Ilya Demakov: A Teacher Is A “special Adult” For A Child

Ilya Demakov: A Teacher Is A “special Adult” For A Child
Ilya Demakov: A Teacher Is A “special Adult” For A Child

Video: Ilya Demakov: A Teacher Is A “special Adult” For A Child

Video: Ilya Demakov: A Teacher Is A “special Adult” For A Child
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On the Day of Knowledge, he gave an exclusive interview to the MIR TV channel. He talked about the experience the All-Russian competition brought him, why it is not necessary to memorize dates in the study of history, and how the digital environment affects the development of modern children.

- You became the best among the most worthy. What does this oblige?

I. D.: This is very pompous, I think it is worth sharing here. I think, like any national competition, it does not reveal the best at all. It identifies who meets the selection criteria, and rather, our national competition, it identifies a leader for the professional environment for this current year.

- Will you share some of your experience with your colleagues? And how will this happen?

I. D.: Well, this is generally the most important value of a teacher's work - the opportunity to see what is happening in the regions and the opportunity to work in the region. During this almost year, I have visited 20 regions of the country, and there are completely, fundamentally different pictures. Because we are solving the same problems. We teach children, at the end we go to the exam, but the conditions in which we do this are completely different.

- The conditions are different, but the quality of teaching, should it be the same everywhere?

I. D.: Certainly. And this is also an advantage of national “competitions”, that we will be able to “synchronize watches” between regions and see how our colleagues in the regions solve problems that we may be faced with, which, perhaps, not yet, and in what field we are working now.

- As far as I know, you are in favor of creating a unified educational space. Why do you think its creation is the solution to our educational problems.

I. D.: In general, the huge diversity that our educational system presents today, it is surprising that it is preserved in unity. Because it would be extremely difficult to realize the task of teaching and upbringing if we were pursuing some of our local goals and objectives. Therefore, it is good and correct that we are moving towards unification, towards consistency with each other, within the pedagogical community, because in this way we create equal good conditions for our children.

- If I'm not mistaken, there are textbooks by completely different authors in schools. There the program is different if you compare them.

ID: For several years, the federal ministry has been implementing a program to optimize the list of textbooks. It's great. These are just my colleagues, historians, pioneers in this field. We were the first to come up with an industry standard, a checklist that we teach as we teach history. Three lines of textbooks have been developed for this list. And today we use them. There are only three lines in the whole country. In my opinion, this is optimal because it is not excessively much. There are three textbooks that parents can easily understand, so that if the child is sick or absent, they can be compared and understood. And this leaves a certain maneuver for the teacher: this is not one certain legalized format, but three lines, and there is plenty to choose from.

- In addition to history lessons, you are actively involved in additional education for children. In particular, you run a theater group in German.

I. D.: Everything that I do outside the classroom (this is a wide range, I don't know, a Tolkien circle, a studio in German, expeditions) is needed a little for something else. In my opinion, the key deficit a child experiences today is the deficit of good human communication. In my opinion, a teacher today acquires the status of a “special adult” for a child, which consists in the fact that a dialogue with me is possible, which in general with no one else is realized. For example, there is no dialogue with classmates; among classmates, the child is most often mediated by the digital environment. With parents, too, everything is not easy. There was a study 10 years ago, we ask you to repeat it, it was done by VTsIOM. They then counted how much time a Russian parent spends a day talking with a child. It's a different story with mom, but dad talked to the child for an average of seven minutes a day. If we shift this to our private history, it looks something like this. With all this, this is not the kind of dialogue that the child wants. Therefore, a teacher is a “special adult” for a child, because for him I am not mediated by any digital environment. Here I am, available, live. In addition, it is interesting for me to talk to him, because, in fact, I went into this profession, like my colleagues, because I wonder what the child actually thinks.

- What did you learn from your teachers when you yourself were a student and went to school, and what did you discard?

I. D.: You know, we are changing a lot, optimizing and improving a lot, because the school is, perhaps, the most lively system that exists. She works with very lively material, a mobile environment, social, intellectual. But with all this, we maintain a very healthy continuity. My mentors told me: no matter what the standard is, no matter what we are now mastering, no matter how we are experimenting now, first we must learn a strong, good, classical lesson. And this is the core that is passed from mentor to ward, from generation to generation - this is such a good example of conservatism in the profession, which affects the stability of the results it gives.

- That is, in your lessons, the children, as before, cram the dates, for example, of some battles?

I. D.: In my opinion, dates are far from the most important thing in the study of history, frankly speaking, they are not at all important, but they should be. They mark us some kind of coordinate system.

- And then what is important in the study of history, if not the dates (when the Battle of Kulikol took place, etc.)?

ID: You see, knowing the dates in itself does not in any way affect the development of the child's personality. The child's personality forms the emotional background of what is happening in relation to the process, its understanding. And when we fasten that, let's say, technical knowledge (what was when, who acted) with experience, with feeling, with an understanding of what is happening, then we simply fill the space that surrounds us with living people. And we see not just four walls, a certain space, the Kulikovo field, but we understand what was here, who these people were, why they were here.

- When children come to your lesson, do you take their smartphones from them?

I. D.: No, no.

- It's common practice now, otherwise they will be distracted.

I. D.: In a sense, this is a struggle against reality, because children are quite naturally in a digital environment. And the challenge facing the teacher is to rethink what we do today, how we teach, as a tool for working primarily in the digital environment. Why is it important? The digital environment has the following effect: we did not acquire a whole range of our knowledge at school. This is such background erudition. And now, thanks to the digital environment, the share of what children know besides us is growing in the total volume of their knowledge, and sometimes this knowledge is anticipatory. When working with a children's team, it is important to be aware of what is included in their background erudition.

- Ilya Sergeevich, are our children smarter than us?

I. D.: On certain issues - of course. For example, in matters of the same digital environment.

- That is, you have someone to leave the future to and you shouldn't worry?

I. D.: Of course, every generation that comes to school lives its own life. In general, I am deeply convinced that a child grows up for the joy of the mother or for the joy of the teacher. I am convinced that this is absolutely not the case. A child does not grow up for anyone else, but simply because he is, because he is a completely independent person, a completely independent unit of the world around him. And in this capacity it is necessary to take into account what he wants, what he knows. You need to understand: the skills of a child, in comparison with ours, are in some ways less, in some ways more, but for his world, for his life, for today these are exactly the skills that are needed that need to be seen and developed.