature of the profession you have chosen;
- Having made a decision, do not retreat in the face of difficulties: be persistent in achieving your goals.
Principles that should guide a person choosing a profession
Consciousness principle
A person who clearly understands the following can choose the right profession:
- what he wants (realizing his goals, life plans, ideals, aspirations, value orientations);
- what he is (knowing his personal and physical characteristics);
- what he can (who knows his inclinations, abilities, talents);
- what the work and the labor collective require from him.
Conformity principle
The chosen profession must meet (correspond to) the interests, inclinations, abilities, state of human health and, at the same time, the needs of society in personnel.
Activity principle/b>
You have to actively search for a profession yourself. The following are called upon to play an important role in this:
- practical test of strength in circles, sections, electives;
- reading literature, visiting excursions and educational institutions in the "Days open doors»;
- meetings with specialists;
- self-referral to a psychologist or professional consultant.
Development principle
This principle reflects the idea of the need to develop in oneself such qualities that are needed for any profession. These are mental processes (thinking, memory, attention), and the following character traits: diligence, conscientiousness, diligence, organization, diligence, independence, initiative, the ability to endure failures, endurance, perseverance.
Mistakes and difficulties in choosing a profession
1. Ignorance of the rules for choosing a profession:
- choice of profession for the company;
- transfer of attitude towards a person to the profession itself;
- identification of the subject with the profession;
- career orientation highly qualified;
- inability to determine the path of obtaining a profession.
2. Ignorance of oneself:
- ignorance or underestimation of their physical features;
- ignorance or underestimation of their psychological characteristics;
- inability to correlate their abilities with the requirements of the profession.
3. Ignorance of the world of professions:
- passion only for the outer side of the profession;
- prejudice against the prestige of the profession;
- ignorance of the requirements of the profession for a person;
- outdated ideas about the nature and working conditions of a particular profession.
Questions that are useful to know the answer to when planning your professional career
- What skills and abilities do you enjoy the most?
- What are your main interests and favorite pastime?
- What are your favorite subjects?
- What would you like to do every day for 8 hours a year?
- What job do you dream of?
- Where do you envision your job in 10 years?
- What job would be ideal for you? Describe it in as much detail as possible. Imagine yourself in this job. Who do you work with, how do you spend your time?
- What are your criteria for choosing a profession (mandatory and desirable)?
- What are your strengths and skills that make you feel like you're the right fit for the job that you feel is ideal?
- What gaps in your knowledge and skills do you need to fill in order to land the perfect job for you?
- If the job that is ideal for you is currently unattainable, what kind of work could you do to move in your chosen direction?
- Who can be consulted for information useful for career planning?
- What are your immediate and long-term career goals? Write them down and strive to complete all the items.
Remember!
Want - aspirations of the individual (desires, interests, inclinations, ideals).
I can – personal capabilities (state of health, abilities, level of knowledge, character, temperament).
Necessary - the needs of society in personnel, and awareness of the need to expend certain efforts to achieve vital goals
Student's personal professional plan
Characteristics of the professional plan
- Certainty, clarity of plan (if a person indicates a single profession and the corresponding type of educational institution).
- Completeness of the plan (when all the necessary factors for choosing a profession are taken into account: the orientation of interests, inclinations, abilities, health status, level of education, etc.).
- Sustainability of the plan over time (confidence in the correctness of the choice and striving for its implementation).
- Realistic plan (reliance on real social and psychological possibilities for the implementation of choice).
- Logical validity and internal consistency (correlation of the inclinations and abilities of a person with the requirements of the profession).
- moral justification plan (if the motives of the profession relate to the content of the activity).
- Consistency plan with the needs of the labor market.
Stages of forming a professional plan
Compiling a personal professional plan, necessary:
- determine what type of activity you are interested in; to analyze the extent to which the inclinations to work in the areas of "human-nature", "human-technology", "human-human", "human-sign system", "human-artistic image" are expressed; draw up a formula for the profession of interest;
- find out what professions are required in the labor market of the city, district in which you live;
- compare the data obtained and draw a conclusion in which area of professional activity you could work;
- get acquainted with the professions of interest, talking with their representatives, using professiograms, special literature; consult with parents consult a doctor;
- correlate their individual characteristics with the requirements of the chosen profession;
- find out the content of the profession of interest, working conditions, prospects for professional growth;
- get acquainted with possible ways of mastering the profession; visit educational institutions at the “Open Days”;
- analyze the advantages and disadvantages of various ways of obtaining general education and vocational training.
Professional suitability
There are the following degrees of professional suitability.
1. Unsuitability. It can be temporary or almost irresistible. They talk about it in cases where there are deviations in the state of health that are incompatible with work. At the same time, this does not mean that a person cannot work - work in this profession can worsen a person’s condition. Contraindications are not only medical, but also psychological: certain persistent personal qualities will be an obstacle to mastering a certain profession.
2. Expiration date. It is characterized by the fact that there are no contraindications, but there are no obvious indications. In other words, neither for nor against. “You can choose this profession. It is possible that you will a good worker". Approximately these words can characterize this degree of professional suitability.
3. compliance. There are no contraindications and there are some personal qualities that meet the requirements of the profession. For example, there is a pronounced interest in certain objects of labor (technology, nature, people, art) or successful experience in this area. This does not exclude the possibility of matching other professions. “You can choose this profession. And it is very likely that you will be a good worker.”
4. Calling. This is the highest level of professional fitness. It is characterized by the fact that in all elements of its structure there are clear signs of a person's compliance with the requirements of the chosen type of labor. We are talking about the signs by which a person stands out among his peers who are in equal conditions learning and development. “It is in this area of work that people will need you the most.”
In order to discover a vocation in oneself, it is important to boldly “try on” oneself for a variety of professions, it is necessary to practically try one's hand in different types of work.
What you need to know when choosing an educational institution
Perhaps the profession you have chosen can be obtained in several educational institutions. In this case, the problem of choosing an educational institution arises. The right choice can be made by learning everything about these educational institutions.
When collecting information about an educational institution, you should get answers to the following questions.
- What level of education allows you to get an educational institution (vocational, specialized secondary, higher)?
- What specialties and specializations professional training?
- What qualifications are awarded upon graduation?
- What are the forms of education provided (full-time, evening, part-time)? Paid or free education? What is the payment amount?
- What are the requirements for applicants (age, health status, gender, level of education)?
- What is the procedure for admission to an educational institution (deadlines for submitting documents, deadlines for passing exams, benefits for applicants)?
- What is the duration of the training?
- Does the institution provide employment assistance to graduates?
- Are there preparatory courses? When do they start working and what is their cost?
- When are Open Days held at the school?
- Where is the school located and what is its full name?
The issue of choosing a profession has been relevant for many years. What a person will do in the future will significantly affect the financial situation, social status, society with which they will have to intersect and communicate, for life as a whole. However, before becoming a specialist in a certain industry, you have to go a long way, starting from the very idea of \u200b\u200b"who to be" and ending with obtaining all the necessary knowledge and experience for work.
Where does the choice of a profession begin?
The conversation about the profession begins from childhood. Already young children are asked: “What do you want to become in the future?” Children answer this question in different ways: someone says that he wants to become a doctor, someone - a teacher, boys like pilots, astronauts, and someone even answers that he wants to become President. It is worth noting that even the games that children play reflect the interests of children, where they either treat someone, or build something, cook, and so on.
Someone's childhood dreams come true, and someone changes his mind many times about this or that type of activity. If the child is very passionate about something, he needs to be helped to develop his abilities in this area, prompt and direct in the right direction.
In today's world, there are many different professions. Thanks to computerization, the choice of specializations has increased. It became possible to work not only in the office, but also remotely, for example, at home at a computer via the Internet. To have a clearer understanding of the diversity of professions, you can divide them into certain groups.
Main classifications of professions
It is possible to distinguish types, groups and departments of professions.
Types of professions are determined by the subject of labor:
- sign systems;
- nature;
- technique;
- artistic image;
- human.
The distribution of professions into groups is carried out based on working conditions:
- household microclimate;
- moral responsibility;
- unusual;
- open air;
- extremeness.
Depending on the means of labor, the following departments of professions are distinguished:
- automatic;
- mechanical;
- manual;
- theoretical;
- functional.
The problem of choosing a profession
The future profession is the main link for the implementation of normal human life. Therefore, it is very important to choose a profession exactly the one where you can show yourself on the good side, be needed for society. The choice problem is that this moment exists great amount professions, among which you need to choose only one.
Factors
It is customary to distinguish between external and internal factors of choosing a profession. Let's take a closer look at both.
External factors include the place of the profession in the labor market, wages, the opinion and attitude of others towards this species activities. The prestige of the profession plays a special role. However, this can cause certain difficulties in further employment due to the large number of specialists in the same industry.
Internal factors imply the abilities of the person himself, who is faced with the choice of who to become.
External factors influencing the choice of profession
Demand, which also refers to external factors, is characterized by instability. Professions that are in demand today may be unclaimed after a certain period of time.
Even though to wages special attitude, one should take into account the fact that the profession itself cannot guarantee high earnings. It is also necessary to consider the possibility career development. Since, being representatives of one profession, someone can be in a high position and have good income, and someone, on the contrary, to occupy a low position and receive a small salary.
It is necessary to assess the real possibility of obtaining a profession. There are many important role has a financial situation, since it is difficult to get into a budget form of education upon admission.
Internal factors influencing the choice of profession
What kind of specialist he will become depends on the character and personal qualities. Don't set the bar higher than your abilities. You should not plunge headlong into medicine if chemistry and biology were complex and incomprehensible subjects. A good programmer will not come out of someone who was not friends with mathematics and computer science. A teacher without creativity, patience and love for children will doom himself to a mental disorder.
It should be engaged in where you can really apply everything necessary knowledge. The work should give pleasure and be interesting for the employee himself, not only from its material side, but also from the content.
The role of the school in choosing a profession
The problem of choosing a profession should be considered in the school itself. Here, as nowhere else, the abilities of students are manifested, their knowledge is evaluated, the level of sociability in communication with peers and teachers is traced.
The class teacher should devote more than one class hour to this topic. Choosing a profession is very difficult for a child, because so far his steps are controlled by parents and teachers. Here, nevertheless, it is worth making a decision on your own, because his future life depends on it.
Defining a future profession takes a lot of time. To do this, schools hold special classes for career guidance, it is proposed to fill out questionnaires aimed at studying the abilities and preferences of students. Students write an essay on the topic "My future profession." All this is done in order to help each student in this difficult choice, directing him to the right actions.
“My future profession” is an essay where the desires and views on this or that activity of a particular child should be described. This is the first step to start a conversation with the child about what he can become, realistically assessing all his qualities, mental abilities and interests. Before this task, the teacher needs to give clear instructions on how to write an essay on the topic “My future profession”. It is important to convey the importance of the topic and explain why it is given for writing.
“My future profession” is an essay for which it is not enough to just put a mark.
The role of parents in choosing a child's future profession
Parents are people who know their child from the cradle, who saw how he developed, what he liked from childhood. Throughout the whole time they were present side by side and together they solved some problems. They are best able to characterize their daughter or son and say in what area their child could excel.
Of course, parents should often talk to their children about their future. The future profession plays a very important role in a person's life, so it is impossible to leave a child alone with the choice of who to become. Parents should, together with their children, analyze the situation in the world, decide in advance. This is necessary so that the school can pay due attention to those subjects that will later be needed upon admission. If the financial situation allows - resort to the help of tutors, purchase all the necessary books for study.
To date, there are a huge number of specialized courses where children are helped to fill knowledge gaps in certain school subjects. Here, things that may not be explained in school are studied more thoroughly. Courses of English language- a great option for those who need the language in the future. All this, of course, is not free, but if finances allow, it will be a very reasonable investment.
The most demanded professions
The future profession must meet the requirements modern society Therefore, when choosing, it is necessary to study the demand for certain specialists. Demanded professions of the future, or rather some of them, are presented below.
Since every year production develops more and more, society will need engineers, especially in the chemical and oil industries.
Since it is almost impossible to imagine a modern person without computers, IT specialists will always be in demand.
AT recent times due attention is paid to the environment environment Therefore, workers in this area will always be needed.
Professionals in the field of beauty, health and entertainment are people without whom the world cannot be imagined.
Construction is constantly evolving. It needs like labor force(in other words, in builders), and in architects.
Where to go to study?
After graduation, students are waiting for a new level. This stage can be both admission to colleges, schools, and higher educational institutions. You can enter the first institutions after 9 classes, respectively, go to work earlier and earn money. If there is a desire to get a higher education after a college or college, then you can work and study in absentia at the same time. This path is usually chosen by those who want to become financially independent from their parents as soon as possible, or those who simply need money.
Admission to a higher education institution requires careful preparation, which should begin at least six months before admission. To study on a free form of education, you must successfully pass the entrance exams. Unfortunately, not everyone gets a chance to study for free, while having a very good knowledge. When entering a higher educational institution, you need to be prepared that you will be offered to study at your own expense. It follows from this that obtaining the coveted diploma will cost a lot of money.
Summing up, it must be said that a person, deciding on a future profession, must be one hundred percent sure that this is exactly what he needs, exactly what will give him positive emotions. Spontaneity is out of place in this case.