Organizational moment in the lesson in primary school: goal, objectives, examples

Everyone knows perfectly well what the lesson is. However, the definition of the concept will not be precisely formulated for all. If to express it in scientific language, then the lesson is a variant form of organization of purposeful interaction, the task of which is to teach schoolchildren. And a good teacher will never start a lesson immediately, without entry. Professionals know that an organizational moment is necessary. It is very important. However, everything in order.

The common model of the beginning of the lesson

Not so long ago, literally before the middle of the 2000s, the organizational moment included only the announcement of the topic of the lesson, the subsequent statement of goals and the verification of the readiness of schoolchildren for the lesson. Now this model was replaced by a more modern version. As the introductory part of the lesson began to be perceived as a prerequisite for the formation and development of the motivational sphere of schoolchildren. The tasks and goals developed by the teacher before the lesson should be meaningful and benefit the children.

So, everything begins with a mutual greeting from the teacher and students, followed by a roll call. Then the teacher should check the readiness of the pupils for the lesson - remind about textbooks, notebooks, pens, ask them to get something else, if necessary. Also the teacher is obliged to examine the class and its workplace. Curriculum, the state of the board, the presence of chalk and sponge, equipment for demonstrating visual material - everything should be in place.

After the test is completed, you can begin the lesson. The teacher formulates the topic, goals and objectives of the lesson, and then sets the initial motivation. This part is the most important, so it should be discussed separately.

Initial motivation

This is what stimulates the mental activity of students and shows their willingness to perceive a new flow of information. The more bright and cognitive will be the initial motivation, the stronger it will affect the pupils. And at all without exception (even on the weak). Therefore, the organizational moment is so important. The lesson should begin dynamically and clearly. So it will be possible to discipline students and quickly include them in the work, saving time.

In general, the initial motivation is needed in order to create readiness to perceive new material, concentrate attention, stimulate mental activity and stimulate learning processes. Also at the expense of it it is possible to transform knowable into personally significant. Because it is so important to arouse the interest of students, so that each of them gets carried away by the theme and wants to master it.

What do you need to remember?

The organizational moment of the lesson, especially in the primary school, must be different each time. And even the teacher with imagination is giving some difficulties. After all, every time he has to re-entertain the pupils.

Beginners can be helped by a small memo with a brief set of rules. The most important thing is that the teacher should show his trust to the students from the very beginning, and arrange them to himself. Also, he is obliged to help children formulate goals and objectives, and also to clarify them if something is not clear. It is also necessary to remember that each student has an inner motivation for learning. And the need to implement it. This is possible if the teacher takes an active part in group interaction, strives to establish sympathy between him and the students and demonstrate his openness.

Relaxation game

With it, many teachers begin the organizational moment in the lesson in primary school. The main goal is to raise children's mood and create a positive atmosphere.

The teacher includes relaxation music or singing birds, the sound of the sea, the rustling of trees. Then he opens the window for airing and asks everyone to take a comfortable position. And then everyone must close their eyes and make some uniform deep breaths and exhalations. It is important that the students feel relaxed. Their breathing will become even and calm, a pleasant warmth will spread over the body, and smiles will appear on their faces. This psychological "attitude" the teacher must first voice.

Then the children "come back" from heaven to earth, and they are offered a game. Without this element, the organizational moment in the lesson in the primary school is unlikely to be effective. How to choose a game - this is already decided by the teacher. You can write the word "hello" on the board and invite the children to wish each other something good for each letter of this greeting. After that, the children are charged with positive energy and will be ready to learn the material.

Media mode

Organizational moment can be made for children especially interesting, if you hold it in a modern format. Many teachers resort to the use of video materials. They help to set the lesson the emotional tone. In addition, it is possible to present the material for study, to demonstrate its significance. The screen will definitely attract more views and attention than the usual board. And if the teacher is creative and imaginative, he can do it, even if he teaches the technical subject.

A good example is the physics lesson on "Pressure". The teacher does not even need to prepare a presentation. It is enough to show only a small video story, in which two tourists with backpacks are walking along a snowdrift. One of them moves in boots, and another on skis. After the students look at the film, they need to ask a few questions. Which of the tourists to travel in the snow easier? Why do backpacks have wide straps? How do you put things in them so as not to create a big load on your back? All these questions on the topic. They activate the attention of school children and set them up for a lesson. In addition, such questions lead to cognitive activity, because they force you to start thinking and thinking.

A logical approach

Also, the organizational moment in the school can be carried out, relying on perspective-motivating motives. Teachers in the initial part of the lesson need to explain to their pupils that without studying a particular section of the subject it will not be possible to master the next one. It makes children think, gives them motivation. Few people want later, because of their own disunity, to sit on textbooks. And why, if you can just concentrate and listen to the teacher?

Another task of the organizational moment in the lesson can be realized using cognitive-motivating motives. They are very effective. Because they cause the student's inner interest. It subsequently forms a motivational environment in the lesson, which then determines the behavior and actions of the child. He has a desire to do the job, go deeper into the topic, remember what the teacher says. Whether he will have such an interest depends on how good the teacher is in his work. After all, everyone knows that even the most interesting subject can become boring, if the teacher will simply give a lecture from the notebook.

Active methods

About them, too, should be briefly mentioned, talking about what should be the organizational moment. Examples can be very different. But, as practice shows, the most effective is the use of active methods. This is a combination of ways, means and techniques that cause children to pursue cognitive activities.

These include brainstorming, support schemes, discussion, dialogue, the creation of problem situations and staging of acute issues, communicative attack, game moments. Many teachers use the advance method of the organizational moment. Completing the lesson, they announce the next, telling the students about the most interesting planned moments. On the next lesson with this class, the teacher will have fewer tasks - he will not need to contribute to concentrating their attention.

Specification

Well, the above was told about the purpose of the organizational moment in the lesson. Now you can touch a little on the structure that the teacher should follow to achieve it.

It is necessary to begin with the primary introduction of the material, but only taking into account the laws of the process of cognition with the developed mental activity of the students. After this, it is necessary to indicate what they will have to remember and assimilate. Also the teacher must tell about the effective techniques of memorization, which many students really help.

After that you can start studying the material. First of all, the teacher provides a theoretical part. These are terms, definitions, theories, laws, formulas, rules. The material should not be much - the students can not remember everything. It is necessary to give them only the most important thing. Better it will be part of the topic, but the schoolchildren will master it in full. And after that, you can move on to the practical part, during which students can apply the acquired knowledge and consolidate the acquired skills.

The end that goes to the beginning

Well, the goal of the organizational moment is very clear. Finally, I would like to say how important it is to observe the relationship between the previous lesson and the next. They must be holistic. At the conclusion of the lesson, the teacher and his pupils usually summarize the results of the material they have passed, repeat key points, generalize what has been said. And the same thing should start the next lesson, which takes place on another day. The question: "What did we talk about in the last lesson? What are they staying at? "It is possible to refresh the memory of the students and to understand how attentive they were. Seeing the reaction of the students, the teacher will be able to understand whether the previous occupation was successful.