(Method Galanov A.S.)

The questionnaire is designed to assess two components in a teacher's activities:

1. Educational (objective assessment and formation of the child's personality, empathic attitude towards the child).

2. Organizational and motivational (creating a child's interest in work, organizing a children's team, effective organization of activities).

The first component is assessed by items 1-8 of the questionnaire, the second component - 9-12.

Each item of the questionnaire consists of two statements, opposite in meaning. The student must evaluate which of these statements is more true for a given teacher. The score is given on a 5-point scale, where scores "5" and "4" refer to the "positive" pole, scores "1" and "2" - to the "negative", and score "3" is intermediate.

The higher the final score of the teacher, the more positively students evaluate his activities.

Instructions:

Read each questionnaire item that contains two opposite statements.

If you are I completely agree with approval from the left column, circle the number “ 5 ».

If you are not quite sure, i.e. think that this is “most likely so”, circle the number “ 4 ».

If you are I completely agree with approval from the right column, circle the number “ 1 ».

If you are not quite sure, circle the number " 2 ».

If you are at a loss to answer, circle the number “ 3 ».

Make sure that none of the items on the questionnaire were skipped.

Teacher assessment questionnaire (for middle-level students, grades 5-8)

Teacher assessment questionnaire (for senior students, grades 9-11)

Data processing

For each questionnaire, 3 indicators are calculated:

X1 - score for block 1: the scores for items 1-8 are summed up;

X2 - score for block 2: the scores for items 9-12 are summed up and multiplied by two;

Ho - general expert assessment: X1 and X2 are summed up

After processing each questionnaire, the final indicators for this teacher are calculated:

X1 - arithmetic mean for 1 block; calculated by the formula: X1 = sum X1: Ν(Ν - number of questionnaires);

X2 is the arithmetic mean for block 2; calculated by the formula: X2 = sum X2: Ν(Ν - number of questionnaires);

Ho is the arithmetic mean of the general expert assessment; calculated by the formula: Ho = sum of Ho: Ν(Ν - number of questionnaires).

The last indicator (Ho) is the main one. According to its value, a conclusion is made about the assessment of the teacher's activities. The value of the general expert assessment:

16-35 points - low;

36-60 points - average;

61-80 points - high.

Indicators X1 and X2 are auxiliary. Each of them can vary from 8 to 40 points. By the ratio of these indicators, one can judge about the predominance of the educational or organizational-motivational component in the teacher's activities.

3.3. Teacher-student questionnaire(N.V. Klyueva's method)

The questionnaire is intended for students in grades 6-11 and allows you to determine the degree of expression of the components of the teacher's pedagogical activity

Instructions: Read each of these statements carefully. If you think it is correct and consistent with your relationship with the teacher, then write "yes", if it is incorrect, then "No."

1. The teacher is able to determine in advance the success of his students.

2. I find it difficult to get along with the teacher.

3. The teacher is a just person.

4. The teacher skillfully prepares me for the test and exams.

5. The teacher clearly lacks sensitivity and relationship with people.

6. The teacher's word is the law for me.

7. Teacher carefully plans work with me.

8. I am quite happy with the teacher.

9. The teacher is not picky enough on me.

10. The teacher can always give reasonable advice.

11. I have complete confidence in the teacher.

12. The teacher's assessment is very important to me.

13. The teacher basically works according to a template.

14. Working with a teacher is a pleasure.

15. Teacher pays little attention to me.

16. The teacher, as a rule, does not take into account my individual characteristics.

17. Teacher has a bad feeling for my mood.

18. The teacher always listens to my opinion.

19. I have no doubts about the correctness and necessity of the methods and means used by the teacher.

20. I will not share my thoughts with the teacher.

21. Teacher punishes me for the slightest offense.

22. The teacher knows my strengths and weaknesses well.

23. I would like to become like a teacher.

24. We have a purely business relationship with the teacher.

The students' answer determines the severity of the following components of the teacher's pedagogical activity: gnostic, emotional, behavioral. Each student answer that matches the key is worth 1 point.

The gnostic component includes the following questions:

The answer is "Yes" - 1,4,7,10,19,22;

The answer is “No” - 13, 16.

The emotional component includes questions:

The answer is "Yes" - 8,11,14,23;

The answer is “No” - 2,5,17,20.

The behavioral component includes questions:

The answer is "Yes" - 3,6,12,18.

The answer is “No” - 9,15,21,24.

The gnostic component reveals the level of the teacher's competence as a specialist from the student's point of view (maximum - 8 points), emotional - determines the degree of student sympathy for the teacher (maximum - 8 points), behavioral - shows how the real interaction between the teacher and the student develops (maximum - 8 points ).

Questioning teachers, students, parents

Application form to identify the causes of knowledge gaps

1. In what lessons do you have difficulty?

2. In connection with which you are experiencing difficulties:

a) the previous material is poorly mastered;

b) I do not know how to highlight the main thing in the studied material and the mainsigns of new concepts;

c) I do not know how to apply the studied theoretical material when solvingtasks, exercise;

d) I do not know how to work independently, as I quickly forget earlierstudied material;

e) other difficulties (specify).

3. Do you systematically do your homework?

a) yes;

b) no (indicate the reason):

I am at a loss because I did not understand in class;

large volume;

I am lazy;

I know they won't ask;

I don't like the subject;

other reasons (specify).

4. I begin to study the subjects of the natural and mathematical cycle:

a) with theory;

b) from practice;

5. When preparing homework, first of all, I start with ______

(specify the subject), since:

a) this subject is the most interesting;

b) interested in the content of the subject;

c) I easily assimilate the material;

d) gladdens the opportunity to show their activity;

e) is carried away by the collective search for truth, joint work with comrades;

f) pleasant communication with the teacher;

g) this subject is the most important;

h) this subject is the most difficult;

i) other reason (specify).

Application form

What interferes with learning

1. I do not understand the teacher's explanations.

2. I do not understand the requirements put forward by the teacher and the tasks that he sets.

3. I do not understand the subject itself.

4. I am not able to solve even those problems, the conditions of which I understand.

5. I have absolutely no need to study this subject.

6.I enjoy reading books on this subject that have nothing to do with

what is taught in school.

7. All my strength is spent on objects that I like.

8. I am unable to perform basic learning activities.

9. I can't concentrate.

10. Unconsciousness hinders terribly.

11. At home, everyone makes noise and interferes with homework.

12. Homework is so monotonous, boring and uninteresting, what to do

them - well, just a sharp knife.

13. I love to do homework with one of my friends, but, unfortunately, not with anyone.

14. The teacher himself and his subject do not fascinate me.

15. Studying is not at all the main, significant value for me.

17. I am extremely slow to read.

18. I get tired very quickly when doing mental work.

19. I have no will, and I just can't bring myself to do my homework.

20. I get tired quickly and my eyes often hurt.

21. I do not like it when they shout at me and constantly demand something. If to me

come up with affection, I will always do everything, even if for this I have to

sit all night.

22. When classmates explain new material or difficult task to me,I understand, remember and do it faster than if the teacher does it.

23. I was terribly ashamed of my clumsiness, inexpressiveness and absence,as it seems to me, mind, so I absolutely can not answer at the blackboard.

24. I often feel sleepy in class because I don't get enough sleep at night.

25. At home we always have a scream and noise, the TV is on, the lamp is brightly shining and there is nothing

breathe.

26. Coming from school, I immediately fall asleep, and when I wake up, I eat and go for a walk.

27. I don't have enough time to do my homework.

28. I do not do anything in class because I am very slow.

29. I never watch informational and educational programs on

TV.

30. In the circle to which I belong, they never talk about school subjects, and

our interests have nothing to do with studying.

31. Even if I really need it, no one at home helps me to do difficult

tasks.

32. No one is interested in my successes and failures - not at home, not in my circle

acquaintances.

33. I absolutely do not care what grade they give me.

34. I spend all my free time on TV, computer, telephone, walking and

doing sports (write what else).

35. I have no desire to successfully deliver a message or

a lecture in the classroom, in our circle other valor is generally appreciated.

36. I have been smoking for a long time.

37. I constantly drink beer, sometimes vodka and other spirits.

38. I constantly come into conflict with teachers because I violate

discipline, and I am so sad in class that even like a wolf howl.

39. I do not have my place at home.

40. I have very few (no) favorite books.

41. I don't have a library at home.

42. In the summer, I always stay at home, because I have nowhere, nothing and no one to go with.

43. I don't like going to theaters, museums, exhibitions.

44. I have no close friends.

45. I am not frank with anyone.

46. ​​I have no favorite teachers.

47. I do not know what I will do after school, and what profession to me

Like.

48. I have everything in order in all subjects, and only this (………………) subject

it is not given to me.

49. I never think ahead or make plans for the future.

50. I am easily influenced by others when it comes to avoiding useful things.

51. I have no stable creative interests.

52. When I do something, I get bored pretty quickly.

53. Usually in the morning I do not like breakfast and run to school without eating.

54. At school, no one offers me an interesting job, and I myself do not like

I can’t ask myself and think of anything.

55. You have beautiful clothes and all sorts of things that you like.

56. You consider your family: poor, poor, average, above average, rich. Yougreatly annoys the economic state of your family.

57. Your parents are not intelligent enough to help you with

study.

58. You are ashamed of your parents.

59. There are few people in your class who want to learn.

60. Excellent students irritate you.

61. If you feel that you can get unsatisfactory in a quarter

estimates, you will try to do something:

ask your teacher for help;

you will seek help from friends or classmates;

you will resort to using a cheat sheet or cheating.

Questionnaire for high school students

1. What task of the school do you consider the main (main)?

a) solid knowledge in all subjects;

b) rationing of general culture and outlook;

c) development of the student's abilities;

d) experience of communication with people;

e) preparation and ability to navigate in life;

f) other (specify).

2. How do you assess the level of education at school?

a) high;

b) satisfactory;

d) low;

e) I find it difficult to answer.

3. How do you study?

a) mainly by 8-10b .;

b) by 6-10 p.;

c) by 4-10 p .;

d) mainly 1-5b.

4. How do you assess your own academic success?

a) completely satisfied;

b) partially satisfied;

c) dissatisfied;

d) I find it difficult to answer.

5. What would you like to change in the life of the school?

6. What do you think prevents you from learning better?

a) the complexity of the main subjects;

b) overload with training sessions;

c) versatility of interests;

d) lack of interest in learning;

e) family problems;

f) laziness;

g) waste of time talking with friends;

h) health;

i) lack of volitional qualities;

j) busyness with hobbies outside of school;

k) other (specify).

7. How do you assess the team of your class and the relationship in it?

a) friendly, close-knit;

b) friendly, but in the team everything is decided by the leader (microgroup);

c) disunited (each on his own);

d) unfriendly (conflicts arise between microgroups);

e) very unfriendly, I often have communication problems;

f) I am lonely in a team;

g) other (specify).

8. How do you assess your relationship with teachers?

9. Do you like to go to school?

a) willingly;

b) depends on the mood;

c) because it is necessary;

d) because there is no more choice;

e) forced by parents;

f) reluctantly;

g) I find it difficult to answer.

10. What specialty (profession) would you like buy?

__________

_________

Motivation teachings and reasons for lowstudent achievement

1. I try to learn better so that ...

get a good grade;

our class was the best;

bring more benefits to people;

get a lot of money later;

I was respected and praised by my comrades;

the teacher praised me;

my parents praised me;

I was not punished;

they bought me beautiful things;

I knew more and could.

2. I cannot study better because ...

I have more interesting things to do;

they bother me at home;

at school they are often scolded;

I just don't feel like studying;

it's hard for me, I don't understand;

can't bring myself to work;

I do not have time to work together with everyone.

3. If I get a good grade, what I like most is that ...

I know the teaching material well;

comrades are happy;

mom will be happy;

the teacher will be glad;

they will buy me a beautiful thing;

I will not be punished;

I will not drag the class back.

4. If I get a bad grade, what I hate the most is that ...

I do not know the teaching material well;

comrades will laugh;

mom will be upset;

the teacher will be unhappy;

I pull the whole class back;

I will be punished at home;

they won't buy me a beautiful thing.

Test for 6 year olds

1. State your first and last name.

2. Name the full name dad and mom.

3. Are you a girl or a boy? Who will you be when you grow up?

4. Do you have a sister, brother? Who is older?

5. How old are you? And how much will it be in a year, two, three?

6. Is it morning or evening, afternoon or morning?

7. When do you have breakfast - in the evening or in the morning? Do you have lunch in the morning or in the afternoon? Which comes first: lunch or dinner? Day or night?

8. Where do you live? State your home address.

9. What is your father's, mother's job?

10. Do you like to draw? What color is the pencil, ribbon, dress?

11. What season is it now: winter, spring, summer, autumn? Why do you think so?

12. When can you go sledding - winter or summer?

13. Why does snow happen in winter and not in summer?

14. What does a postman, doctor, teacher do?

15. Why do we need a bell, a desk, a briefcase at school.

16. Do you want to go to school yourself?

17. What hand do class members raise when they want to answer?

18. Show your right eye. What are eyes and ears for?

19. What animals (birds) do you know?

20. Who is bigger than a cow or a goat? Bird or bee? Who

more legs: a dog or a rooster?

21. Which is greater: 8 or 5, 5 or 3? Count it up.

22. What should be done if you accidentally break someone else's thing?

Grade:

For the correct answer 1 point,

For the answer is correct, but not complete - 0.5 points,

There is a 0.5 point markup for a complete answer.

Less than 15 points - psychophysical examination;

24 - 29 points - a mature school child;

20 - 24 points - middle-aged;

15 - 20 points - immature.

Student questionnaire

1. How has your academic performance changed recently?

1. Improved

2. Has not changed

3. Reduced

school?

1. Completely

2. Not really

3. Not satisfied

3. Do you think you are capable of mastering the educational material?

1. Quite within the power

2. Not always able to

3. Mostly overwhelming

4. Do you feel overworked by the end of the school week?

1. Severe fatigue

2. Moderately tired

3. I hardly get tired

1. Yes

2. Not really

3. No

6. What worries you more about school?

2. Health status

3. Increased fatigue

4. Reluctance to learn

7. My relationship with my parents

7. In your opinion, will you be able to acquire knowledge at school in accordance with your inclinations and abilities?

1. Yes

2. Not sure

3. I can't

8. Do your parents participate in the teaching and educational work of the school?

1. Yes, they do.

2.Practically do not participate, only attend parent-teacher conferences

9. Do you attend circles, sections, additional classes?

1.Visit

2.I wish to attend, but there are no opportunities

3.No, I do not visit

10. Are you satisfied with the quality of knowledge?

1. Yes

2. Not really

3. No

11. Do you consider yourself educated?

1. Yes

2. Not really

3. No

12. Please define your time budget:

3. Time to rest -

13. Do you think the school has created conditions for the development of students' creative abilities?

1.Yes

2.Partially created

3. No

14. Do you willingly go to school?

1. Yes

2. Not really

3. No

1. Yes

2. Not always

3. No

16. Do you share your school experiences with your parents?

1. Yes

2. Not always

3. No

17. Do you often complain about your classmates, take offense at them?

1. Yes

2. Sometimes

3. Doesn't complain

18. What do you think, the amount of homework

1. It is quite within your power

2. Not always

3. Mostly overwhelming

Questionnaire for determining the motivation for learning and school activity of students of the preparatory classes

1. How much do you like at school?

like 2 points

don't like it very much 1 point

dislike 0 points

2. When you wake up in the morning, do you always happily go to school or do you often want to stay at home?

I'm walking with joy

it's not always the same

most often you want to stay at home

3. If the teacher said that tomorrow it is not necessary for all students to come to school and those who wish can stay at home, would you go to school or stay at home?

would go to school

Do not know

would stay at home

4. Are you happy when any lessons are canceled at school?

not happy

it's not always the same

satisfied

5. Would you like the school to have no lessons, but only changes remain?

would not like

Do not know

I would like to

6. Do you often tell your parents about school?

often

sometimes

I almost never tell

7. Would you like to have a less strict teacher?

would not like

I do not know for sure

I would like to

8. Do you have many friends in your class?

many

not too much

No

9. Do you like your classmates?

like

some like

most do not like

Form for 4th grade students

1. Do you like studying in 4th grade?

2. What lessons do you like?

3. What subjects do you dislike at all?

4. Which is better: one teacher or many?

5. Do teachers often praise you?

6. You woke up in the morning and remembered that you had to go to school.

Has your mood improved or worsened?

7. Would you like to continue studying with your classmates or would you transfer to another class?

8. Would you like completely new teachers to teach you in grade 5, or do you prefer the same teachers? Who exactly?

9. What common business in the 3rd grade do you remember the most?

10. What common business do you remember in the 4th grade?

11. What good things did you remember in the 4th grade?

12. Which of the things that happened to you in 4th grade would you like to forget?

12. Why do you think you need to study well?

13. Could you study better?

"Attitude towards school" questionnaire

1. Do you love your school?

2. What is the most interesting thing in school for you?

3. What is your favorite day of the week?

4. What would you like to do in your free time?

5. What are your favorite activities?

6. What is the most unpleasant thing in school for you?

7. What social assignment would you like to have?

8. Which classmate would you like to sit with?

9. And with whom would you not like?

10. How do you study?

11. Can you do better?

12. Would you like to study better?

"My favorite teacher" questionnaire

1. Are you satisfied with the attitude of the teachers towards you?

2. Why do you treat some teachers better than others?

3. Who is your favorite teacher?

4. What qualities do you especially value?

5. Does your favorite teacher give you any help? What is it?

6. What interesting and useful things have you learned from your favorite teacher?

What turned out to be the most difficult for you? Why?

Teacher questionnaire

School performance evaluation

1. Are you satisfied with the performance of the school this academic year?

2. Your suggestions for improving the work.

3. Are you satisfied with the work of the MO?

4. Your suggestions for improving the work.

5. How do you assess the style, content, result of teaching and educational work of the school?

6. Your suggestions for improving the work.

7. What activities, in your opinion, were successful at the school and which were not?

8. What ensured the success or caused the failure?

9. Your suggestions for improving the work.

10. Your assessment of the educational material base of the school and suggestions for its improvement.

11. Are you satisfied with the system and style of the administration?

12. Your suggestions for improving the work.

Assessment of the results of their work

1. Did the teaching job satisfy you?

What are the results of your work.

Are you experiencing difficulties in your work? Which?

Do you need help from colleagues, school administration?

What is the topic of your methodological work for the next academic year?

2. Were you satisfied with your job as a class teacher?

3. Are you satisfied with the relationship with the students?

What difficulties have you experienced?

What kind of help do you need?

Teacher questionnaire

Another academic year is over. We congratulate you on its successful completion, we wish you health, happiness, and interesting rest. This academic year, each of us had creative discoveries and successes, there were probably disappointments as well.

We want you to share your attitude and assessment of scientific, methodological and experimental work in an educational institution, your answers will help improve its content, management system and organization of educational activities.

Indicate the subject, your weekly workload, work experience in this educational institution.

Please answer the following questions (yes, no, I didn't think about it):

1. Do you agree that the work of an educational institution:

takes place in the mode of innovation;

helped to enrich your knowledge of the taught discipline;

contributed to the deepening of methodological preparedness;

helped to expand knowledge in the field of psychological and pedagogical sciences;

You have mastered more theoretical material;

You are more likely to apply this knowledge in practice;

You used this knowledge more fully in extracurricular activities and in individual work with students.

2. To what extent do you participate in innovations carried out in the educational institution?

I would like to actively participate, but I do not clearly understand the role in the experiment;

I am skeptical about the possibility to change anything in essence, therefore I take a passive position.

3. What difficulties did you experience this academic year?

a) in educational work:

lack of the necessary literature, manuals;

I need advanced training;

there was a strong overload in preparation for the lessons;

had poor own basic training;

it is difficult to abandon one's own pedagogical stereotypes

and other difficulties….

b) after hours:

in working with parents;

in search of an individual approach to students;

in search of new forms of extracurricular work that are interesting for children;

whether you have experienced difficulties as a leader;

whether you received assistance in educational work (if not, indicate how you see it);

c) as a person in the teaching staff:

you have not been noticed, seen, or appreciated for your success;

did not give the floor at meetings, conferences, etc ....

4. How do you assess the results of your work this academic year?

"Great"

"OK"

"satisfactorily"

5. Your suggestions:

educational institution management;

on the organization of control over the educational process;

on the organization of scientific and methodological work;

on the organization of the work of the psychological service;

on the organization of the work of the Ministry of Defense.

Questionnaire for teachers

1. How has school performance changed in recent years?

1. Improved

2. Has not changed

3. Reduced

2. Are you satisfied with the organization of the educational process in

school?

1. Completely

2. Not really

3. Not satisfied

3. Do you think that students are able to master the educational material?

1. Quite within the power

2. Not always able to

3. Mostly overwhelming

4. Do students feel overworked by the end of the school week?

1. Severe fatigue

2. Moderate fatigue

3. Didn't notice

5. Are you satisfied with the working hours of the school?

1. Yes

2. Not really

3. No

6. What worries you more at school?

1. No cause for concern

2. The state of health of students

3. Increased student fatigue

4. Reluctance to learn

5. Insufficient educational and material base of the school

6. Problems in relationships with peers

7. Problems in relations with parents

7. In your opinion, does the school provide educational requests?

students and their parents?

1. Yes

2. Doesn't quite provide

3. Does not provide

8. How do you assess the participation of parents in teaching and educational work?

schools?

1. Actively participate

2. Practically do not participate, only attend parent-teacher meetings

9. How do you assess the effectiveness of such forms of education as electives, special courses and other forms of student training?

1. Effective

2. Little effective

10. Can you say that you know your students, their educational

requests?

1. Yes

2. Not really

3. No

11. Do you think a modern school provides the level of education necessary for continuing education?

1. Yes

2. Not really

3. No

12. In your opinion, modern school shapes the personality of the student

1. Yes

2. Not really

3. No

13. Do you think the school has created conditions for the development of creative

students' abilities?

1.Yes

2.Partially created

3. No

14. Do you willingly go to work?

1. Yes

2. Not always

3. No

15. Do you worry about your successes or failures?

1. Yes

2. Not always

3. No

16. How do you assess the interaction between school and family in teaching and upbringing of students?

17. Do you think that your school has created conditions for the professional growth and development of the teacher's creativity?

1. Mainly created

2. Are in the process of being created

3. There are no special conditions

18. Are you satisfied with the system and style of the administration?

1. Yes

2. Not always

3. No

19. What is your assessment of the educational and material base of the school?

1. Good

2. Insufficient

3. Bad

Parents questionnaire

14. Last name, first name, age (month, year) of the child

___________________________________________________

15. How old was your child when he started painting?

____________________________________________________

16. What does your child like to draw with: pencil, brush, ballpoint pen? ___________________________________

17. What does your child like to draw?

____________________________________________________

18. What kind of visual activity does your child like to do more: draw, sculpt, cut out of paper, work with a designer?

____________________________________________________

19. Does your child have difficulty learning to write?

(underline). Yes, no, I don’t know.

20. List the difficulties

___________________________________________________

21. Do you help your child overcome difficulties? Not really.

22. How do you do it?

____________________________________________________

______________________________________________________

Kindergarten Parents Questionnaire

Surname and name of the child

1. Is your child willing to go to school?

Reluctantly; willingly; with joy; it depends; find it difficult to answer.

2. Has he adapted to the school routine?

Not yet; in general, yes; find it difficult to answer.

1. Does he worry about his academic successes or failures?

No; More likely no than yes; Yes

2. How often does your child share his school experiences with you?

Almost never; shares sometimes; shares often; always shares.

3. What is the nature of these impressions?

Mainly negative, emotional impressions predominate; positive and negative emotions are roughly equal; v

mostly positive impressions.

4. How does the child usually overcome difficulties at work?

He immediately gives in to difficulties; asks for help; difficulties

tries to overcome himself.

5. Is your child able to independently check his work,

find and fix errors?

He cannot do this on his own; maybe if prompted to

this; usually it can.

6. Does the child often complain about classmates, take offense at them?

Often; this is rare; this practically does not happen.

7. Does the child cope with the academic load without overstrain?

No, it does not cope; More likely no than yes; rather yes than no; Yes.

Parents questionnaire

1. How has your son or daughter's academic performance changed recently?

1. Improved

2. Has not changed

3. Reduced

2. Are you satisfied with the organization of the educational process in

school?

1. Completely

2. Not really

3. Not satisfied

3. Do you think your child is able to master the educational material?

1. Quite within the power

2. Not always able to

3. Mostly overwhelming

4. Do you observe that your child is overworked by the end of the

weeks?

1. Severe fatigue

2. Moderately tired

3. Almost never gets tired

5. Are you satisfied with the working hours of the school?

1. Yes

2. Not really

3. No

6. What worries you more about your child's schooling?

1. No cause for concern

2. Health status

3. Increased fatigue

4. Reluctance to learn

5. Problems in relationships with peers

6. Problems with teachers

7. My relationship with my daughter or son

7. Do you think your child will be able to receive

knowledge according to his inclinations and abilities?

1. Yes

2. Not sure

3. Will not be able to

8. How do you assess the interaction between school and family in teaching and upbringing of students?

1. I rate it as effective and fruitful

2. I rate it as ineffective

3. I am at a loss to answer

9. Do you participate in the teaching and educational work of the school?

1. Yes, I participate

2. I practically do not participate, I just attend parent-teacher meetings

10. Does your child attend clubs, sections, additional classes?

1. Attends

2. Willing to attend, but no opportunity

3. No, does not attend

11. Are you satisfied with the quality of your child's knowledge?

1. Yes

2. Not really

3. No

12. Are you satisfied with the level of his upbringing?

1. Yes

2. Not really

3. No

13. Are you satisfied with the level of his personal development?

1. Yes

2. Not really

3.No

14. Please define your child's time budget:

1. Time spent at school -

2. Time to prepare homework -

3. Time to rest -

15. Do you think the school has created conditions for the development of creative

abilities of the child.

1. Yes

2. Partially created

3. No

15. Is your child willing to go to school?

1. Yes

2. Not really

3. No

16. Does he worry about his successes or failures?

1. Yes

2. Not always

3. No

17. Does your child share his school experiences with you?

1. Yes

2. Not always

3. No

19. Does a child often complain about classmates, take offense at them?

1.Yes

2.Sometimes

3.Does not complain

20. What do you think, the amount of homework

1. Quite within the power of the child

2. Not always

3. Mostly overwhelming

The teacher through the eyes of the student

1. Qualities of the teacher:presents the material clearly, explains complex issues in an accessible way; knows how to arouse interest in a lesson, a subject; knows how to relieve stress, class fatigue; knows how to create conditions for psychological comfort in the classroom; shows tolerance for those who need to be repeated, over and over

explain, provide assistance; treats students with respect; demanding; fair; disposes of high erudition, demeanor, appearance.

Students give grades as follows:if the qualities of the teacher (for example, such as

"Respectful attitude towards students") "always manifests itself", then the teacher

Receives 5 points; "Appears very often" -4; "Rarely" -3; "Very rarely" -2; "Absent" -1; “I don’t know”, I can’t say ”-0.

2. Students' attitudes towards individual subjects.

a) How do you feel about the subject?

Answer options and points:

like very much -2

like -1

indifferent - 0

don't like -1

don't like it very much -2

b) What is your interest?

Answer options and points:

like listening to the teacher -1

I read additional literature -2

I study in a circle -3

3. How do you prepare for the lesson?

Answer options and points:

regularly for each lesson -1

only when I feel that the teacher will ask –2

I do only what I consider important -3

4. How do you assess your results?

Answer options and points:

happy when i get a high mark -1

glad that I figured out the material -2

I'm happy that everything is working out and I want to know more - 3

I cannot study better because:

can't bring myself to work -1

it's hard for me, I don't understand everything -2

I have no time to work together with others –3

I have more interesting things to do -4

Questionnaire "Motivational readiness of the teaching staff
to mastering innovations "

Instructions: Dear teacher! If you are interested in innovation, apply innovation, what prompts you to do so? Please select up to three answers and check the box next to them.

1. Awareness of the insufficiency of the achieved results and the desire to improve them.

2. High level of professional aspirations, strong need to achieve high results.

3. The need for contacts with interesting, creative people.

4. Desire to create a good, effective school for children.

5. The need for novelty, change of scenery, overcoming routine.

6. The need for leadership.

7. The need for search, research, a better understanding of patterns.

8. The need for self-expression, self-improvement.

9. Feeling of one's own readiness to participate in innovative processes, self-confidence.

10. The desire to test in practice the knowledge gained about innovations.

11. The need for risk.

12. Material reasons: increased wages, the ability to pass certification, etc.

13. Striving to be noticed and appreciated.

Thanks!

Processing of results

The processing of the results is carried out by analyzing the answers. The stronger the teachers' motives associated with the possibility of personal self-realization (pp. 2, 6, 8, 13), the higher the level of the innovative potential of the teaching staff.

Questionnaire "Barriers to the adoption of innovations"

Instructions: Dear teacher! If you are not interested in innovations and do not apply innovations, - indicate the reasons (put a "tick" in front of the selected statements).

1. Poor awareness in the team about possible innovations.

2. The belief that you can teach effectively in the old way.

3. Poor health, other personal reasons.

4.

5. Little work experience, in which the traditional form of education does not work either.

6. Lack of material incentives.

7. Feelings of dread of negative results.

8. Lack of help.

9. Disagreements, conflicts in the team.

Thanks!

Processing of results

The processing of the results is carried out by analyzing the answers. The fewer innovation barriers teachers have, the higher the level of innovative potential of the teaching staff.

Questionnaire "Determination of the level of teacher innovation
in the school team "

Instructions: Dear teacher! What group of teachers do you think you belong to? Check the box next to the selected group.

Group A. You are absorbed in innovations, you are constantly interested in them, you always perceive them first, boldly introduce them, take risks.

Group B. You are interested in innovations, but do not introduce them blindly; you are calculating the feasibility of the innovation. You believe that innovations should be introduced immediately after they have been successfully tested in conditions similar to yours.

Group C. You are moderate in your perception of innovation. Do not strive to be among the first, but you also do not want to be among the last. As soon as the new will be accepted by the majority of your teaching staff, you will also accept it.

Group D. You doubt more than you believe in new things. Give preference to the old. You perceive new only when it is perceived by the majority of schools and teachers.

Group E. You are the last to innovate. Doubt innovators and innovators.

Thanks!

Processing of results

The processing of the results is carried out by analyzing the answers. The smaller the groups D and E, the higher the level of innovative potential of the teaching staff.

DIAGNOSTIC TECHNIQUE
motivational environment.

Appendix 2

Instructions: Dear teacher! Evaluate the compliance of the statements proposed below with the state of affairs in your team on a 10-point scale, where 0 points - completely inconsistent, 10 points - fully corresponds (circle the appropriate score ).

1

2

Assertions

Points

Innovation outcomes expected from teachers are clearly defined

0 1 2 3 4 5 6 7 8 9 10

These results are known to every teacher.

0 1 2 3 4 5 6 7 8 9 10

There are rewards for excellence

0 1 2 3 4 5 6 7 8 9 10

The size of the remuneration is known to every teacher.

0 1 2 3 4 5 6 7 8 9 10

Rewards have value

0 1 2 3 4 5 6 7 8 9 10

The attitude to the teacher depends on his activity in innovative activities

0 1 2 3 4 5 6 7 8 9 10

The control and examination system provides an objective assessment of the work results

0 1 2 3 4 5 6 7 8 9 10

And every teacher is confident in an objective assessment of the results of his work.

0 1 2 3 4 5 6 7 8 9 10

The positive results of the work of the participants in innovative activities will certainly be known to the entire professional community of the educational institution.

0 1 2 3 4 5 6 7 8 9 10

The remuneration received corresponds to the results of work in the implementation of innovative projects

0 1 2 3 4 5 6 7 8 9 10

Teachers have no doubts about the fairness of the distribution of remuneration

0 1 2 3 4 5 6 7 8 9 10

Teachers have no doubt that the expected results from them correspond to their capabilities

0 1 2 3 4 5 6 7 8 9 10

Achieving the expected results does not require constant excessive stress

0 1 2 3 4 5 6 7 8 9 10

Teachers have no doubt that there are conditions necessary to achieve the expected results

0 1 2 3 4 5 6 7 8 9 10

In the process of work, teachers experience positive emotions more often than negative ones.

0 1 2 3 4 5 6 7 8 9 10

Thanks!

Processing of results

The processing of the results is carried out by a simple mathematical calculation of the sum of the points of all completed questionnaires. The closer the amount received to the maximum number of points, the more favorable the conditions created in the educational institution for high motivation of teachers to participate in innovative projects. The lower the result, the less favorable the motivational environment for work.

Based on the results obtained, a graphical profile of the OS motivational environment can be built, and demotivating factors can be determined.

QUESTIONNAIRE "Determination of motives
labor activity of teachers "

Appendix 3

Instructions: Dear teacher! Choose from the list of the 5 most important motivating factors for you personally and put a tick in front of the box. Then, opposite the selected factors, in accordance with their significance for you, put the numbers from 5 to 1 in descending order (5 is the most significant factor for you, 1 is the least significant of the five selected).

1

2

3

Factor

Choice

Significance

Income level (wages)

The proximity of the place of work to home

The opportunity to move up the career ladder

Professional growth opportunity

Possibility of obtaining loans

Ability to control other people

Training at the expense of the company

Great powers

Flexible working hours

Self-realization opportunity

Comfortable working conditions

Standardized working day

Relationship with the line manager

Recognition, a sense of importance in the company

Work in a specialty, in accordance with education

Work for the sake of communication, the opportunity to take free time

Thanks!

Processing of results

The processing of the results is carried out by analyzing the answers, it can be in graphical or tabular form.

QUESTIONNAIRE "Identifying the difficulties of teachers
when organizing the educational process "

Instructions: ).

Degree of difficulty

Highly
strong

Strong

Average

Weak or absent

1

2

3

4

5

Thematic planning

Lesson planning

Self-education planning and teaching excellence

Mastering the content of new programs and textbooks

Ability to set lesson goals

Ability to work out the content of the material for the lesson in accordance with the task

Using effective forms in the lesson

Using elements of modern pedagogical technologies

Ability to self-analyze the lesson

Carrying out practical work provided for by the program

Implementing a graded approach
to training

Developing students' interest in the subject

Using interdisciplinary connections

Description of your work experience

Ability to analyze a colleague's lesson

Ensuring Reasonable Discipline in the Lesson

Accounting, assessment of knowledge, skills and abilities
pupils

Identifying common causes of student failure

Implementation of the application software described in the literature

Implementation of software for colleagues of your school
(another school)

Organization of extracurricular activities in the academic subject

Effective use of equipment
cabinet

Dealing with underperforming students

Working with gifted children

Equipping the office with new visual aids

Diagnostics of the level of learning of students

Organization of research activities with students

Thanks!

Processing of results

The processing of the results is carried out by analyzing the answers and highlighting problem areas.

QUESTIONNAIRE "Identifying teacher difficulties
in the implementation of the educational process "

Appendix 5

Instructions: Dear teacher! Determine the degree of your difficulties in the following aspects of pedagogical activity (put a "check" in the appropriate box ).

Aspect of pedagogical activity

Degree of difficulty

Very strong

Strong

Average

Weak or
absent

1

2

3

4

5

Planning educational work

Ability to set goals and objectives in educational work

Knowledge of modern educational technologies

Introduction of innovative forms of educational work

Use of modern educational technologies

Knowledge of child developmental psychology

Dealing with “difficult” learners

Working with students' parents

Conducting parenting meetings

Individual work with students

Conducting class hours

Knowledge of effective forms of work with children

Knowledge and use of the methodology of collective creative work (according to I.P. Ivanov)

Organizing children to participate in the community life of the school

The system of educational work of the class teacher

The questionnaires were developed on the basis of a modified questionnaire for assessing the level of innovative potential of the teaching staff of T.S. Solovieva. -Note. ed.

Note. ed.

Developed on the basis of “Diagnostics of the structure of labor activity motives” by T.L. Badoeva and “Structures of labor activity motivation” K. Zamfir. -Note. ed.

QUESTIONNAIRE

for young teachers

FULL NAME_ ________________________________________________________________________

Date of Birth ____________________________________________
1. What subject do you teach?

________________________________________________

2. What influenced the choice of the teaching profession the most?

1. Own desire
2. Advice from parents
3. An example of a beloved teacher
4. Opinion of friends
5. Guaranteed wages
6. The prestige of the teaching profession
7. The possibility of guaranteed employment
8. Random circumstances
9. Other

3. What motives prompted you to come to work at the school?

1. My parents live in the village
2. Prospect for professional growth
3. Increased wages

4. Other __________________________________________________________________

4. Work experience as a teacher
1. Less than 1 year

2.1 - 2 years

3.2 - 3 years.
5. What do you like about teaching work?

1. Teach and educate children
2. Teach a favorite subject
3. The creative nature of work
4. Great vacation
5. Ability to work close to home
6. The prestige of the profession

8. Other _____________________________________________________________________
6. Tell me, what pedagogical problems do you care about?

1. Reducing the teaching load
2. Aging of teaching staff
3. Large teaching load of teachers
4. Leaving school for teachers of retirement age
5. Availability of vacancies at school
6. The indifference of colleagues

7. Other ___________________________________________________________________
7. What feelings do you experience during the adaptation period on a new
workplace?
1. Anxiety, self-doubt
2. Irritability, irascibility, incontinence
3. Pessimism, feelings of inadequacy
4. Decreased interest in work
5. Fear of the class and fear of students
6. Relations with colleagues
7. Other ____________________________________________________________
8. Do you seek help from colleagues?

1. Yes

2. No

9. Are you satisfied with your job?

1. Yes
2. No
3. Partially
4. I am at a loss to answer

10. Please indicate the reasons that are most
cause unsatisfactory attitude towards your work
(several answers are possible).
1. Low wages
2. Excessive workload (keeping 2 subjects)
3. Unsatisfactory working conditions
4. Low prestige of the teaching profession
5. Lack of social guarantees
6. Insufficient educational and methodological equipment of the academic subject
7. Attitude of students to teachers
8. Relationships in the team
9. Children's lack of desire to learn
10. Work style of the school administration
11. Lack of time for self-education and raising the general culture
12. Dissatisfaction with housing and living conditions
13. Other ______________________________________________________________

11. What do you think is the most important thing for you in your attitude to work?

1. Do everything accurately, accurately, conscientiously

2. Don't take too much on yourself, don't get too tired

3. Work normally, not be among the last

4. Work with interest, enthusiasm and full dedication

5. It's hard to say definitely, I don't know

6. Other _____________________________________________________________________

12. What do you consider the most important in your work?

1. Exact adherence to rules, regulations, instructions

2. Honed craftsmanship, high professionalism

3. Adequate material remuneration

4. Professional leadership

5. Do not stand out from the team

6. High praise from the management

7. High appreciation of your work from colleagues

8. Other ____________________________________________________________________

13. In what mood do you usually go to work?

1.With good

2.With the bad

3. Without much emotion

4. When, how, it happens in different ways

14. What difficulties do you have in preparing and conducting a lesson or training session:

1. Determination of the structure of the lesson, lesson

2. Selection of material

3. Choice of forms and methods

4. Lack of visual aids

5. Other __________________________________________________________________

15. Is it necessary, in your opinion, to meet with fellow young specialists:

1. no

2.yes

16. Name an interesting form of such meetings for you: indicate the 3 most useful

1.Z aniatia in the "School of a young teacher"

2. Open lessons (classes) of fellow young specialists

3. Practical training

4. Consultation

5. Other ______________________________________________________________

17. In what directions of the organization of the educational process do you experience difficulties? Indicate 2 problem areas

1.in calendar-thematic planning

2.conducting lessons

3. carrying out extracurricular activities

4. communication with colleagues, administration

5. communication with students, their parents

18. What topics of classes in the SCHOOL of a young teacher will be of interest to you, indicate according to the degree of relevance

Modern lesson

Teacher Portfolio

The image of a modern teacher

Teacher questionnaire (assessment of their teaching activities)

(Full name of teacher ______________________________________________________________
Subject: ________________________________ Class: ___________________________
We ask you to evaluate your pedagogical activity and capabilities according to the proposed parameters. Try to avoid self-flagellation or praise for self-esteem. Remember, the best position is utmost objectivity and sincerity! Check the answer you have chosen. Answer all questions in a row, after reading the entire proposed fan of answers.

1. Knowledge of your subject:

a) solid, within the framework of the program, there is an interest in special and methodological literature;

b) at the level of the program, but there are gaps, actual distortions in teaching and checking lessons are allowed;

c) deep, significantly exceeding the program, free orientation in special and popular science literature.

2. Attitude to the subject:

a) with interest;
b) indifferent;

c) with enthusiasm, there is a need for pedagogical activity.

3. Ability to plan a curriculum:

a) thematic and lesson planning is carried out mainly correctly;

b) stamps are often used in planning, the characteristics of the class are not always taken into account;

c) work is underway on a system of lessons on the topic, a variety of forms and methods of teaching, taking into account the characteristics of the class.

4.Feeling new:

a) a positive attitude towards new pedagogical ideas, but their implementation only under the influence of the administration;

b) skeptical or negative attitude, it is difficult to involve in the process of solving new problems;

c) independent search for new ideas, solution of new pedagogical problems.

5.Knowledge of the psychological and pedagogical foundations of education:

a) sufficient orientation in the main modern psychologist - pedagogical concepts of teaching, but their rare application in practice;

b) free orientation in modern concepts, using them as the basis of their pedagogical activity;

c) the presence of only general ideas about modern concepts .

6.Pedagogical tact:

a) with external observance, there are breakdowns in relations with students;

c) is the basis in relations with children, there is respect, trust, exactingness and justice.

7.Individual approach to students:

a) is mainly provided;

b) there is sufficient, violations are rare;

c) the characteristics of students are systematically studied, the volume, the complexity of knowledge, assistance to the lagging behind, control of students of different "levels" are differentiated.

8. Development of students' skills of educational work:

a) skeptical attitude towards this work, there are no positive results of solving this problem;

b) the desire to form students' skills for the rational organization of educational work;

c) purposeful and systematic work in this direction (development of self-control in learning, rational planning, proper pace of reading, writing, computing, etc.)

9. Development of students thinking:

b) effective developmental training is provided, deep and comprehensive; c) formal implementation of the recommendations of the programs, the orientation of students only to memorization.

10. Development of students' interest in the subject:

a) mainly work is underway to develop interest in the subject;

b) such work is not being carried out;

c) special techniques are used (for example: showing the practical significance of knowledge, amusingness, an individual approach to students).

11. Ability to assess the quality of ZUN:

a) formalism and bias in assessing knowledge is allowed;

b) objectivity in the assessment of ZUN is observed;

c) a thorough study of the evaluation criteria, their skillful use in practice, objectivity.

Date of filling: "_______" ________________ 2011 Signature: ___________________