Interview questions about the teaching profession. What are your principles? How are you different from other school press centers? Questions for teachers on Teacher's Day

Andrey, good afternoon, tell us what you are doing now?

I am a computer science teacher at rural school No. 29. It is located in the Moscow region, in the Mytishchi district, in the village of Belyaninovo.

I have been working at this school for 8 years and I don’t want to leave. Thanks to the team that we have formed, thanks to the director who gathered such people around himself and retains them. I am very grateful to fate for bringing me together with the director of this school.

Andrey, what do your parents do?

Dad works as a physical education teacher, although he taught geography, biology, and chemistry. Mom is a math teacher. Now she is a school director.

Have you wanted to become a teacher since childhood?

At first I wanted to become an athlete, especially since I had the opportunity to play basketball professionally. At a more conscious age, I was always fascinated by architecture, physics, computer science and mathematics - these 4 areas have been very attractive since school. And when it was necessary to decide on a higher education, I, with good scores in the certificate and a large selection of universities, still chose pedagogical, because the example of my parents was always before my eyes.

I am very grateful to God for this, because at the pedagogical university that I chose, I also met my future wife. We sat at the same desk, graduated from the same faculty and course together. She is also a mathematics and computer science teacher.

Where exactly did you study?

Moscow State Regional University, Faculty of Physics and Mathematics, Department of Physics and Informatics. By the way, my brother also graduated from it and is now a teacher.

Wow, you have a very interesting dynasty.

Yes, and grandmothers were also teachers on both sides.

What did grandmothers teach?

My paternal grandmother was a history teacher at the institute. According to my mother, she worked as a teacher in a kindergarten. It turns out that I am already a third generation teacher.

How is a teacher's working day like?

We get up in the morning. I bring my wife to work. I'm also going to work.

Classes start at 8:30. Lessons are going on, children are coming. This is all interesting, because each time the topics are different, the children are different. This flow of people that passes through you helps keep you on your toes.

After completing the lessons, I decide on the rest of the school affairs. The public is of the opinion that after lessons the teacher closes his office and goes home to rest. In fact, there is nothing like that - work is constantly going on. Over the past few years, it has become possible to devote more time to educational developments, my own ideas, working on the next lesson - sometimes you need to correct the presentation or do it again, or work additionally with the children on a project. Then the end of the working day is around 18-00, and often later. I pick up my wife from work, go home or meet with friends, try to get out to Moscow more often - to an exhibition, to a museum.

I also periodically participate in on-site events - I share my experience, show teachers in other regions various options for conducting lessons - some are interested in cloud technologies, others do not know how to interact with a 3D printer, others are interested in developing 3D models - I have already visited the Yaroslavl and Penza regions, Yakutia, and the Khabarovsk Territory.

Why do you like the job of a teacher so much?

I like the feeling that through my work I am bringing some benefit to society. You see, a student comes to class. There was something he didn't know about this world. And he leaves with this knowledge. These 45 minutes, which are allotted for this action, for the lesson, are deposited in the formation of a person’s thinking and education. That's why this area attracts. You understand that you bring a certain direct benefit to society. You don’t go through papers with numbers that are expressed in the quantity of goods sold or purchased (I don’t want to offend anyone). It is impossible to measure the benefits that this profession brings to society, but every teacher feels it. Therefore, once he enters the classroom, with a high probability, he will never leave. This is a profession that requires constant attention to oneself, to others, to absolutely everything and everyone. First of all, this is attention to the child, to the student. Because now what we do is our future. We are essentially creating a society that will possibly rule the country in 20-30 years. And now, no matter how much education we invest in our children, such consequences await us in the next decades.

What qualities do you need to have to practice such an important craft?

In my opinion, a person must first of all be a professional in his field, in his discipline. He must have deep knowledge himself, absolutely not at a superficial level.

The ability to transfer this knowledge is also important. Many are quite educated, savvy in certain issues, but there is absolutely no desire to transfer existing knowledge.

And third, a great love for children. After all, we teach not just a set of people, machines that clearly write everything down and, in an ideal situation, understand everything right away. We must be aware that there are 25 people in the lesson, and each one needs an individual approach. Some write slowly, some write quickly. Some people perceive faster, others slower. This totality provides the class population with whom the teacher works every lesson. It doesn’t happen that a teacher turns on some sound recording or video and leaves. There must be an understanding of what you are doing. Everyone needs their own approach.

Andrey, do you feel that the attitude of parents towards teachers has somehow changed?

I heard completely different opinions in the media, different options and cases. Maybe I was lucky, but in my practice I come across only very illustrative examples of a good friendly attitude on the part of parents towards teachers. Perhaps this is the common merit of the entire team. They find a common language with everyone, and everyone works not for themselves, but for common goals. The ability to create a situation where parents understand that the teacher, he, and everyone in general are working to ensure that the child receives an education.

I think this is very important and relevant in our time. Because very often parents have the position that the child was taken to school, and what he does there is of little concern to them. They think that since he goes to school, they should teach him absolutely everything, but they themselves make absolutely no effort to do this. A child comes home from school, minds his own business, and okay. The school already does all this. In fact, this is wrong. Children, especially at a younger age, need to be dealt with constantly. We are talking about both teachers and parents - this needs to be done at home, too. Don’t let him go and say that you should study at school, and we will stand aside and look at the results. You need to be a participant in the process.

In my practice there are simply no such examples. It’s always very correct, very good, and the parents communicate, they make contact very often, and the teachers are not against it.

You say that the teachers are together, that you have a very good team, staff - but how do you communicate and exchange experiences?

Naturally, there is a pedagogical council, there are methodological associations. If we are talking about some joint ideas - for example, my geography and biology teacher and I come up with some interesting project.

Can you give an example of what kind of projects you create?

The last time we did a project was dedicated to creating a smart home using microcontrollers. This is when a person comes home, the light immediately turns on automatically, the heat turns on. When it's not there, everything is turned off so that energy consumption is more optimal. Automatic watering.

The guys program in pairs what they can assemble with their own hands, like robots. Not those robots that walk with legs, arms or wheels, but devices that respond to a specific command using external sensors. We created such a project and it turned out well. It was interesting.

Which project are you most proud of?

You know, I am proud of all my students and all the projects that they did ( note: Andrey has a huge number of different projects - he posts many on his website: agsidenko.ru). But I can give you an example - I like the project on studying weather phenomena in dynamics. You can calculate what the weather will be like in 10 years, how many cars there will be in the city with a certain increase, how much CO2 will be released.

The guys also make architectural solutions for the city. This is modeling in a 3D program. They create these special objects and try to figure out what the school might look like if it was in some kind of Gothic style. Or an office in Baroque style. Maybe they are building a university of the future or a House of Culture for someone. We do things like this every day.

One of the works of Andrey’s students - the model was created by Artem Orendarchuk

Is a teacher’s salary enough to live on?

If a person comes to this profession solely for the sake of a salary, then, as a rule, this will not last long. It's unlikely that this is a teacher. Maybe everything will be fine for a year. All the same, there must be a set of qualities in a person, among other things. If someone in power reads me, of course, I would like a higher salary. But this is true in any profession.

Andrey, how do you like to relax?

I love to relax with my wife. When it comes to summer, we love to travel together. We travel quite a lot. And on ordinary days we like to go for walks. Museums, cinema, theaters.

You can go to the river to feed the ducks. And in winter - go skiing.

Russian classics - Pushkin, Tolstoy. From the specifics - “Eugene Onegin”, “War and Peace”, “Anna Karenina”, “The Master and Margarita”. This is something I’ve definitely read several times already.

I read a lot - we have a fairly large library. I don't really focus on anything in particular.

Andrey, in your opinion, what is the best way to look for the work of life for those who have not yet found it??

Perhaps the best way is not to stand still. You need to travel, get interested, communicate, walk, visit museums, meet some interesting people. Now there are so many opportunities to attend all kinds of lectures - so many interesting people come to Russia!

Sometimes a few sentences or some events can change your life! I remember how I started showing children projects with architectural solutions and one boy became very interested and subsequently he entered the Moscow Architectural Institute. I don’t feel like it’s directly my fault that he got there. But this is how he learned about this industry and realized that it was all quite interesting, that it was possible to create a variety of designs. Everything can happen completely by chance, in the most unexpected place. Nothing will happen in only one case - if a person stands still and does nothing.

We will try to find out first hand whether the devil is as terrible as he is painted. The heroine of our interview worked at school as a teacher of Russian language and literature for a year, without having a pedagogical education. She claims that working at school is not at all so terrible, even if the children are difficult and there is no experience at all in teaching.

- Tell me, what school did you work at?

I ended up working in a very ordinary St. Petersburg school when I came to the Northern capital in search of adventure. Although calling this school “ordinary” would not be entirely correct. In St. Petersburg, almost all schools are unusual, and in the center, where my former place of work is located, there are nothing but lyceums, gymnasiums and advanced programs. So the “ordinariness” of the school was precisely its unusual factor.

This school is attended by those children who live a stone's throw from Nevsky Prospekt and museums from the tourist program, but do not have enough social capital in the family to get into a really powerful school with a solid history and reputation. Almost all of them have single-parent families, difficult life situations, two dozen neighbors in a communal apartment and little hope of entering a university.

In the class where I was the leader, only 3 families out of 26 had fathers; the rest either left the family or were imprisoned. Or the children were generally orphans and lived with their grandparents and aunts.

By the ninth grade, 4–5 children from each class were registered with a juvenile affairs inspector. Even in the fifth grade I already had such a girl, although it would seem that the milk of elementary school had not yet dried on my lips. And there are also many migrants, about 10% in each class, they speak Russian extremely poorly.

The students of this school were so far from the ideals of the gymnasium that a couple of years before my arrival, the management had to abolish the 10th and 11th grades. So few children remained after the ninth grade and wanted to get a full school education or try to enter a higher educational institution.

Just don’t think that this is a school for troubled teenagers or some kind of special institution. The most ordinary school, of which there are many in every city, they are dissolved between educational institutions with big names, and no one pays attention to them. No Olympiads, no titles, no teachers with medals and grants, but in such schools there are thousands and thousands of children who require attention. When I was looking for a job at school, I saw about two dozen such places in St. Petersburg.

How old were you then? Why did you suddenly decide to become a teacher at this age without the appropriate education?

I came to this school when I had just turned 26. I had previously graduated from the Faculty of Philology and worked for several years as an editor and PR manager in my hometown, then I decided to move, and along with my place of residence, I also changed my profession.

Twenty-six is ​​not the youngest age for a teacher, but in this place I turned out to be the youngest of the entire teaching staff of 35 people.

It’s difficult to explain why I suddenly decided to change my profession. Maybe it was the move that had this effect: in moments of inconvenience and existential crisis, you are always more acutely aware of your life guidelines. I still believe that I would have become a good teacher forever if not for the circumstances, but now it’s too late to return to the profession. This year was a good experience, albeit difficult, and I remember it only with warmth. That’s why I’m talking to you now - maybe, after my story, someone will also decide to get out of their comfort zone and stop being afraid of the difficult path of teaching.

In general, I believe that a good teacher is not one who has received the appropriate education. Maybe they really are taught some secret techniques that allow them to better put knowledge directly into the students’ heads. But what is much more important for the children themselves is the human attitude towards them, which is sorely lacking in schools. And the school programs are so absurd, at least in my field of Russian language and literature, that even if you graduate from ten pedagogical universities, your education will still not improve.

A good teacher is one who is ready to help children in the unequal struggle with our education system. He fights with them on the same side, and not against them, but at the same time he does not allow himself to be attacked. If someone realizes in himself such a desire to help children, then he will make an excellent teacher, even if he himself studied to be someone else.

- Is it even possible to become a teacher at school without a pedagogical education?

It's difficult, but it's possible. Schools with big names won’t take someone “from the street”, but they won’t accept a yellow-haired newly minted teacher graduate either. Papers and titles reign there. In some schools, inspections have so screwed up the management that they also do not accept people with related education. For example, in some places I was refused an interview, citing the fact that they can only hire teachers with the label “teacher”, “educator” or “psychologist” on their diploma.

Some schools are completely unpretentious in choosing teachers, especially when leapfrog began with constant changes in educational standards (FSES), and old experienced teachers could not keep up with these requirements.

In one place where I came to talk with the director, he jumped out of the back room in nothing but an alcoholic T-shirt, all red and sweaty, grabbed me by the hands and tried to force me to sign all the documents without even looking at my papers. “You will teach Russian, literature and English!” - he shouted joyfully, printing out the contract with one hand, and finishing off something with a plane with the other.

“What English? - I was horrified. “I studied to be a philologist, Russian literature, I know English mainly from school.” “Nothing, nothing,” he reassured me, “no difference. That Russian is a language, that English is a language, but we have a terrible shortage of teachers!”

As a result, I, with zero years of teaching experience, a philological diploma and a vague idea of ​​​​the work of a teacher, was offered a place in three schools, each of which was within walking distance from my place of residence. I chose the one that was the most beautiful to walk to, past the Museum of the Arctic and Antarctic. True, this is not the only factor for choice.

In fact, the headmistress there took me lightly. She didn’t come up with any enticements, but honestly said that she would have to take fifth and eighth grades. And that one eighth grade is a terrible nightmare, from which several teachers refuse every year.

I studied this myself and decided that it was a good challenge. If I can cope with the bullies and the threat of school, then I definitely have a place in the profession.

- Did you manage?

You can say that. Of course, it was not possible to make excellent students out of them, as in Soviet films. Still, three years of chaotic changes of teachers, each of whom did not have time to teach them anything worthwhile, affected the general level. In the eighth grade, we studied almost the same thing as in the fifth, because they not only didn’t remember it, but didn’t know it at all.

But there were no problems in communication and in order with the class. At first, the seasoned teachers felt very sorry for me and regularly came running to check if I had another tantrum in the middle of the lesson. Then they tried to ask for the recipe, how I found a common language with these “inveterate scoundrels”. And there was no secret there; it was enough just not to consider them a priori as inveterate scoundrels. Ordinary children. Boorish, somewhat difficult brawlers, but for teenagers this is not exactly unusual behavior.

I am convinced that children and adolescents have a very finely tuned sense of respect. They always sense when another person considers them individuals and when they are considered hostile biomass to be processed. Just don’t take your children for fools and encourage them, and don’t level them in the dirt, then they will move mountains for you.

These same eighth-graders came running to me to complain that the math teacher directly called them sheep, and the physics teacher called them stupid. After this, why would such a teacher want to hang around in class? They begin to throw briefcases, overturn desks, mock and bring short-sighted teachers to tears. It is useless to call the parents of such hooligans. They won’t come anyway, and if they come, they will behave the same as children.

Maybe they didn’t grasp everything on the fly and were often bored during many lessons, but you can still put at least some knowledge into any head. I am not under any illusions: many of my lessons were boring, especially in literature, which I was often bored with reading in the curriculum, and I went out of my way to make something more interesting. But when one such “difficult” eighth-grader boxer managed to get an honest (not even a stretch!) B, he then took selfies with her and me in his diary and showed them at every corner. He claimed that this was his first “B” in the subject since elementary school.

Once, eighth-graders stole a flash drive from my bag left at the table. I didn’t tell the other teachers, because they were already complaining that it was all “damned thieves” and “nothing could be left behind.” She didn’t put pressure on the class and declare them guilty, although it was clear that it was one of them. I talked calmly and said that the flash drive was not mine and there was important information on it, I’m sure that none of them meant anything bad and if they took it, it was by mistake. They say look at your things at home, suddenly they took it by accident, no matter who happens, I believe that you are normal guys, and not like they are spreading rumors about you.

The next day I come to their lesson - and on the table there is this flash drive and a chocolate bar. It’s a difficult situation, I don’t argue, I wasn’t sure that everything would be resolved, but it’s so nice to get such a result. After all, teenagers are always open to those who listen to them, respect them and do not put pressure on them.

It turned out to be much more difficult with the fifth grades, where I was quietly handed the class manual. The children there had been taught by a good, experienced teacher in primary school, they were not stupid and relatively obedient, but it was still a hundred times harder with them, because they required even more attention.

- What were your responsibilities? And how does classroom management differ from regular teaching?

Just teaching and classroom management is heaven and earth. If you just have lessons, then life is simple and beautiful. I’m exaggerating, of course, but then your working day is quite stable. You come, rattle off the required number of lessons, then prepare lessons according to the program for the next day, fill out the required ton of damned papers (half of which no one will ever need), take your notebooks for checking and go home happy and serene around three o'clock in the afternoon. In general, at our school it was like this: the working day was counted to three, despite the fact that classes ended at one. But almost all the class teachers remained there until five or seven o’clock in the evening, until an angry guard drove us away with a filthy broom.

What is classroom management? This is a huge hemorrhoid, for which they will pay you a skinny couple of thousand a month at best.

You will fill out a hundred thousand times more paperwork than usual, score notes with teachers about students, endlessly calculate some numbers, communicate with parents, go on excursions to boring and not so boring places, take calls at any time of the day or night. , live seven days a week, reconcile quarreling girlfriends and console fighters after a stormy fight over briefcases, while at the same time edifyingly showing them a heavy fist. You will have to find out detailed biographies, full names and everyday details of dozens of families, get acquainted with a lot of people and weekly collect diaries for checking, in which all the pages will still remain empty. The worst thing you can come up with is a class hour, which children perceive as an obligation and extra study time when they could be running around in the street.

Curricula require a whole bunch of different things from classroom teachers. For example, a mandatory cultural event at such and such a period, visiting a “place of intellectual leisure” with such and such frequency, and taking children to museums as often as possible.

Older teachers were so dismissive of this area that children were invariably taken only to those museums that were across the street. For check. As a result, eighth-graders visited the Arctic and Antarctic Museum 12 times, and fifth-graders three times.

I used all my cunning to circumvent bureaucratic schemes. Once we formulated our “cultural trip” as “strengthening the ties between the new class teacher and the student body,” we asked the history teacher for time off and went for half a day to an entertainment children’s center with laser tag and slot machines. However, most often you cannot pull off such a trick.

With class time it’s even worse. Required topics for students come from the top, and they need to be reported on with photos and a detailed nerdy form. Many of them are about as interesting as the work of Vlad Stashevsky in 2018. Here, the class and I generally had a blast: we made one beautiful slide on the topic, its author, on a first-come, first-served basis, received an A in the magazine, then the whole class took pictures in front of the slide with a smile with all 28 teeth (or how many of them do fifth-graders have?) and calmly went home. As a result, we were the only ones in the entire school who not only fulfilled the class plan, but also exceeded it, everyone set us as an example, and the fifth-graders swelled with pride. Not only are they great, but they also share a cunning secret with the teacher.

Here you can start boringly grumbling about what they teach children, it’s not good to lie... But these are all pedagogical ideals in a vacuum. Children understand perfectly well when nonsense is done for show and can be ignored, and when deception is really a lie. We conducted class hours with interesting topics without any problems, and the students themselves were very willing to prepare the topic for them.

Once, during a class hour, I invited a video blogger, who was popular among schoolchildren at that time, to join them. Oh, what happened then: the whole school came running under the office doors, and we had to clear a path through the crowd, like through fans at a rock concert.

My little ones then ended up in this blogger’s video and walked around for several months with their noses in the air, condescendingly answering the questions of their older comrades.

- What is the most difficult thing for a class teacher to do?

Parent-teacher conferences are unbearable. It is almost impossible to persuade parents to do anything; everyone immediately becomes busy.

There is very little time to talk with each parent about each child separately - but I also don’t want to keep everyone for too long. At first, I even practiced private conversations with each parent when he had time, but they were terribly afraid of these meetings. The parent of one boy from Uzbekistan came to the meeting with a box of chocolate and a huge armful of red roses. His son did not submit the diary for checking for two months and covered up the two marks in it with a proofreader, drawing trembling giant fives over it. To the question: “Why putty?” I answered my father that this is how it is done in Russian schools.

It is difficult to try to reconcile children's conflicts when they flare up in the classroom, and at this age it is impossible without them. You can’t ignore them, because otherwise you wouldn’t be a great teacher. Every quarrel is your quarrel too. Once I had to resort to obscurantism in the form of NLP, when two best friends quarreled. I asked them to pour out all their resentment towards their friend on a double piece of paper, call her all the terrible words, and then we ritually tore up these pieces of paper and buried them. They giggled a lot while they were writing and burying, and at the same time they made peace.

There were also completely unusual situations.

One boy decided to confess his love to another girl, but chose a completely unusual way for this (and this was in the fifth grade, what a fantasy he must have now). He took a 64-sheet notebook and covered each page with penises.

Hundreds of penises, all different in appearance and shape, never repeated once, in a word, I put my whole soul into it. He gave the notebook to his beloved, she turned out to be very practical, she did not immediately act on a hot head, but took the gift home to think about a plan for further action and a worthy answer. The parents found the notebook at home, grabbed their heads, and began challenging the boy’s relatives to almost a duel. In general, it took a week to calm everyone down. The notebook was confiscated as evidence; it remained in the office closet as a legacy for the next class teacher. I would have given anything to see her face when she found it and opened it.

It’s also difficult on September 1st. I was given 26 bouquets, one larger than the other. It’s inconvenient to refuse, impossible to carry, and nowhere to put it. Still, parents need to cooperate and at such moments purchase one bouquet together: it is both cheaper and more practical. I had a room of six square meters, where I lived temporarily, so the bouquets took up all of it.

- By the way, about the First of September. What do teachers do before him the whole summer and during other holidays?

In the summer, as a rule, they rest. Without this there is no way, burnout is wild, especially after spring exams.

If there were no summer holidays, teachers would probably tear the throats of students and their parents after a while.

But teachers' summer holidays are not equal to student ones, much less.

First you need to finish all the work with exams, tests, submitting a bunch of paper statistics, results and other rubbish. This can drag on until June, especially if you work with high school students. Then you rest, and somewhere in mid-August or even a little earlier you need to return to school and prepare a curriculum, then approve it at a hundred authorities, especially if inspections are coming. Standards and other details are constantly changing, so even if a plan has worked perfectly for many years, it may be asked to completely redo it. Terribly tedious work, especially because it will still be far from reality.

- Is the teacher’s effectiveness also assessed according to the plan?

By itself. Although in fact, the effectiveness of a teacher is assessed by how well he can work with slippery pieces of paper, manipulate reality and shift emphasis. This is the dark side of pedagogy. I won’t say what this is like in every school, because I haven’t been to or worked in every school. Our rule was that without a piece of paper you know who you are.

Children, lessons, visits to exhibitions, grades, class hours - any school activity is monotonously processed into statistics. True postmodernism and the digitization of reality. As a subject teacher, I had to evaluate and calculate a whole bunch of different percentages, fitting the personalities of students and their abilities into these numerical indicators.

It is not beneficial for teachers if schoolchildren study poorly, because then his digital indicator falls, his reputation decreases, and it may even lead to serious, thoughtful conversations with the head teacher, although she is obliged to conduct them only for show and understands the real situation very well. But she also needs to provide all this information in approximately the same form.

- Does salary depend on these indicators?

It didn't depend on us. I know that there are bonuses for good performance, but this is rare. Most often, these indicators are needed in order to improve your teacher status. But this is no longer an empty phrase: what salary you will receive depends on your status and other regalia.

In general, it is impossible to calculate the average salary of a teacher, although everyone is trying to do this. A lot of factors influence it. Work experience. Category. Number of working hours. Cool guide. Availability of certificates and other regalia. There is a separate fee for checking notebooks!

I have no work experience or category, no certificates. I checked a lot of notebooks, there was a great teacher, the rate was one and a half (that is, a lot: almost all the lessons every day are without windows). The salary was about 30 thousand rubles, for 2014 in St. Petersburg - not so bad in the humanitarian sphere.

And this is with the expectation that every year the salary will grow, especially if you try and work hard, because every little thing slightly increases the overall coefficient by which the rate is multiplied.

Experienced teachers could well afford to live without classroom management and on a part-time basis. The bonuses were quite good. However, again, a lot depends on the situation. A teacher of Russian language and literature always has a lot of work and lessons to teach. And some other subject teachers have much less. Some may not even get a full salary.

- Were there many such experienced colleagues? What were they like?

Yes, almost everyone was experienced. Sometimes they are so experienced that moss has already grown on them. Totally old school. There was one girl a couple of years older than me and a couple of teachers about 35 years old. Everyone else is well over 40, and even more often over 50, some even over 60.

Now I’m trained and in a crowd I can distinguish such teachers of the old school by their appearance. In 95% of cases, these are either corpulent ladies, or dry and skinny, but certainly in subtly identical semi-strict attire (skirts or suits), which seem to be dusted with dust. In his hand is a huge bag that can fit three dozen notebooks for testing and some careless student. Be sure to have massive and abundant jewelry, as well as a facial expression as if they are already dissatisfied with you, although you have not done anything yet. I even have a theory about these bright decorations, that this is how they compensate for the lack of colors due to the dress code.

By the way, there is always a dress code. There is a list of colors and clothes that cannot be worn; it must be announced to all teachers. After all, everyone knows that if a student sees, for example, a red blouse, then the whole day is down the drain.

Red is the color of danger, and the poor schoolboy will get so overexcited that he won't be able to concentrate.

But my mentor was a completely different person, although she was already over 60. She was eccentric and very sweet and enthusiastic, so her students forgave her everything. Each young teacher was assigned such a mentor at school to share experience and advice, books and other help. Tatyana Nikolaevna worked part-time as a wordsmith, because there were so many teachers. I couldn’t cope with the electronic board, which was then forcibly introduced everywhere, and I wasn’t friendly with the computer, but I got along great with children, like a kind grandmother from cartoons. The students were somewhat lenient towards her purring, but they still loved her. It’s a pity that this attitude was not passed on to anyone else around me.

In general, the teachers seemed to me very scared of modernity, not liking change, and not very interested in children. It’s as if they work in an office, and the children are boring pieces of paper that pass through their hands in the course of their duties. As they say now, this is my value judgment and does not claim to be the truth or a generalization.

- Were there any men in the team?

Only the physical education teacher. Young and mysterious, because he was always disappearing somewhere. All the girls were in love with him (maybe because there was no one else) and they applied such war paint to physical education lessons that it’s surprising how it didn’t flood the basement with sweat. The presence of an equally young wife did not stop them, it even added spice. I feel sorry for him, in general, it must have been difficult. He left after six months. Maybe he couldn’t stand the erotic fan fiction that the girls wrote about him.

- How did you know about them?

The girls themselves showed and showed off. They wrote them much more diligently than essays. It will probably sound vain now, but many high school girls came to me just to talk, because I didn’t throw up my hands in horror, didn’t lecture, and didn’t immediately run to knock on their class teachers. And very often there were very productive conversations. For example, I advised them to learn English with the help of subtitles and TV series, so they later came and thanked me for it.

But in general it’s difficult with girls at this age.

The most important brawlers are always girls. In almost every teenage class there is such a bully who specifically tests the strength of teachers and looks for the boiling point.

In my “difficult” eighth year, such a hooligan reached the point of swearing and hysterics with breaking some bottles of nail polish on the table. And she looked so slyly through her bangs, saying, what are you going to do now, eh, teacher? Will you invite your parents? Yes, they haven’t walked since birth and they won’t appear now, wipe yourself off.

I couldn’t restrain myself then and rather angrily shaved it off. She started talking, she rolled her eyes at the ceiling and said: “Well, wow, another lecture on behavior, I’ve heard it a hundred times.” I said that only insecure people behave this way, who don’t know for sure whether they are anything, and emptiness can be hidden behind the show off. The girl flushed and ran out the door, then waited until everyone had left, silently removed the traces of the broken bottle and proudly walked away. Then she behaved quite neutrally.

I probably shouldn’t have said that, but in hindsight I’m so smart now. At school, you have to quickly navigate; the best solution doesn’t always come to mind right away. Most of our children were very sad, disappointed, and hated school. There is no need to burden them with extra weight. How do I know? Well, how else can I characterize the children who, in the eighth grade, ask me in all seriousness about the peculiarities of working at McDonald’s, and to my questions, surprised by such curiosity, they answer: “We need to prepare, we know that we have nothing more to count on.”

Well, yes, most of my students didn’t grab stars from the sky, although there were some smart ones. I still don’t understand how school teachers could tell them in all seriousness that they wouldn’t grow into anything worthwhile. Didn’t the pedagogical institute teach these teachers with diplomas to shut up in time and not take out their irritation on the children?

- Are children today very different from those school days that you remember?

They seem quieter to me. They spend more time on their phones - that's probably why.

Although the pranks, of course, did not go away. The classic butt button, fights, throwing other people's notebooks out the window - all this has not changed. They also really liked to do “king of the hill” during recess. Teachers were required to patrol the hallway during breaks (another strange rule), and children were not allowed to stay in their classrooms. But if they forgot to close the office, then the hooligans would quietly sneak in, quickly assemble a pyramid from heavy desks, and place a teacher’s bag or a flower in a pot on top of it. We dismantled such pyramids at a snail's pace and sighed for half a lesson.

After all, a teenager is always a teenager. At this time, they have TV series, games, and crushes on their minds, and not studies at all, just like we didn’t have them. In the eighth grade, I had two twins who constantly fooled their lovers. Such Santa Barbaras were arranged! They were terribly similar in appearance, dressed the same and constantly passed themselves off as each other. Only one is left-handed and the other is right-handed. At the same time, a left-hander is a poor student, and a right-hander is almost an excellent student, and this also happens.

It is difficult to get interested in Russian literature during this period. Eighth graders have no time for this, they have hormones in their heads. And in the fifth grade it is so boring that I would slap these curriculum compilers on the wrist. It can't be like that.

It is not surprising that interest in literature is dying on the vine. As an introduction, I asked the eighth graders what their favorite book was, but no one could say anything. Only one girl, a quiet one in appearance, called it “Fifty Shades of Grey.”

Is it the same with the Russian language?

In the Russian language there is more room for imagination, even within the framework of the program. The rules are the same, but you can come up with any examples using them. Schoolchildren love humor and life, and easily remember such connections. Write to them not just exercises, but a couple of sentences about the cartoon “Adventure Time” or about the main chatterbox in the class - and they will remember the rule by heart.

Their imagination works in this way, so hold on. Several times I gave free essay topics. What didn’t they write to me...

One girl wrote dark gothic fiction about girls who hanged themselves, horse guts and corpses in chip bags. Masodov is resting. A fifth-grader wrote a fantasy about how she ended up in the candy kingdom, described Willy-Wonka’s sweet dream for a long, long time, and then suddenly a nuclear war began in the story, and “everything came to an end, but she ate candy.”

But my favorite essay was written by that same little Uzbek who wrote down the “F” grades in his diary. He barely spoke Russian, so writing an essay on a free topic simply overwhelmed him. In the end, he turned in an excellent conceptual paper:

Composition.

I can hear a heavy sigh at the place of the ellipsis.

There was a problem with the essays in general. Since no one reads, it was difficult to explain the difference between colloquial speech and the formal language needed for writing. More precisely, the difference is not difficult to explain, but where to get sources of neutral and correct formulations in the era of messengers is a big mystery. However, this is an interesting task, I also liked it.

- If you liked everything, then why did you leave school?

The circumstances turned out that way. I had to move to another place, then to a third, then to another. When I got established, I tried to get a job at neighboring schools, but they had a strict “teaching diploma or GTFO” policy. If then there was time and money to get this piece of paper, then I would have received it with pleasure; it is not too expensive and time-consuming if you have a liberal arts education. You go to the nearest pedagogical center for retraining courses - some last six months, sometimes even three months. But in the end, the vicious circle dragged on: I had to work for money, and when it became free, the train had already left.

By the fourth decade it is too late to start with one year of teaching experience; the salary will be disproportionately small. But if you go right after the tower, and even at 25–26, then everything will be fine.

Schools love young professionals. If you don’t sit on your butt, then the management allocates money for further training, and for advanced training, and for all sorts of nice things, because active people are needed everywhere. But to work in a school, you need to want to deal with children and not be afraid to go against the grain. It is necessary for as many people as possible to do this, the old school is dying out, but there is no one to come to replace it.

independent testing, quality of modern education, scientific activity of the teacher

tell us about yourself.

First and patronymic - Boris Petrovich. I work at a technical university of the 4th degree of accreditation. I have been teaching since 1999. I train engineers for automatic control systems.
Favorite book?
- Poem by A.S. Pushkin "Ruslan and Lyudmila"
What can you say about the school curriculum, the transition from grades to scores and the Unified State Examination (Independent Testing)?
From the point of view of preparing students who come to you for their first year.

(What are the advantages, improvements? Are students now more literate than before?)

Unfortunately, I cannot consider this innovation positive, since teachers from the admissions committee almost completely lose contact with applicants. It’s no secret that training can be assessed not by the finished result, expressed in N number of points, but by how the applicant searches for solutions to problems, what he relies on, how he argues, how he proves.
In my opinion, these qualities are of primary importance for technical education, since the solution to technical problems is ambiguous - there may be several correct solutions.
Today, teachers get to know future students only during a short interview, during which a teacher from the admissions committee can directly communicate with the applicant and ask him a question. And in response you can often hear something that only fifteen years ago was appropriate only in jokes.
To the question “Write X2”: naturally, circle X with a square frame.
Or, for a trigonometric example to simplify the expression sin α + cos α, write down the answer: 2α(sin + cos). And these applicants have a passing grade!
And the institute is obliged to enroll them in the first year.

What parameters does the quality of modern education rely on?
- Today we are faced with a contradiction: the transition to the Bologna system was supposed, according to lobbyists, to improve the quality of teaching, but in fact there is a steady deterioration. It has become natural for the educational process to constantly copy finished works, which circulate in abundance on the Internet. What, there's work there!
My students create cheat sheets by copying texts from the Internet, which often do not correspond to the meaning and essence of the question, but search engines select these answers as correct, since the search is focused on several keywords without a logical connection between words.
Another point of the Bologna system.
Democratization of the learning process, which consists in the presence of so-called “weeks of student liquidation of current academic debts.” Essentially: twice a semester, a student has the opportunity to complete unsubmitted and unworked assignments on time. In fact: students create debts for half a semester (by not attending classes, not completing the curriculum), which can officially be eliminated during the week of retakes (but they may not do so).
No one thinks that in this way absenteeism is provoked and stimulated.
Third point.
The Bologna process divides all students into those preparing for bachelor's and master's programs. In accordance with the requirements of the process, these programs must be fundamentally different from each other (this is recorded in the primary documents of the Bologna system), and in such a way that the bachelor’s student does not receive knowledge with which he could move on to study at a higher level of master’s degree. In total (according to primary documents), the university has the right to train masters, who make up 10% of the total number of students. Quota. Social sieve. The primary documents of the Bologna process are an unambiguous basis for the construction of social separators on the basis of universities. But, to the credit of our education workers (teachers, methodologists), the approaches of the Soviet education system have so far been preserved, which allow both bachelors and masters to be trained in a single chain, leaving the opportunity for a student to easily move on to a master’s degree.

What are the features of today’s scientific activity of a teacher? Are modern teachers engaged in scientific research, which should serve as an indicator of the quality of education and the qualifications of the teaching staff?

Conducting scientific work and participating in scientific and practical conferences is actually the responsibility of a university employee, especially one with a scientific degree. A teacher at a technical university was often associated with production, where practical problems of his scientific activity were solved (and implemented). And the topics of scientific development were dictated by the needs of the national economy, defense, space, and so on.
Teachers shared the results of their research in the scientific community.
What is happening now?
The economic crisis in the national economy, the lack of domestic defense programs and pitiful efforts in the space industry make domestic science a formal phenomenon.
Recently, another innovation has appeared that requires publications in English-language foreign journals. This is presented in such a way that supposedly foreign magazines have higher authority. What is the authority? And most importantly, how will this affect the development of domestic science? The economy of any other country is interested in us only as consumers of its own goods, and not in the development of our science. And this is clear to any thinking person.
And we are forced to publish in foreign magazines. It's just a joke and a way to keep us under control.

Doesn’t this state of affairs insult the modern teacher?
- Alas, I must note that teachers today are very different.
Many people are prone to the strange idea of ​​the unconditional authority of Western society, anywhere, including in science. Therefore, publication in any foreign journal is, by definition, prestigious. And in itself it is a scientific achievement.
But, of course, there are those who consider this state of affairs offensive. Why don't they talk about this? Probably because they are very divided, surrounded by a high degree of distrust of each other.
Unfortunately, this is a fact. And defending your opinion in this environment is becoming less and less popular.

What would you like to wish to modern students?
- Guys, I would like to wish you understanding - exactly understanding! - the sciences that are taught to you.
If some of you find it difficult to understand, don’t be shy, ask, and let those who understand better help those who are lagging behind. In the learning process, not only the role of the teacher is important, but also student solidarity and mutual assistance.
Do not fall for fairy tales about individualism and your own exclusivity. Do not expect that living among underdeveloped people will be easier for you, who have achieved something. As was often the case in history, even the brightest mathematical minds, finding themselves among the ignorant, were in demand as astrologers-predictors and similar clowns, and not as scientists and recognized authorities. And this, in essence, is a pitiful and humiliating existence.
Only when knowledge is accessible to many and accepted by the majority does it become power.

Thank you!

You won't be able to reach the nomadic camp riding on a calf; Reading fairy tales will not make you a scientist.

Kalmyk folk proverb

"- Valentina Viktorovna, tell us about yourself and your profession.
- I am a teacher of Russian language and literature.
- Where did you study?
- Studied at the Karelian State Pedagogical Institute.
– Why did you choose this profession?
- I love literature, I am interested in theater. There were teachers at school who were very interesting. I studied in Petrozavodsk, changed several schools and was among the C grade students until the 6th grade, and in the 6th grade my class teacher looked at me in a new way. Ekaterina Ivanovna gave me instructions, which I willingly completed. She gave me the opportunity to express myself. This is how I became a leader for many years, changed my attitude towards studying, and most importantly, I understood how meeting a real teacher can change a person. Therefore, the question “Who should I be?” didn't stand.
- Did you work at school? How long?
- I worked at Shuya Secondary School for 6 years.
– What attracts you to your profession?
- Teaching is a noble job.
- What does it mean to you to be a Teacher?
- Being a teacher means giving knowledge, teaching a profession, educating, teaching. Respect the individual, those with whom you work, do not humiliate children, and therefore do not lose your human dignity. I think I have shortcomings, but one thing is certain: I have never settled scores with my students.
- Was there a person in your life whom you consider your Teacher?
- Many teachers made an impression, not only at school, but also at the university. I read a lot about the teaching profession and watched films about school. The mathematics teacher at school 9 advised us to watch as many films as possible.
- What do you see as the “secret” of your pedagogical success?
- Despite the title, I cannot say that I have teaching skills. I take my profession seriously. As K.I. said Chukovsky: “If you want to be loved, love.” Love your subject, love your students, love the country in which you live. Then a feeling of responsibility for your business will come.
- What do you consider your main pedagogical achievement?
- The main pedagogical achievement is that many of my students chose the teaching profession and work at school.
- What is the most difficult thing in your work?
- Evgeniy Yamburg said about the problem of the modern school: “School is a place where students interfere with the teacher’s work with papers.” I would rather work with students, gifted students, than work with documents.
- You were the head teacher of the PPC, how long did you work in this position? How difficult is it?
- During difficult years, I was a deputy director for 15 years. It was interesting to work. During these years, the pedagogical school received the official status of a college, and new areas of specialist training were introduced. We worked closely with universities on a cross-training program. The college included a lyceum, where gifted children studied mathematics and philological disciplines and, based on exam results, entered the pedagogical university.
– What, in your opinion, are the advantages and disadvantages of your profession?
- The advantage is that you work with young people and put aside thoughts about age for a while. The disadvantages frankly include emotional burnout.
– Do a person who decides to become a specialist in this field need any special qualities?
- Of course, you need to be humane, be able to empathize, have compassion, and rejoice, otherwise no amount of knowledge will save you.
– What profession is your work similar to and what do these professions have in common?
- Not at all. The teaching profession is unique.
- Do you remember your graduates? Are you communicating?
- I remember they often visit, everyone says hello, I’m glad to see everyone.
- Who was your best student at school and in college?
- I can’t say, everyone is dear, I see some more often, others less often, but I love them all very much.
– And finally, the traditional question: what would you like to wish to future teachers – today’s students?
“I would wish them health, patience and endurance, and a desire to work in the profession.”

______________________________________________________________
P.S. The author of the material, Alena Kiseleva, a student of group 131, becomes a participant in the Student Creative Work Competition"I am a Newsmaker" in the “Spotlight” category (interview category).
Attention students! Works for the competition are accepted until May 15. All submitted works are published on the college website. The results of the competition will be summed up at the Student Forum on May 24.

Interviews are one of the most rewarding types of content.

You select questions, send them to the hero, receive answers, format them and - print! Of course, this is a superficial scheme for creating an interview. In fact, this is an independent and vibrant content format. And on the blog it looks very advantageous against the background of the usual articles, guides and news.

We have already prepared several materials on the topic of the interview. Now we will talk about the most important stage of preparing for an interview - questions.

When studying a hero, you want to ask him important and pressing questions at the same time. I would like the interview not to be boring, banal and typical. I want the reader to swallow it, savoring every letter, every line.

And at such moments, there is a really lacking selection of interview questions at hand that can be tailored to an individual character.

Interview Questions: 60 Templates

1. Tell us about yourself and your business.
2. How would you describe yourself in a few words?
3. When did you decide to become_____ and why?
4. What led you specifically to __________?
5. What was the impetus for _________?
6. What were the first steps?
7. What are the pros and cons of being a _______?
8. Describe your greatest achievement and most impressive failure?
9. Describe three of your achievements?
10. Are there times when you lose inspiration (lose faith in yourself, in your business)?
11. Describe your work environment?
12. Are you planning to change _______?
13. What are your plans in _______?
14. What is the secret to success in _____?
15. How did you manage to achieve success in _______?
16. What are your favorite books (movies, dishes)?
17. What would you never do in life?
18. Can it be said that ______?
19. By what principle do you ______?
20. Did you come to this position yourself or ______?
21. How have you changed since _______?
22. Do you love your job (business, product, service, cause)?
23. What do you like to do in your free time?
24. How to make ________?
25. What advice can you give to newcomers (employees, readers)?
26. When was the last time you _________?
27. What interests you besides _____ and ________?
28. How do you take a break from ____?
29. How did you come up with the idea to organize ________?
30. Did you do _____ on your own or with support?
31. How often you ________?
32. What do you think ________ is?
33. In your opinion, what qualities should _____ have?
34. Are you being yourself while doing your job, or is this a PR stunt?
35. What is the share of luck and luck in your project?
36. Do you have your own motto or mission?
37. You have already achieved a lot in your profession, has popularity changed you?
38. How much time do you devote to ______?
39. Why do you think such a point of view has formed in society (in the market, in a company, on forums, on the Internet)?
40. What was the most difficult thing for you?
41. Tell us step by step what needs to be done to _________?
42. Where should a newcomer start if he wants to follow in your footsteps?
43. What professional advice can you give to those who are just starting to develop in _______?
44. What pitfalls might there be in your field?
45. Is it difficult to do something that brings you money? What does it cost you?
46. How did your first success come to you?
47. How do others perceive your development (work, changes)?
48. Where do you look for your customers (clients, buyers, investors, partners)?
49. Don't you want to throw everything away and start something completely new?
50. Tell us the TOP 5 most effective tactics (tips, tips, tricks, secrets, methods) in _______?
51. What is your opinion on this question: ___________?
52. Form your attitude towards life (business, family, colleagues, employees) in five words?
53. What is the main expertise of a person at your level?
54. Was it difficult to give up _______ (free time, stability, career growth)?
55. Are you always this open (closed, aggressive, optimistic, fast)?
56. How would you rate yourself as _______?
57. Have you ever had to overstep your principles in your professional activities?
58. In any business there are turning points. Which ones did you have?
59. What hinders your life and what helps?
60. What are you dreaming about?

Of course, these questions relate more to a personal interview rather than a professional interview. But in any case, each of them can lead to a chain of new ideas, which will eventually turn into a full-fledged conversation scenario.

Transform them, twist them, adapt them to the topic of the dialogue. The main thing is that these questions will become your material for work.

Happy interview!