We, the teachers of the Pushchino Ecological Lyceum, are presenting the first number of a Newsletter about our school. We would like to inform you about our work, activities, week-days, holidays and problems, ideas and suggestions. We look forward to beginning the dialogue and then to expanding our relatios with other educational establishments. We would like the opportunity to cooperate with you. Read us and learn about us!
Olga F.Zhironkina, the Head Teacher of the Lyceum is telling: "The educational process was began in autunm, 1992.
The objects of our school are:
Natalya I.Usachyova, the Deputy Head Teacher of Primary School is go- ing on :"The lessons begin at 9 a.m. and finish at 4 p.m. We have a number of subjects which there are no in an odinary primary school. These are: the English language (it is already taught for infants), World and A Man, Ecology, Etiquette, Knitting (for girls), Chess, Cho- reography, Therapeutic Physical Training, Callisthenics (for girls), Ushu (for boys).
Evgeniya V.Gorshkova, the Organizer-Manager of Secondary School of the Liceum is adding:"Besides the above-mentioned subjects we have intro- duced German as the second foreign language in the 6 form (the first one is English), then History of the Russian Culture. Our pupils have more hours for the Russian language and Literature so almost at an every lesson they write so-called mini-compositions for different to- pics the main aim of those is to teach the pupils to state their ideas and thoughts non-typically.
An every pupil is given his pupil's record-book (a student has the similar one). The goal of this innovation is to raise responsibility for study. And we can affirm the children liked the idea of the re- cord-books.
Viktorya A.Sergeeva, the Deputy Head Teacher on Musical and Aesthetic Education, is telling about her job: "I am responsible for a complex of the aesthetic subjects. My colleagues and I see our aims in the de- velop ment of taste and keeping the interest to musical culture (dif- ferent styles and genres), development of a good ear for music and a sense of rhythm, introduction into a musical theory, we wish to help an each child to open himself. In this clue, Choreography, Music and Aesthetics Teachers work together. We would like to enhance the impor- tance of these subjects, to raise them on the same level with Russian, Mathematics and others since we are convinced that the aesthetic sub- jects exert influence on the basic subjects being apprehended by the pupils.
The idea of complex approach to education is realized in common Lyce- um festive occasions. We select such a material to be interested for children, but not very easy taking into account their age abilities. The form of the work with the children is a performance. A lesson is an intermediate link in the chain of a play's preparation. Children act with great desire. A warm and friendly atmosphere arises not only between the children themselves but between the children and the teac- hers.
Pupils of the 5 and 6 forms produce their performances too. In additi- on they are also taught the subject called "Music History" within the "Arts History" course.
In spite of that fact the Lyceum has been existing for a short peri- od of time we can say about the new-formed traditions. We has begun to celebrate such holidays as "The First September" (the beginning of the school year), "The Autunm Ball" that we hold on the 19th of October (it was the day of opening the Lyceum in Tsarskoye Selo whe- re Aleksandr Pushkin studied), "Christmas Ball", "Lilac Ball" ("li- lac" because it is held in the end of May in the period of lilac's florescence ans symbolizes the end of the school year).
Several times during the school year we organize a holiday called "Name-Day" for the children who have birthdays. All the occasions are held with dances, songs, games, quizes and at the active parti- cipation of children's parents."
Elena I.Beschastnaya teachers the subjects "Etiquette" and "In the world of books". She is telling about her tasks: "I see my aims in de- velopment of cognitive interests, teaching the norms of behaviour with each other, with the teachers and even with the parents. At my lessons "In the world of books" we discuss and act different vital situations or situations from fiction. Rather often an initiative comes from children themselves in discussion or acting something. We approve and support these pupils' actions. We prepare and conduct various quizes and contests both inside a class and between the classes.
In December we hold a quiz called: "What is everything done from?" (about the history of development of the human civilization) in the 1-3 classes. Besides the knowledge about the scientists and their discoveries the pupils were suggested to constract the various types of ecologically pure machines and so on from the meccano "LEGO" and to explain the principle of their operation. I must say that it was a fount of original and wonderful ideas.
At my "Etiquette" lessons I am trying to turn the ethic norms into the habits. Means is a making of problematic situations. For examp- le, at one of the lessons we were working out a situation called "At a birthday's party" in details beginning from "How to come in...", "How to meet and to greet the child's parents", "How to meet gu- ests", "How to present a gift" and so on and so forth.
And a part of the considered situations was put into a contest "Come! Barby!" between the girls of the 1-3 classes which was held in the last November. Situations were: "How to meet guests", "How to set a table", "How to stand a treat for tea", etc. The girls had baked ca- kes, pies with the help of mothers, of course and brought them for treatment. The boys were both spectators and judges. They valued the girls' manners in all sincerity and uprightness.
I should add that we have the gifted children. Some girls write ver- ses in the 3rd class and several boys write stories, e.g. "My dog" or "Dinosaurs' life" and others "designing" them by their own pictu- res.
There is a scientific laboratory at the Liceum. Aleksandr Balobanov, the Head Scientific Worker of the lab., says that the main task of the laboratory is to develop methods for ecological education of the children and to put them into the educational process. More over, Aleksandr with the colleagues teaches the subject called "Humanitarian Designing" at the 5th and 6th forms. What is this subject? Akeksandr is telling: "Our object is to create a possibility and a necessity of independent work of children, to open a child as a personality. For this we are trying to find suitable forms for work. I am working to- gether with Galina P.Makhortykh, the Head of phychologic and pedagogic service of the Lyceum, and with Georgy V.Aslanidy, a scientific worker of the laboratory. We devised an idea and proposed it to the children. The idea was: Let's design a sity! But the city is as not only buil- dings, houses, technical constructions, etc. but the city is as an or- ganized space of human life and culture, i.e. modern man's being. Pu- pils comprehended our idea and approved it.
We shared the pupils of the 5-6 forms into 3 groups. An each pupil prepared his own design (he drew, explained, studied, reasoned and so on). After the designs had been done, they made a common group project. Galina and Georgy worked with the pupils of the other two groups. But periodically we met, shared our impressions, discussed the problems, questions, further tasks, etc. But all of us were kee- ping the theme "A city".
The pupils visited the Pushchino Designing Research Institute where children could obrerve a process of designing with their own eyes, saw the various models. It was very useful excursion for them. After that at the beginning of December we held a general meeting of the three groups called "The day of the designs defence". The pupils had worked with a good result. They were pleased with the reunion. And I can assure that there are the projects deserving an intent attenti- on.
In this half-year the work is proceeding at the theme "A city" but now we have invented the other forms of work. We've organized the following three parts of the pupils:
At this time an each pupil selected his group upon his own aptitudes, abilities and desires.
Naturally, the first and the second groups provide for complex and independent forms of work. The third one is more usual form for the pupils. But nevertheless we reserve a pupil's right to move from one group to another one depending on a pupil's grasp, mood, other rea- sons and so on.
Thus, I described briefly what we are doing at our lessons. Any way we are anticipating use and good results."