Hygienic requirements for changes, their organization and implementation. Hygienic requirements for the lesson

Industrial training for high school students is carried out in the form of labor production workshops, which are organized in interschool training and production plants. These plants include various workshops: metalworking, sewing, radio installation, electrical installation, etc.

The working hours of students should be different from the working hours of adult workers. The optimal length of the working day for a teenager under 16 years old is 4 hours, and for 16-18 year olds - 6 hours. Students are allowed to work only in the morning or afternoon shift with not very early onset(8.00-8.30) and not too late (no later than 21:00), so that the teenagers’ daily routine, developed over the years, is not disrupted.

The work regime of adolescents should be different from the work regime of adult workers. In the first year of industrial training, it is recommended to take 10-minute breaks after every 45-50 minutes of work; in the second year, three breaks are arranged throughout the entire working day, and in the third year, two. In the middle of the working day, a long break of 30-60 minutes is introduced for rest and lunch. During this break it is useful to industrial gymnastics necessary to maintain high performance.

Monotonous work causes more fatigue in adolescents than work accompanied by changes in operations. A work schedule based on a change of operations is less tiring and should be included in production tasks. Monotonous work has an adverse effect on higher nervous activity, causes excessive tension in individual muscle groups, and limits breathing movements. It is necessary to develop in adolescents the skills of correct positioning in the workplace. The correct posture facilitates the performance of a work operation, the acquisition of work skills and creates conditions for more economical expenditure of energy and normal work internal organs, forms correct posture.

In the hygienic characteristics of the work regime of students, an important role is played by the density of working time, which is understood as the ratio of the time actually used for work to the total duration of working time. The study of the organization of work of teenagers in metalworking and textile industries allows us to consider a working time density in the range of 65-80% optimal for students aged 16-18. Low (10-40%) working time density, caused by the lack of raw materials, a permanent place of work or other reasons, is no less tiring for adolescents than busy work.

A rational regime of work and rest cannot be ensured without organizing favorable conditions of the external production environment, corresponding current standards and requirements (lighting, microclimate, noise factor, etc.).

Soviet legislation prohibits the work of teenagers in a number of so-called hazardous workshops. For example, it is not allowed to use the labor of teenagers under 18 years of age in work related to the preparation of paints and bleach solution, sorting of rags, paper, unwashed wool, primary processing of flax, hair, wool, leather, bristles, production artificial fibers. Persons under 18 years of age are strictly prohibited from working with toxic substances. All underground work, work on the extraction and processing of stone, chemical processing of metal, manual typing in a printing house, work in hot shops, work related to electric shock voltage over 500 V, etc.

During the period of industrial practice when working in plants and factories, adolescents are negatively affected by a number of production factors. Thus, increased air temperature, humidity, intense thermal radiation, and dust cause more pronounced physiological changes in adolescents compared to adult workers (increased heart rate, increased body temperature and decreased body weight). Prolonged work in high temperature conditions leads to persistent changes in the nervous and cardiovascular systems, and the gastrointestinal tract. Working in conditions of low temperature causes unfavorable changes in the body associated with cooling and disruption of thermoregulation processes.

Noise and vibration have a particularly adverse effect on the body of adolescents. When exposed to noise, functional hearing impairments and autonomic dysfunction most often occur. nervous system. With pronounced exposure to industrial noise, adolescents are more likely than adults to experience auditory neuritis. Noise reduces the overall performance and resistance of the body.

In industrial environments, noise is often combined with vibration caused by the operation of engines, electrical machines, and pneumatic tools. Disorders caused by industrial vibration are called vibration disease; with it, changes in the central nervous system and blood vessels are observed. Patients with vibration disease experience headaches, insomnia, and neurotic phenomena. Current legislation prohibits teenagers from working under vibration conditions. However, during industrial training in a vocational school while mastering some professions in the metalworking industry, they may be exposed to vibration, so teachers should be familiar with its effect on the body of adolescents, at least in general terms.

In many industries, the air in working areas and premises contains a significant amount of dust. The pathological effect of dust on the body depends on its physicochemical qualities and concentration in the air. The so-called dust occupations include most occupations in the extraction and processing of mining rocks, in processing factories, textile production, etc. When organizing practical training for school and vocational school students in industries characterized by a high dust content, it is necessary to take measures to reduce this influence (use of respirators, dust glasses, etc.).

The structure of the labor lesson is of great importance. Only lessons in which students do a variety of work and are not burdened by too long explanations from the teacher have a beneficial effect on the functional state of the body. It is desirable to perform work that involves a variety of labor operations and their rational alternation. Thus, when processing metal, the duration of each labor operation should not exceed 20 minutes.

Training in all types of labor operations (modeling, cutting, filing, chopping, etc.) must be built taking into account the age-related anatomical and physiological characteristics of children and adolescents. Thus, in the lower grades, where children have not yet completed the ossification of the phalanges and the small muscles of the hand are not sufficiently developed, care should be taken not only about the correct selection of an instrument of the appropriate size and weight, but also in the choice of material, the processing of which does not require significant effort from children. Children 7 years of age are unable to make small movements of the muscles of the hand; their coordination of movements is not sufficiently developed. They need exercises for the arm muscles, which is facilitated by properly organized labor lessons. For the development of hand muscles, it is important to work with plasticine, cardboard, and paper. When children acquire some skills in simple work you can go to more complex work, including small movements of the muscles of the hand.

Schoolchildren working in metalworking, carpentry and other school workshops must be familiar with the rules for handling tools, internal regulations and safety precautions. To work in school workshops, schoolchildren must have special clothes, which would not restrict their movements, but would not be too loose and would not have fluttering ends. Girls should tuck their hair under a headscarf when working at the machine. Every workshop must have a first aid kit.

Sanitary and hygienic requirements for the lesson

Prepared by:

Kondrya Maria Mikhailovna

teacher primary classes

MBOU "Urenskaya Secondary School No. 2"

2015

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Compliance with sanitary and hygienic requirements for the lesson provides optimal conditions for the student’s life activity during the lesson

Today I would like to once again remind you of the basic requirements.

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The performance and occurrence of fatigue among students in the classroom to a certain extent depend onlesson duration and taking into account hygienic requirements during its construction. The duration of a lesson (academic hour) in all classes should not exceed 45 minutes, with the exception of 1st grade, in which a lesson can last no more than 40 minutes.

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In addition to the duration of the lesson, the timing of the onset of fatigue is also influenced by itsconstruction. According to many researchers, the structure of the lesson should be quite flexible, since different subjects require different alternations of activities. At the same time, we can highlight a number of general physiological and hygienic provisions for the proper organization of lessons. Proper organization lesson primarily involves taking into account the dynamics of schoolchildren’s performance, which has 5 phases: transition to a new level; establishing a maximum level of performance; maximum performance; unstable performance; decline in performance. (1-2 phases – workability; 4-5 phases – fatigue.)

During the learning phase, the load should be relatively light; it is necessary to allow schoolchildren to get into work. During the period of optimal stable performance (in primary school this period lasts on average 15–20 minutes), the load can be maximum. Then the load should be reduced as fatigue develops.

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Properregulation of duration and rational alternation of various types of activities.

Numerous observations and experimental studies have proven that switching from one type of activity to another ensures the resumption of normal activity of the cerebral cortex and restores performance.

Changing views educational activities no later than 7 – 10 minutes. In primary school, teaching should be more sensitive-based. The best way to do this is through a visual teaching method. Increases the duration of the period of optimal sustainable performance rational use technical training aids.

A very important role in maintaining high performance throughout the lesson belongs tophysical education minutes . Research shows that physical education is needed in every lesson in primary school. It is advisable to conduct physical education sessions at the moment when the first signs of fatigue are observed in schoolchildren (distraction of attention, frequent changes of postures). Physical education exercises should be aimed at activating postural muscles (torso tilt, head rotation), muscles of the lower extremities (squats, dorsiflexion and plantar flexion of the feet). Useful action body functions are affected by changes in working posture during the lesson. In my work I use the system of Vladimir Filippovich Bazarny. The “dynamic change of postures” system provides for the organized transfer of students from a “sitting” position to a “standing” position 2–3 times during the lesson. The duration of “standing” work throughout the lesson should be from 3 to 7 minutes; I select the appropriate types of tasks for it. (During the explanation of the task, after completing the tasks, etc.)

To increase the physical activity of students, it is necessary to carry out gymnastics before classes, active breaks, in addition, it is recommended to carry out light self-massage of the head and breathing exercises.

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Light mode in classrooms – a point that must never be forgotten. Sight brings a person greatest number information about the surrounding world, while light not only ensures the normal functioning of the body, but also a certain vital tone and rhythm. Unfavorable lighting conditions lead to decreased performance; These same reasons determine the development of diseases of the organs of vision. To prevent eye fatigue and the development of myopia, exercises aimed at strengthening the eye muscles are recommended.

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Air-thermal regime - an equally important aspect. Educational areas should be ventilated during breaks, and recreational areas during lessons. Before classes start and after they end, it is necessary to carry out cross-ventilation of classrooms. Temperature in classrooms must comply with the regime18 - 21°C

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Another requirement is that the furniture matches the individual characteristics of the students. It is especially important for the formation in children correct posture. The height of the chairs must correspond to the height of the students. And modern tables for schoolchildren have adjustments for height and surface inclination. The teacher’s task is to ensure that students feel comfortable sitting at their tables during the lesson.

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An important factor in maintaining health among schoolchildren ispsychological climate on lessons. We must remember that the relationship between teacher and student also affects performance. Conditions that determine the effectiveness of a teacher’s influence on the psychological climate in a team: the personal and professional qualities of the teacher, as well as orientation towards the emotional comfort of schoolchildren.

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Scientists have proven that positive effect has a so-calledflower therapy. Certain houseplants can help overcome a negative mental attitude and also purify indoor air.

Chlorophytum, aloe, ivy, dracaena, and asparagus were recognized as record holders for air purification.

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According to research, some plants purify the air from pathogens, as well as the influenza virus. This group includes begonia, tradescantia, dieffenbachia. But Dieffenbachia should be placed in a place inaccessible to schoolchildren, as it contains poisonous juice that causes irritation.

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Next group plants clean the air well from dust (Uzumbara violet, gloxinia, ficus, monstera). It is useful to place such plants in recreation.

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The rational organization of the educational process and a set of preventive measures are important factors maintaining and promoting health among schoolchildren during the learning process.

VII. Assessment of sanitary and hygienic conditions of the lesson.

Chalkboard (shape, color, cleanliness, suitability for working with chalk, for strengthening clarity).

Matching the furniture to the age of the students.

Light level, room cleanliness.

Placing students in the classroom taking into account their characteristics.

Techniques and methods of working on students’ posture.

Ventilation mode, physical training sessions, relaxation fragments, auto-training elements.

Use of clarity that meets the standards (size of letters, their color, clarity of writing).

The presence of a distracting lesson topic, and if this is unavoidable, the teacher’s use during the lesson.

Compliance with occupational health and safety regulations in relevant lessons.

General conclusions about the lesson.

Assessment of self-reflection.

Overall assessment of the achievement of the goal set during the lesson.

Reasoned description of the advantages of the lesson: elements of creativity, discoveries, effectiveness.

Disadvantages of the lesson, diagnosis of causes, shortcomings, specific proposals for eliminating them.

Observation data is entered into the visit notebook (for each teacher separately) in the following form:

3 sheets are provided for summarizing records:

1st sheet – “Pros of work”

2nd sheet – “What needs to be worked on”

Full lesson analysis (example)

The teacher correctly and reasonably defined the goals of the lesson, taking into account the program requirements and the content of the educational material, but attention should have been paid to the formulation of educational and developmental tasks and goals of the lesson.

The structure of this lesson matches its purpose and type. Skillfully organizes the beginning of the lesson.

The stages of the lesson are interconnected and logically consistent, the transition from one stage to another is carried out using problematic connectives (sentences are analyzed where the same word is an address and a member of the sentence).

Skillfully chooses the pace of the lesson, alternating tasks that require intense intellectual work with easier ones.

Uses time effectively, but there are cases of decrease academic work arising due to the need for additional explanations when changing the types of tasks (when giving tasks on individual cards).

Knows how to select educational material taking into account the level of knowledge acquisition by students, connects the studied material taking into account the level of knowledge acquisition by students, connects the studied material with the life and interests of students, with read texts of literary works.

Identifies leading ideas about a topic and defines new concepts based on student knowledge.

Uses ways to form independent thinking through the content of educational material (develops the ability to consciously comprehend educational material.

Creatively applies and skillfully adapts various teaching methods to his activities. The teacher’s work methodology for studying theoretical material on the topic “Appeal. Punctuation marks with it.”

Teaches you how to work with text, develops the ability to comprehend what you read, and highlight the main things.

The teacher uses a variety of training exercises to consolidate acquired knowledge on the topic, while implementing an individual multi-level approach to completing the proposed tasks. It should be noted that the correct teacher's speech

, good diction. A good working atmosphere has been created in the classroom. Students generally master rational teaching methods, and develop skills independent mastery

knowledge. Self-control skills are instilled (when completing individual task cards). Homework

has a differentiated character; additionally, individual students were asked to complete exercise No. 360 (with a more complicated task). The blackboard is suitable for use and equipped for the lesson; notes are neatly arranged on it; there is the necessary clarity for the lesson (table, reference summary

);

words on cards. The room is clean, the furniture is appropriate for the age of the students, the ventilation regime and rules for the safety of educational work are observed.

During the lesson, the teacher pays attention to the students’ posture while writing in notebooks, on the blackboard, and when performing oral exercises; conducts physical education.

The teacher should work on developing students’ speech, achieving clear, complete, detailed answers.

A variety of forms for conducting physical training sessions, using elements of auto-training.

Analysis of lesson delivery from a health-saving perspective

Nowadays, more and more heads of educational institutions realize that protecting the health of students is one of their top priorities. Since the "cell" educational process is a lesson, then assessing its impact on the health of students is the most important part overall assessment work of the school in this area. Most of the criteria by which inspections are traditionally carried out relate to purely pedagogical aspects of lesson delivery. However, almost each of these criteria is associated with the problem of maintaining the health of students, and sometimes teachers. The specificity of assessing the success of a school, its leadership and individual teachers in the formation of a health-preserving educational space largely lies in the ability to highlight the necessary aspects in the usual positions of examination. I would like to emphasize that the proposed lesson evaluation criteria are only guidelines for you. A full psychological and pedagogical examination of a lesson should be carried out by specialists trained in such work and possessing the necessary diagnostic tools.

So, it is advisable for the experts present at the lesson to pay attention to the following aspects of the lesson:

1. Hygienic conditions in the classroom (office): cleanliness, temperature and freshness of the air, rational lighting of the classroom and blackboard, presence/absence of monotonous, unpleasant sound stimuli, etc. Unlike the work of a doctor, this assessment does not require the use of devices or instruments - the expert focuses on his senses (often more objective than technical devices!). Note that the fatigue of schoolchildren and the risk of allergic disorders largely depend on compliance with these simple conditions.

2. The number of types of learning activities used by the teacher. Let us recall that these include: questioning students, writing, reading, listening, telling a story, looking at visual aids, answering questions, solving examples, problems, practical exercises, etc. The norm is 4–7 types per lesson. The monotony of the lesson contributes to the fatigue of schoolchildren, as happens, for example, when doing a test. At the same time, you need to remember that frequent changes from one activity to another require additional adaptation efforts from students. This also contributes to increased fatigue.

3. Average duration and frequency of alternation of various types of educational activities. The approximate norm is 7–10 minutes.

4. The number of types of teaching used by the teacher: verbal, visual, audiovisual, independent work etc. The norm is at least three per lesson.

5. Alternating types of teaching no later than every 10–15 minutes.

6. The use of methods that promote the activation of initiative and creative self-expression of students, which allow them to actually transform from “consumers of knowledge” into subjects of activities for obtaining and creating it. Such methods include free choice methods(free conversation, choice of action, its method, choice of interaction methods, freedom of creativity, etc.); active methods(students in the role of teacher, action learning, group discussion, role play, discussion, seminar, student as researcher, etc.); methods aimed at self-knowledge and development(intelligence, emotions, communication, imagination, self-esteem and mutual esteem), etc. There is an inversely proportional relationship between the creative activation of students in the classroom and the likelihood of them developing unproductive fatigue. And chronic fatigue is one of the main factors in the depletion of health resources in schoolchildren.

7. Duration of use of technical training aids in accordance with hygienic standards. At the same time, these norms regarding the use of video screen media, in our opinion, are in conflict with reality and the needs of the educational process. At home, many children sit for hours in front of TV and computer screens, which really undermines their health. Against this background, the 8–10-minute regulations of hygienists look like an anachronism, especially taking into account the constant improvement in the quality of monitors.

8. The teacher’s ability to use the ability to display video materials to initiate discussion, discussion, and instill interest in educational programs, i.e. for the interconnected solution of both educational and educational tasks.

9. Students’ postures and their alternation depending on the nature of the work being performed. Teachers need to remember that postural disorders develop at school. The degree of naturalness of the posture of schoolchildren during the lesson is less noticeable to the inspectors, but can serve as a good indicator of the psychological influence of the teacher, the degree of his authoritarianism: the mechanism of the health-destroying effect of an authoritarian teacher is, in particular, that children in his lessons are overly tense. They seem to be constantly “at the starting line”, awaiting demands, reproaches, orders, shouts. This exhausting situation not only sharply increases the level of neuroticism in schoolchildren, but also has a detrimental effect on their character. How many family conflicts overtake young people in their adult life, are rooted in the authoritarian-despotic teaching style of their teachers! Therefore, the psychophysical comfort of students in the classroom is the most important condition for preventing their fatigue.

10. Physical education minutes and physical education breaks, which today are a mandatory part of the lesson. It is necessary to pay attention to their content and duration (the norm is for a 15–20 minute lesson, 1 minute of 3 light exercises with 3–4 repetitions of each), as well as the emotional climate during the exercises and the desire of schoolchildren to perform them .

11. The inclusion of issues related to health and a healthy lifestyle in the content of the lesson deserves a positive assessment; demonstrating examples, tracing these connections; developing an attitude towards a person and his health as a value; developing an understanding of the essence of a healthy lifestyle; formation of the need for a healthy lifestyle; developing an individual way of safe behavior, discussing various possibilities and consequences of choosing a particular behavior, etc. A teacher’s ability to highlight and emphasize health-related issues in most topics is one of the criteria of his pedagogical professionalism.

12. Students have motivation for learning activities in the lesson: interest in classes, desire to learn more, joy from activity, interest in the material being studied, etc. The level of this motivation and the methods of increasing it used by the teacher are assessed. Motivation issues are directly related to health issues: constant pressure to study destroys the health of children and exhausts teachers. There is a direct connection between interest in learning and its positive impact on health. Anyone present in the lesson can determine the level of motivation of schoolchildren, and even more so the teacher.

13. A favorable psychological climate during the lesson, which also serves as one of the indicators of its success: the charge of positive emotions received by the students and the teacher himself is an additional weight on the scale that determines the positive impact of school on health. And vice versa: the presence of stress, chronic psychophysical tension, production of negative emotions, etc. manifestations on the part of both the teacher and students indicate the predominance of health-destroying tendencies in the lesson.

14. The presence of micro-conflicts between the teacher and students in such a lesson: due to violations of discipline, disagreement with a grade, manifestations of discomfort, etc. A teacher’s ability to prevent such emotionally negative “outbursts” and to competently neutralize them without disrupting the work of the entire class is a reflection of his ability to manage the educational process, ensuring the prevention of “school neuroses.”

15. The predominant facial expression of the teacher, for example, various manifestations of goodwill or hostility, smiling - sullenness, etc. A lesson is incomplete if there are no emotional and semantic releases: smiles, appropriate witty jokes, the use of humorous pictures, sayings, aphorisms with comments, short poems, musical moments, etc.

16. The final density of the lesson, i.e. the amount of time spent by schoolchildren directly on academic work. Recommended indicators are in the range from 60% to 80%.

17. The moment when students become tired and their learning activity decreases. It is determined by observing the increase in motor and passive distractions of schoolchildren in the process of educational work. The norm is no earlier than 5–10 minutes before the end of the lesson.

18. Pace and features of the end of the lesson. Undesirable indicators include:

The unreasonably fast pace of the final part, its “crumpledness”;

Lack of time for student questions;

The need for hasty, almost no commentary, recording of homework.

All this is unnecessary stress for both students and teachers. In addition, it is unacceptable for students to linger in class after the bell rings for recess. It is desirable that the end of the lesson be calm: students had the opportunity to ask the teacher questions, the teacher could comment on the homework assignment, and say goodbye to the students.

19. An integral indicator of the effectiveness of a lesson can be considered the state and appearance of students leaving the lesson: at one extreme - a calm, businesslike, satisfied, moderately excited state of schoolchildren; on the other - tired, confused, aggressive, frustrated, “twitched”. It is worth paying attention to the teacher’s condition.

Since attending a lesson with management is a stressful procedure not only for students, but also for the teacher, it is advisable to help him free himself from unnecessary stress, since the next lesson is ahead. The best way- immediately after class, thank the teacher and say a few words of encouragement. It is better to devote time to analyzing the lesson after the end of class, when both the examiner and the teacher have time to rest a little. But you should not postpone the analysis procedure for long, since the teacher is worried and delaying only increases the tension.

It is better to start analyzing the lesson with positive aspects, with what you liked, what seemed interesting and original. When discussing shortcomings, one should avoid categorical statements and transitions to a discussion of the teacher’s personal characteristics. It is important not to suppress initiative and creative tendencies in the work of a teacher, since they are the ones who reduce overwork of both the teacher and his students. Therefore, it is most effective to analyze a lesson in the form of a confidential conversation, a discussion of what was done in class.

A manager at any level, especially the highest, needs to have the tools for a simple, prompt and objective assessment of how health-saving the educational space created in the school being inspected and the technologies used by teachers are. And although the many years of experience of any manager is worth at least a hundred volumes of special books, we will offer several half-joking recommendations that will allow you to look at the inspection situation from an unusual angle and remember that a manager’s sense of humor bestows health on both himself and those around him. .

1. The presence of an unfamiliar adult in a lesson, especially for inspection purposes, changes the whole situation (the atmosphere, the behavior of children and teachers) so much that the conclusions drawn largely relate not to the assessed indicators, but to the psychological readiness of the class and the teacher to demonstrate their achievements. The “presence effect” shifts results in both positive and negative directions. Therefore, do not create illusions or install a hidden camera in your classroom!

2. The atmosphere in the classroom after the end of the last lesson - both airy and emotional-psychological - is a simple and accurate indicator of the impact of the lesson on the health of schoolchildren.

Analyze your first impression of the last lesson!

3. Ask your teacher about main goal his activities.

Ask “open” questions (“why?”, “why?”) - and you are guaranteed several “discoveries”!

4. When recording the psychological climate in the class, the friendliness, and smiling nature of the teacher, do not forget about your own facial expression and the purpose of your visit to the lesson: either you are a “pedagogical traffic police” most interested in assigning penalties, or an experienced adviser who helps you get feedback and avoid mistakes in the work of your colleagues.

Get off the pedestal, even if they put you on it.

5. When checking how teachers care about the health of students, sincerely ask what they are doing to maintain and strengthen their health (physical and psychological). Remind that “a sick teacher cannot raise healthy students!” And don't forget about your own health!

Methodology for assessing a lesson from the point of view of preserving the health of students

Evaluation of results:

7-10 points – a high level of lesson focus on preserving the health of students;

4-6 points – average level;

The educational process at school is built in accordance with hygienic standards and recommendations. The main document regulating the hygienic requirements for the organization of the educational process is SanPiN 14-46 - 96 “Sanitary rules and norms for the design, content and organization of the educational process of institutions providing general secondary education.”

In preparatory and first grades, the duration of the lesson is 35 minutes. In general education institutions located in areas contaminated with radionuclides, it is recommended to reduce the lesson duration in these classes to 30 minutes, in grades 2-3 to 35 minutes, and in grades 4-9 to 40 minutes. In agreement with the sanitary and epidemiological surveillance authorities, lessons in lyceums, gymnasiums, and specialized schools may be reduced to 40 minutes. The duration of the lesson should not exceed 45 minutes.

The lesson structure is the same in all classes. Conventionally, the lesson is divided into three parts: introductory, main, final. The teaching load should increase gradually, reaching a maximum in the middle of the lesson, after which it decreases towards the end of the lesson. At the beginning of the lesson (10 - 15 minutes) there is practice. This time is reserved for organizational issues and questioning of students. During the main part of the lesson, during the period of best performance, the teacher explains new material making the most of this time. The duration of continuous explanation should be limited to the period of active attention to the unstable performance of students. For 6 - 7 year old children this is no more than 15 minutes, in middle grades - approximately 25 - 30 minutes, in senior classes - 30 - 35 minutes. The teacher should know that the nature of the explanation affects the timing of the onset of fatigue. Thus, explaining new material in the form of lectures is more tiring compared to explaining it in the form of a conversation, which makes the lesson more lively, emotional, interesting, and students learn and remember new material more easily. Interest in the material presented maintains performance at the proper level for a long time. On the contrary, lack of interest, inexpressive, monotonous speech or the teacher’s hostility contribute to the rapid development of extreme inhibition.

10 - 15 minutes before the end of the lesson, schoolchildren begin to feel tired. The final part of the lesson is reserved for training reproduction. It is typical that younger schoolchildren “do not know how to really get tired.” With prolonged work, they develop extreme, or protective, inhibition, which protects the cells of the cerebral cortex from overexcitation and fatigue. Older schoolchildren can continue to work when tired, which leads to overwork.

The school practices double lessons. The sanitary and epidemiological supervision authorities allow the combination of two lessons for laboratory and control work, lessons in computer science, labor, fine arts, for subjects with an increased and in-depth level of study, as well as when performing a ski training program. In the process of conducting a double lesson, it is necessary to alternate practical and theoretical parts, self-preparation tasks. In both lessons, a physical education break is required; the break between lessons is at least 10 minutes. In advance, before the lesson, the classroom should be ventilated.

The correct daily routine is a rational alternation of various types of activities and rest, which has great health and educational significance.

A properly organized daily routine contributes to maintaining a relatively high performance of the body for a long time. The regularity of individual routine moments and their alternation ensure the development of a certain rhythm in the body’s activities.

Violation of the daily routine, as well as improper upbringing conditions and an unfavorable climate in the family, leads to serious deviations in the child’s health, primarily to neuroses. Symptoms: anxiety, poor sleep, delayed physical development. At an older age - irritability, inadequate reactions, nervous tics, intestinal colic, temperature lability. The course is determined by the influence of the environment, proper upbringing and training. Prevention: a strictly followed regime from the very beginning early age, the correct pedagogical approach to the child. Widespread use of health-improving measures: air and sun baths, bathing, pine and salt baths, rubbing, dousing, physical exercise, maximum exposure to fresh air, sufficient hygienic conditions night sleep, daytime sleep. It is advisable, especially in adolescence, to influence adults (parents, educators) with their personal authority, constantly emphasizing the absence of any serious illness in the child (teenager).

Extracurricular and extracurricular activities. Extracurricular and extracurricular activities with students are carried out on school days with fewer classes, as well as on Sundays and during the holidays. The work of schoolchildren in various clubs in out-of-school institutions should be under the direct supervision and guidance of experienced educators and pioneer leaders who wisely guide the activities of children and adolescents in accordance with their development, age-related capabilities and with the correct alternation of work and rest.

When planning extracurricular and extracurricular activities, it is necessary to take into account the age characteristics of students.

Organization of students' free time. The daily routine should include time that students use in accordance with their individual inclinations and interests: for students junior classes 1-1.5 hours, and for middle and high schools - 1.5-2.5 hours. Students can use this time to read fiction, design, draw, watch television, listen to radio programs.

In their free time from classes, schoolchildren must help the family by doing some kind of work on their own initiative or at the direction of their parents. Hard work not only contributes to the proper upbringing of children, but also contributes to their best physical development and improvement of health.

Special time is provided for staying at outdoors. Every hour spent by schoolchildren in the open air in outdoor games and sports entertainment has a beneficial effect on health. Studies have shown that 1-1.5 hour rest, accompanied by outdoor games that provide moderate physical activity, increases the performance of students.

In cases where leisure students exceeds 1.5 hours or is carried out with an intense load, performance drops sharply, the number of errors increases, the amount of work performed decreases, it takes more time to prepare lessons after such a rest than after a rationally organized one.

Sports games such as volleyball, basketball, football are not recommended for students between training sessions at school and preparing lessons. Associated with high mobility, and therefore intense workload, they can have a negative impact on performance.

Basic hygienic requirements for organizing and conducting a lesson.

During the school term, it is advisable to use several technologies. Their choice depends on the age of the student population, their performance, health status, etc.

Lessons-lectures tire much faster than lessons-conversations and, therefore, are conducted in specialized, specialized classes in preparation for exams. Using one labor-intensive device in the lesson educational technology in non-core classes and the teacher’s instructive tone contributes to early development fatigue.

1. Taking into account the duration of active attention of students of a given age corresponds to the duration of mastering new educational material (6 years – 5–7 min; 10–12 years – 20 min; 15–16 years – 30 min).

2. Availability and consistency of the educational material presented;

3. Alternation of different types of activities and recreation.

During a combined lesson, it is extremely important to alternate different kinds activities ( practical work͵ story, conversation, test tasks, independent work͵ reports, etc.). It should be remembered that when using one type of activity (lecture, conversation, dictation, independent work, prolonged listening to music) or one technology, extreme (protective) inhibition of neurons in the cerebral cortex develops. Disciplinary violations appear in the classroom. The teacher must prevent the occurrence of this kind of physiological disturbances. At the first sign of fatigue, you need to change the type of activity. Can be used interesting story, demonstration of visual material, musical break, health-saving methods. The alternation of different types of activities during the lesson contributes to a more even distribution of the load on different types of analyzers. Students, especially in primary school, cannot be offered only one type of activity; it is extremely important to switch children from one form of work to another. From a physiological point of view, this has great importance, since during various types of activity different types of analyzers are activated, and excitation occurs in the corresponding areas of the cerebral cortex, and non-excited areas of the cortex rest. In them, inhibition appears according to the principle of negative induction. This helps to increase the working capacity of students.

Types of rest during the lesson (relaxation) - physical education minutes, eye exercises, musical breaks, auto-training, herbal medicine, etc.
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It is important to note that for older students they are held at the 25-30th minute of the lesson, and for younger students - after 10-15 minutes of the lesson.

4. Rotation in class various methods training (verbal, visual and practical).

5. Fatigue and overwork of students

There are two types of fatigue. First type - compensated fatigue(hidden fatigue). This is surmountable fatigue, in which working capacity is maintained thanks to the volitional efforts of a person. Second type - uncompensated fatigue, developing following compensated fatigue. Its main feature is a sharp decline performance. To a large extent it manifests itself at the end of lessons, school year. It has been established that fatigue, first of all, develops in the nerve centers of the cerebral cortex due to a deficiency of mediators in them (norepinephrine, serotonin, etc.) and is manifested by a subjective feeling of fatigue. When fatigue occurs, the balance between the processes of excitation and inhibition is disrupted in the neurons of the cerebral cortex.

The teacher needs to remember that student fatigue leads to a decrease not only in performance, but also in discipline in the classroom. For this reason, it is extremely important to warn him. In this regard, it is important to use health-saving technologies in a timely manner, to take into account the individual typological characteristics of higher nervous activity and the child’s health status.

Schoolchildren are mobile (sanguine) and mixed types GND fatigue occurs in two stages (phases).

First phase fatigue is characterized by a weakening of inhibition, an increase in the excitability of cortical neurons (according to I.P. Pavlov, this is “protective excitation”). Students develop motor restlessness, discipline is disrupted, and the quality, speed, and accuracy of completed tasks decrease. This stage can be removed by reducing the study load. At the same time, it is necessary to switch students to another type of activity: move from a lecture form of presentation to a conversation, from a conversation to graphic work, questioning students, test tasks and etc.
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If motor restlessness and excitability of students are not eliminated and the teacher forces students to work intensively and raises their voice, then the second stage of fatigue develops. The teacher’s task is not to miss even the first signs of fatigue and prevent its development.

Second phase of fatigue in mobile children, it is characterized by increased inhibition of cerebral cortex neurons and weakened excitation (according to I.P. Pavlov - “protective inhibition”). It is observed in younger and middle-aged schoolchildren. The students high school can continue to work because they have developed self-control and self-awareness. In view of the above, the signs of initial and subsequent fatigue are not outwardly expressed. During the second phase of fatigue, children become indifferent, do not react to the teacher’s comments, and do not hear him. The fatigue of the second phase can only be relieved during the rest period during the break. For this reason, it is important for the teacher to promptly notice the first signs of fatigue in the lesson that arise in its first phase.

Primary school students have their own characteristics of fatigue. As you know, first grade children do not have the skills to write or play an instrument. The process of mastering writing and playing an instrument is carried out by small worm-shaped muscles of the hand, which are poorly developed in children 6–8 years old. While writing, playing musical instrument, movements thumb combined with movements of the index and middle. Such activity of the hand has not yet been established in a 7-year-old child, and the nerve centers that control these movements work with great tension and quickly tire. For this reason, the maximum duration of continuous writing for children in the 1st grade is 10 minutes, and for students in grades 8–11 – 25–30 minutes. Next you need to move on to another type of activity. The duration of playing the instrument should be regulated in a similar way.

The teacher should also remember that younger schoolchildren have a strong motor dominance. Prolonged inhibition of this dominant by the teacher during the lesson causes significant fatigue in children. For example, sitting for a long time causes fatigue in younger schoolchildren of the corresponding nerve centers of the cerebral cortex, which are responsible for contractions of the muscles of the back, neck, forearm, hand, etc. For this reason, younger schoolchildren should be given the opportunity to move actively during breaks, preferably in the fresh air in the warm season under the supervision of a teacher on duty. During classes you need to switch to another type of activity. For example, in a music lesson the following forms of work are alternated: singing, listening to music and drawing, musical dictation, dance moves to music, etc.

Overwork- ϶ᴛᴏ prolonged and deep decrease in performance, accompanied by disturbances in the functioning of body systems and requiring long-term rest. Overwork manifests itself in mental dysfunction. When overtired, schoolchildren experience irritability and weakening of psychophysiological processes - attention, thinking, memory. Often appear headache, sleep disorder, loss of appetite, decreased vision, irritability, tearfulness, etc. If you are overtired, you need a long rest and adherence to a strict regime at school and at home.

Basic hygienic requirements for organizing and conducting a lesson. - concept and types. Classification and features of the category "Basic hygienic requirements for organizing and conducting a lesson." 2017, 2018.