What should the curator of the ngsh do. Who is a group leader

), a supervising doctor, a curator of one or another direction in the activities of a bank, exchange and investment activities, an enterprise, a political organization, etc. In the Soviet Union, curators were called KGB employees attached to and monitoring enterprises, institutions, cultural and other institutions.

However, the figure of the curator has acquired the greatest importance in the field of contemporary art.

The curator not only technically organizes exhibitions, the work of the museum or other art projects, but is also a co-author, since it is he who determines the relevance of a particular topic, actively cooperates with the authors, helping them to embody their ideas and projects, so much so that , as Max Frei notes, "by and large, curatorial activity is such a fundamentally different form of authorship in art" . Field of activity curator depends on the scale of the project. Often in large international projects it is created group of curators between which responsibilities are shared. In contemporary art curator most often acts as an organizer of the artistic process within a specific project. Curator creates a general concept of the project, develops a strategy for its development, gathers a group of artists for the chosen concept and organizes the conditions for the implementation of the project in one form or another (publications, exhibitions, master classes, etc.)

The profession of a curator in contemporary art requires special training: for example, at the Russian State University for the Humanities in the city, training in the specialty “curatorship of contemporary art projects” was opened at the Faculty of General History of Art.

Sources

Wikimedia Foundation. 2010 .

Synonyms:

See what "Curator" is in other dictionaries:

- (lat. curator, from cura care). 1) a guardian over the opinion of an insolvent debtor. 2) the former name of the trustee of the university. 3) the student to whose supervision the patient is entrusted. 4) a member of the bankruptcy administration. Dictionary of foreign words included in ... ... Dictionary of foreign words of the Russian language

trustee, guardian; observer Dictionary of Russian synonyms. curator noun, number of synonyms: 4 adviser (2) ... Synonym dictionary

curator- CURATOR, CURATER a, m. curateur, lat. curator. 1. A person exercising supervision over property (juveniles, bankrupts, etc.). Sl. 18. The curators appointed over his competition did not want to allow this, claiming that the academy, as well as others ... ... Historical Dictionary of Gallicisms of the Russian Language

- (from lat. curator trustee) ..1) a person who is entrusted with monitoring the progress of any work. See also Kuratsiya2)] In some educational institutions, a teacher, an educator who oversees the learning of schoolchildren (students) ... Big Encyclopedic Dictionary

CURATOR, curator, husband. (lat. curator trustee). 1. Guardian, trustee (obsolete). 2. Student in the clinic, observing the patient (med.). Explanatory Dictionary of Ushakov. D.N. Ushakov. 1935 1940 ... Explanatory Dictionary of Ushakov

CURATOR, a, husband. (book). A person who supervises someone that n. | adj. curated, oh, oh. Explanatory dictionary of Ozhegov. S.I. Ozhegov, N.Yu. Shvedova. 1949 1992 ... Explanatory dictionary of Ozhegov

Husband. guardian, trustee; member of the competition over the insolvent debtor. Curator, owned by him. curatorial, pertaining to the curator. Curatorship cf. position, title; guardianship, guardianship. Dahl's Explanatory Dictionary. IN AND. Dal. 1863… … Dahl's Explanatory Dictionary

- (from lat. curator trustee) 1) a person who is entrusted with monitoring the progress of any work; 2) in some educational institutions, a teacher, educator, supervising the education of schoolchildren (students). Political Science: Dictionary Reference. ... ... Political science. Dictionary.

curator- head - [English-Russian glossary of basic terms on vaccinology and immunization. World Health Organization, 2009] Topics vaccinology, immunization Synonyms head EN supervisor ... Technical Translator's Handbook

A; m. [from lat. curator trustee, guardian] 1. A person entrusted with the supervision of someone, than l. K. student group. 2. In Russia until 1917: an appointed trustee of a higher educational institution (usually a university), responsible for its work and ... ... encyclopedic Dictionary

Books

Curator of History, Ivanovich Yuri. Can a tendency to group debauchery and extreme rejection of the slightest injustice be combined in one person? Can a man exalt a woman as such, raising her to the top ...

You can control by suppressing

but you need to inspire

Today, the main goal of education is the formation of a professionally and socially competent personality, capable of creativity and self-determination in a changing world, with a developed sense of responsibility and a desire for creation. Professional knowledge, skills and abilities in themselves are only a tool that can bring both benefit and harm to society and humanity as a whole, depending on what the moral qualities of a professional are.

Today's student is a very controversial personality: on the one hand, under the influence of the democratization of society, he has become much freer and more independent, and on the other hand, his general education and cultural level have dropped sharply. This most often leads him to a dead end from the very beginning of his studies. Still not understanding much, he easily skips lectures and even practical classes. Therefore, one of the most important and primary tasks of the curator is to convince the student that today the most important thing for him is studying. It is necessary to arouse students' interest in learning in the first years: for this they need to show interestingaspects of both individual subjects and the future specialty as a whole.

1. The curator of the student group has the following functions and responsibilities:

Take an active part in the main affairs of the supervised group and faculty;

Plan educational, methodological and educational work together with the group;

Organize control over the academic work and progress of students in their group for their possible adjustment based on interaction with college teachers;

Systematically discuss in the group the current progress and the results of the assessment of students;

Hold meetings of the supervised group on issues of study, discipline, mass actions, cultural events;

Maintain contact with parents of students;

To carry out in a group skillful systematic work on anti-alcohol and anti-drug education of students.

Functions of the curator's activity:

informative,

organizational,

Communication,

Controlling (administrative),

creative.

Informing assumes the responsibility of the curator for the timely receipt by students of the information they need regarding educational and extracurricular activities in which they must take part.

Organization involves the structuring by the curator together with the participants of the extracurricular life of the student group (initiations into freshmen, the Day of the group, intra-group traditions, etc.).

Communication providing and maintaining a favorable psychological atmosphere in the supervised student group; structuring intra-group relations; direct participation in the life of the group as a formal leader; mediation with departments, dean's office, university administration.

Control for the attendance and academic performance of students, especially in junior courses, control over the performance of the functions of the headman, the selection and re-election of the head of the group.

Creation curator involves the expansion of activities in connection with his individual needs and abilities.

The content of the curator's activity is determined by these functions, they also outline the scope of duties, only the last (creative) function implies not so much the duties of the curator, but his desire to be involved in the events of the life of the student group from the inside. The function of control, if abused, can oppose students and the curator.

DUTIES OF THE CURATOR:

To study the individual characteristics, interests and inclinations of students, their marital status and living conditions, and on the basis of the analysis to help students socially adapt to new living conditions.

Assist in the formation of the group's asset and student self-government bodies.

Together with the head of the department, communicate with the parents of students.

Build your relationship with students and self-government on the basis of cooperation and democratic principles.

Carry out work to form a persistent interest in the future specialty, improve professional skills, organize study time, life, and budget of students.

To inform about the main events in the city, the republic, abroad, to acquaint with the regulatory documents governing the activities of the college.

Analyze student performance, class attendance and, based on the analysis, take part in the work to strengthen the academic discipline.

Together with the student activists, hold student meetings and curatorial hours, organize work to form students' legal and political culture.

To take part in the organization of students' leisure, the formation of traditions in the group, in the college.

Make suggestions for rewarding and punishing students.

For the initial stage in the study of the group, which should be carried out throughout the years of study, the following program can be recommended:

General information about the group.

The social orientation of the group.

Characteristics of the group according to the results of entrance examinations (hereinafter - according to the results of examination sessions).

Number of students applying for scholarships.

Characteristics of living conditions, state of health.

Characteristics of the social activity of the group.

Group cohesion. Measures to overcome problems and conflicts.

Moral-volitional orientation of the group.

The cognitive level of the group.

The place of the group among other groups on the course, in college.

The main task of the curator is:

shaping the personality of a future specialist by combining the efforts of teachers, parents and students in order to fulfill all educational tasks through a system of work in the following areas:

1. Development of self-education skills.

2.Formation of a friendly, active team of the group, in which appropriate conditions are created for the development of the abilities and inclinations of the student's personality;

3. Formation of an active citizenship of the student.

The curator of the student group should know the following questions:

Fundamentals of pedagogy and psychology, work culture and work ethics;

Fundamentals of office work, compilation, design, maintenance and application of organizational and methodological documents on the educational process with students;

Works on the computer as a user.

Basic rights of the curator

The curator of the student group has the following rights:

Interact with all college staff on issues directly related to the performance of their duties at the institute;

Make independent decisions within their competence in the performance of their official duties, taking into account the recommendations of the dean and the head of the department;

To promote the use of progressive methods and new technical means of teaching students in the process of teaching teachers with students of the group;

Participate in building up the educational and methodological fund of the college, the library and the reference and information fund, the fund of visual aids, handouts and technical teaching aids, use these funds and funds to serve classes with students in their group.

So, who is the curator and whattypology curatingcan we highlight?

Curator (from lat. curator - trustee), a person entrusted with supervision. It is generally accepted that a curator is needed only in the first years in order to help in the adaptation of first-year students to study at a university. However, due to the need to strengthen educational work with students, the role of the curator is increasing and the range of his tasks is expanding.

Regarding the range of tasks that the curators themselves determine for themselves, several types can be distinguished:

Curator - "informant". The curator assumes that his only task is to timely transfer the necessary information to students (about the schedule, about medical examinations, about any events, etc.). He does not consider it necessary to delve into the life of the group, considering students to be adults and independent.

curator - organizer". The curator considers it necessary to organize the life of the group with the help of any extracurricular activities (evenings, trips to the theater, etc.) In his duties, he also includes participation in the election of the headman, feels responsible for the ongoing interpersonal conflicts in the group and tries to be included in them permission.

Curator - "psychotherapist". The curator takes the personal problems of students very close to his heart, is ready to listen to their revelations, encourages them, tries to help with advice. He spends a lot of personal time on psychological support for students, establishes too close contacts and risks emotional exhaustion, because round a day is given to student problems.

Curator - "parent".The facilitator assumes a parental role in relation to the students. He controls them too much, often deprives them of initiative. Takes responsibility for solving the family and personal affairs of students, but not in terms of psychological support, but as a controlling parent, requiring complete obedience to his decisions. Most often these are people of the older age category and in their relations with students they refer to their life experience.

Curator - "buddy". The curator is interested in how the student group lives, he tries to take part in many group activities. Students accept the curator as a member of the group, he is respected, but he often lacks the necessary distance in order to make demands when necessary. More often most often this type of curator includes young teachers or graduate students who fulfill this role.

Curator - "carefree student". The curator does not consider it necessary to fulfill any duties, he does not clearly represent the scope of his tasks. He is only formally considered a curator, often not even imagining his student group and how it lives.
Curator - "administrator".The curator sees his main task as informing the administration about students' passes, keeping records of attendance, and transmitting to the students the requirements of the dean's office. Performs mainly a controlling function, unlike the curator-parent, performs it formally, without personal interest and involvement in the interests of the student group.

The activity of the curator as a type of human activity has the following characteristics: purposefulness, motivation, productivity. Its main characteristic is productivity.

Level 1 - unproductive. The curator invites students to apply on their own questions, without showing initiative and interest.

Level 2 - unproductive. The curator is ready to help the students who apply, ready to take the initiative, but he does not always have enough knowledge to analyze the situation psychologically and understand the needs of students, to resolve acute issues and conflicts. Sometimes, by virtue of intuition, he acts successfully and in accordance with the situation.

3rd level - medium productive. The curator owns some ways of organizing and unsystematic knowledge in the field of psychophysiological characteristics of the age of students and their needs and methods of learning, the features of resolving some conflict situations. But he does not seek to replenish his knowledge in this area, they are fragmentary and unsystematic.

Level 4 - productive. The curator has the necessary knowledge, applies it and seeks to replenish it, understanding their need in connection with emerging difficult situations. Such students require supervision and external management by teachers.

Level 5 - highly productive. The curator considers difficult situations as a task for the development of students and self-development. He not only constantly replenishes his knowledge in order to apply it, but also creatively approaches the current situations, often organizing developing situations for students himself.

The dominant features of each of the types exclude the optimal implementation of all the necessary functions of the curator and enhance only one. In addition, the psychotherapist and the parent interfere in the student's personal life, which is not always acceptable and is not accepted by students in relation to supervision in general. The carefree student reinforces the opinion of others that the curator is a "blank spot" and there is no need to introduce these responsibilities.

Therefore, referring curatorship to the professional field of activity of a teacher, we believe that his important professional qualities should be:

pedagogical erudition;

pedagogical goal setting;

pedagogical (practical and diagnostic) thinking;

pedagogical intuition;

pedagogical observation;

pedagogical optimism;

pedagogical resourcefulness;

pedagogical foresight;

pedagogical reflection.

The professional role of a curator involves a fusion of individual, personal, strictly subjective qualities, the adequacy of which contributes to the successful fulfillment of these professional duties and affects the style of performing the role of a curator.

Features of the curator's work

1. Features of the educational process in the 2nd year:

Providing organizational and methodological assistance to students upon completion of the adaptation of the student group to the general conditions of university life;

Familiarization of the sophomore with the specific content of professional specialization;

Assistance in the development of self-government of the group, its inclusion in the inter-collective relations of the faculty and the institute; deployment of group activity;

Intensive development of independent forms of student's individual work in the educational process, organization of an effective control system;

Particular attention is paid to the theoretical preparation of the student and his involvement in research work.

2. Features of the educational process in the 3rd year.

Strengthening the professional beginning in the content of the educational process and the involvement of students in research activities in accordance with their professional interests;

Transfer of students with a penchant for scientific work to individual work plans. Purposeful theoretical preparation for practice, strengthening practical professional activity;

Activation of socially useful activities of students in a group, university.

Continuation of educational efforts for self-development, self-education, self-education of students and student groups.

3. Features of the educational process in the 4th year:

Assistance in the development of scientific, organizational and educational activity of students in a professional way;

Organizational and methodological support of students' internship, comprehensive preparation for practice throughout the academic year; organizational support of practice at basic enterprises;

increasing the level of self-organization and self-education, the responsibility of students in the conditions of the provided professional elections.

4. Features of the educational process in the 5th year:

Adaptation and socialization of graduates to the practical content and real conditions of professional activity;

Increasing the level of research and practical orientation of diploma works of fifth-year students;

Development of the creative initiative of student groups in solving various issues of the final stage of university training,

maintaining group activity in the harmonious development of the individual;

Active formation of an individual style of activity, the acquisition of the ability to learn, which is vital in postgraduate continuous education;

Assistance to graduates in finding jobs;

The formation of self-consciousness, the formation of the "image of I".

5 Features of the educational process in the 1st year:

Detailed acquaintance of students with the history and activities of the college.

Familiarization of students with the nature and characteristics of their studies at the faculty, with the techniques and methods of mental work and recreation, organization of independent work;

Familiarization of students with the structure, organization and activities of student self-government bodies in the educational process.

Familiarization of students with the work of the library and the procedure for using the library fund;

The work of the curator for the fastest adaptation of students to the conditions of the college (acquaintance with traditions, rules of cultural behavior, involving students in the social activities of the college, faculty, course, group);

Organization of personal growth training (interpersonal interaction) as a condition for the formation of a student group;

Professional orientation of first-year students not only within the framework of the course "Introduction to the specialty", but throughout the entire first year of study. Acquaintance with the existing structure of the college.

Particular attention should be paid to the development of moral, labor, patriotic qualities of a freshman's personality in accordance with the requirements for a future specialist (emphasis on nurturing the freshman's ability for moral assessment and discussion in a group of general and particular issues of student life;

Formation and development of business qualities and labor activity during study and creation of favorable conditions for the life of a student group);

To what extent are first-year students satisfied with various aspects of student life?

With a certain degree of conventionality, we can talk about the satisfaction of first-year students with the very fact of entering college, changes in their lives - regardless of the chosen profession and specialty, the prestige of the educational institution, its territorial location. There is a revival of the prestige of further education in the youth consciousness, which, despite all the negative consequences of socio-economic and socio-political reforms in our country, is a positive and promising phenomenon. Another thing is that the very understanding of such prestige, its place in the system of value attitudes and orientations of students is quite heterogeneous.

How is the freshman's adaptation related to his professional self-determination?

Professional self-determination at the level of society means the integration of young people into the socio-professional structure. At the individual level, a person chooses his professional path - the future profession, specialty, college, university. First-year students have already made their choice of college and specialty, their freedom of a new choice is limited. A new, unusual socio-cultural situation arises that requires adaptation. The freer nature of the organization of training sessions in colleges and the breaking of stereotypes of schooling are also important factors in the crisis of professional self-determination in the first year. This may manifest itself in doubt about the correctness of the choice made, in dissatisfaction with college life, etc. The crisis of self-determination significantly slows down the process of adaptation to students.

There are intrinsic and extrinsic motivations for entering this college

intrinsic motivation- orientation to one's own motives, aspirations, characterized by a high degree of independence of choice, a slight influence of the environment. Internal motivation includes the following motives: interest in the profession; ability in this area; the impact of studying in a specialized class, technical school, lyceum; family tradition, parents; advice of teachers, specialists in vocational guidance.

External motivation- these are incentives from outside, the influence of the environment, the lack of one's own value orientations when choosing a university or specialty. External, status motivation includes the following motives: the prospect of finding a good job after graduation; his prestige, unwillingness to join the army; prolongation of a carefree period of life; desire to get a degree.

Internal and external motives can be meaningful and status.

Status motivation implies a pronounced social orientation, when a student is focused on prestige, on increasing or maintaining social status, etc.

Helping a student to adapt to college life is possible when there is a basis, a basis for such adaptation. Studies have shown that there is a certain proportion of first-year students who either do not quite understand why they entered college at all, or are guided by random external motives when they enter. To what extent it is purposeful to influence the motivation of first-year students and by what methods is an urgent problem for sociologists and psychologists.

What difficulties do first-year students face?

Polls revealed that important student problems are: lack of free time; congestion with training sessions, inconvenient schedule; lack of attention from the head of the department, curators; insufficient level of schooling; inability to organize oneself; lack of material resources; lack of familiar social circle; the inability to find something to your liking, an interesting thing; low technical equipment of classrooms, laboratories; poor sanitary and hygienic conditions; Difficulties in getting used to a new environment, to new people.

The main difficulties for first-year students are related to:

1. with the transition from the lesson system of teaching at school to the lecture system at college. This transition requires certain skills (quick note-taking, independent search for the necessary information), without which a freshman is sorely lacking free time. From the point of view of students, the improvement of the course “Introduction to the specialty”, the role and importance of which in the process of adaptation of students today is minimal, could partially solve the problems of forming the skills they need. Within the framework of this course, it is necessary to pay attention not only to the future profession and its opportunities, but also to the formation of skills for the optimal organization of educational work.

2. It should be noted that the inability to organize oneself in the absence of daily testing of knowledge and systematic monitoring of attendance in colleges is a serious problem for first-year students. An equivalent problem, especially for people from other cities, is the inability to distribute and spend money.

What determines psychological comfort or discomfort in the life of a freshman?

If the family carried out “custodian education”, and the student ends up in hostel, the realization of the fact that he must take responsibility both for the results of his studies and for providing a life with limited material possibilities, causes a state close to despair. Under these conditions, sometimes students demonstrate good psychological adaptability, who are not interested in anything other than studying.

Another source of socio-psychological discomfort for a first-year student isnew requirements, how to organize the educational processas well as the content of the training. The use of school teaching methods on the principle of "presentation - reproduction" in the secondary school is much less common. A number of curriculum subjects require independent thinking, and active learning methods such as “case-study”, where there are no ready-made answers, are becoming more widespread. For yesterday's schoolchildren, many of whom studied according to traditional programs, this is a situation of a high degree of uncertainty for which they are psychologically unprepared. And here they cannot resort to anyone's help - neither the help of friends, nor the help of their parents. Good indicators for this parameter of socio-psychological well-being are shown either by graduates of elite schools in which non-traditional methods were used, or by students with a broad outlook. Many students, especially those who come from the provinces, also experience the emotional shock associated with the huge amount of information that literally falls upon them day after day. A large number of incomprehensible terms, the encyclopedic erudition of some graduates of the schools of the regional center make them feel a strong sense of emotional tension. Hence the dissatisfaction in relationships with classmates.

However, there are also encouraging tendencies. The trend towards self-sufficiency and self-respect among students is rapidly growing. This leads to the idea that teacher-student interactions should be built in such a way that students feel like colleagues in the learning process.

In the field of view is the problem of self-realization, self-improvement, which first-year students pay attention to. It has to do with the problem of getting into college. If a student, for one reason or another, is forced to do something for which there is no inclination and ability, then the process of learning and adaptation cannot be effective and will contribute to socio-psychological discomfort. The learning process in this case will follow the path of imitation, causing often unconscious internal dissatisfaction with teachers and classmates.

How can you help a freshman adjust to college life faster?

Good relationships with friends, in the parental family and finding one's own family happiness are an important guideline for organizing extracurricular work with freshmen. In the process of adaptation to student life, help and control from adults and parents is needed. Important are the contacts of the curator with parents, holding the usual parent meetings, participation of parents in extracurricular activities of freshmen, etc.

Special work is also needed to create a favorable socio-psychological climate in student groups. In many ways, the success of student socialization depends on the nature of the relationship of first-year students, the presence of reference persons in the group - those with whom one can discuss the most complex personal problems.

The weak and low involvement of students in the general life of the group, the college is one of the problems for the organizers of extracurricular work with them. The main directions of this work may be to increase the number of extracurricular activities, organize sections, circles, clubs, attract students to scientific work. Among the value priorities of students, it is necessary to note the low setting for scientific activity in college

Technologies for solving problems arising in the study group by the curator.

Thus, the curator is a professional role, we can say one of the professional functions of a teacher, associated with pedagogical support for students as adult learners. The student's personality is an integral self-organizing system, more stable than the student's personality, however, it is too early to consider the student's personality as a complete rigid form, because psychosocial development continues. Thus, the student's personality can be considered as still in need of management by teachers, because. many qualities still continue to arise and develop; for many students, the psychological age is far behind the physiological one. This is manifested in the fact that a young person is not always aware of the responsibility for his own life, he is not interested in his own personal meanings, he is inclined to fall under the influence of other people.

Therefore, curating involves the kind of pedagogical support that even adults need. However, during the course of studying at a college, this support can be of varying degrees of involvement in the student's life, because in the first year, assistance in adaptation is needed, and in the last years, assistance in scientific self-determination is required. But the student group, both in the first and subsequent years, consists of students of different psychological ages and, consequently, different levels of responsibility and in relation to their own life choices.

The curator is a teacher whose duties include the academic leadership of the student group and the extracurricular life of students associated with the college. Functions of the curator: informing, organizing the life of the group and a favorable psychological climate, solving operational problems that arise in connection with the academic difficulties of students, ensuring that the student group complies with intra-university discipline. In other words, the curator is an intermediary between students and the life of the college. In the first year, he is especially needed, but in the senior years, the need for a curator is great. Many students note that the curator is more successful in resolving contentious issues about their academic problems. In his senior years, he does not pay much attention to the student group, but students always know who to contact; and the facilitator gets to know the group better than other teachers who give training courses over the course of one year or semester.

dating games

"Mathematics"

Those sitting in a circle say the numbers from one to five. One in five, instead of saying "five", says his name and stands up (he no longer participates in the game). And so on until everyone introduces themselves.

3. "Snowball"

The most common dating method. Each member of the group, clockwise, calls his name, while each next must repeat the name of the one (those) who presented themselves before him, and only then give his own. It turns out that the names roll like a snowball.

The technique has several variations. You can name not only the name, but also the quality of character that begins with the same letter as the name (for example, Olga is charming, Svetlana is wayward, Nikolai is reliable).

You can name the name and your favorite fruit or vegetable (Natalia - pear, Sergey - pineapple).

4. "Passport of acquaintance"

Students are given a piece of paper on which the task is written. Sample task:

Find (write their names on a sheet of paper) as many as you canwho are the same as yours:

Month of birth _____________________________________
Eye color ___________________________________________
Place of Birth______________________________________
Shoe size_________________________________________
Favourite dish______________________________________
Favorite work of art __________________
Hobbies, passion _____________________________________
The quality you value most in people ___________

Students must independently find all people similar to them, according to some parameters (they can walk around, ask from their place, wait for someone to approach them, the task of the curator is only to observe). This task is given from 5 to 20 minutes. depending on the number of students in the group. This is followed by reflection. Sample questions: “Who has the most similarities on any item?”, “Who has no matches on any item?”, “Are there any students who are similar on all items?”, “What was difficult in completing the assignment?” .

5. "Eye to eye"

The group sits in a circle so that everyone can be clearly seen, hands are placed under the buttocks. Silently, without using facial expressions, you need to find a mate with your eyes alone (you can’t “negotiate” with neighbors and with those who sit through one). At the leader's signal, everyone stands up and approaches their pair. Most likely, not everyone will be able to "agree with their eyes" right away, so the exercise is repeated, but at the same time, students sit down in other places in the circle. The game continues until everyone has their own pair.

The purpose of this memo is to systematize and optimize the socio-pedagogical work of curators with students. The success of this work is largely due to the clear definition and fulfillment of the functional duties of each of the participants in the pedagogical process at the university - curators of study groups, commandants of hostels, deputy deans for educational work, a university psychologist and public organizations.

1. Features of the curator's work with students

Students are one of the most vulnerable social categories of citizens. Many students, due to everyday and psychological difficulties, have increased anxiety, instability of the emotional background of mood. Anxiety can arise due to everyday uncertainty, ignorance of the system of education at the university, fear of passing exams, etc. Students' adaptation can be long and acute, which is explained by a number of reasons:

lack of parental assistance (for students living in hostels);

small material resources and (or) inability to dispose of them;

insufficient social experience, etc.

The goal of the curator is to help the student overcome this difficult period of life and facilitate his adaptation to the university.

To conduct successful work with students, the curator must be correct, tolerant (tolerant) and emotionally stable. He must be prepared for the initial distrust on the part of the student and be able to overcome this distrust.

The curator should take an active pedagogical position. After all, students often take a “passive” position and it is not necessary to expect initiative from them. Therefore, the teacher must be the first to make contact and try to involve the student in various kinds of faculty events or student initiatives (sometimes you just need to bring the student there “by the hand”). On the other hand, you should not be too intrusive and keep him "under the hood", because. student life is a special socio-spiritual state of a young person, and too strong an infringement on his freedom can have negative consequences.

When working with students, it is necessary to take into account one of the most important factors, namely where and in what conditions they were brought up.

Therefore, an important step in working with first-year students will be conducting a primary conversation, the purpose of which is to collect information to determine the direction and strategy of socio-pedagogical work.

A conversation can consist of several stages:

Before the conversation itself, it is necessary to familiarize yourself with the student's personal file, find out about the parents, the composition and social status of the family, the previous place of study and familiarize yourself with the grades obtained during the entrance exams.

At the beginning of the conversation - find out the general emotional state of the student, learn about his first impressions of studying at the university, about his current social situation (does he maintain contact with parents / relatives), after - ask about the difficulties and problems of the present time (current period).

To acquaint the student with detailed information about the rules established at the university, with the rights provided for by the Constitution of the Russian Federation, about public organizations operating at the university.

At the end of the conversation, send the student, if necessary, for an interview with a specialist (doctor, psychologist, etc.).

At the same time, one of the main rules that the curator of the study group should be guided by in working with students is the principle “Do no harm”.

If possible, each student should feel like a full-fledged member of the student team.

So:

to exercise control and assist in the affairs of the student is unobtrusive and imperceptible;

do not focus on the social status of some students.

2. Pedagogical support of educational activities

From the moment of entering the university, intensive work should be carried out with students, because. It is the first semester that is important for adapting to studying at the university. The situation, the usual way of life, the social circle of a young person are changing. Yesterday's schoolboy is faced with many problems that he had not thought about before. Therefore, the task of the curator, university psychologist, hostel commandant, deputy dean for educational work and other participants in the educational process is to help the student get used to the university and overcome all the problems associated with the adaptation period.

The curator monitors the attendance of classes and the academic progress of students. In case of problems, the curator conducts an explanatory conversation with the student in order to find out the reasons for low academic performance or absenteeism.

It should be borne in mind that the level of preparation of students may vary.

If a student has problems with a particular subject or teacher, it is necessary to find out the cause of the problems by listening to the opinion of the teacher, the headman and the student's classmates.

In case of low progress, send the student to additional classes or attract advanced senior students, and monitor the results.

If the problem is in the relationship with the teacher, contact a psychologist for advice.

If a student does not develop relationships with classmates, seek advice from a psychologist and invite him to a curatorial hour.

The curator also needs to coordinate his work with the commandant of the hostel where the students live. A visit to the hostel is carried out systematically - at least 2 times a month.

In the hostel curator:

studies the presence and content of the student's problems;

gets acquainted with the organization of his life;

develops with the teacher a common strategy for working with students living in a hostel;

notes the time and date of the visit in the dormitory visit log and the Curator's Diary.

It must be remembered that one of the main goals of the socio-pedagogical process is to educate an independent and responsible person, capable of independently resolving the problems that arise before him in the future. Therefore, control and monitoring of the educational and social life of students should go in descending order - with each course they should be less and less noticeable, giving scope for the purposeful activity of a young person.

Every day more and more people hear the word curator. This profession is becoming more and more relevant today and penetrates into different spheres of human activity. This is directly related to the goal that this specialist carries. "Curator"- a person who monitors the processes of work or other actions. In simple terms, these are people who follow the work and try to help both employees and management. There are similar Russian words - coach, mentor.

History of occurrence

The first need for curators appeared during the Renaissance, when universities began to gain wide popularity. More and more students studied in them and the workload of professors was more and more. At the same time, new students had to be looked after and explained to them the rules of conduct, to monitor student visits to libraries. The profession is firmly entrenched in the educational environment, mainly due to the high value of books and other educational materials. Universities still have curators.

In what areas can there be curators?

Today curators appear in almost all areas of activity, but the most common are:

Doctors;
banking;
Investment;
Business;
Academic;
Political.

For example, we can consider what functions are performed by representatives of this type of activity in different areas.

Business curator

In this segment, curators are simply irreplaceable. Most of the time, leaders take on this role. They perform some useful functions:

Support employees who have many responsibilities.
Reporting to supervisors on the progress of work.
Provide employees with everything they need.

To perform these tasks, a person applying for the position of a curator must have leadership and communicative qualities. To be able to devote oneself to work at any time. He must quickly and efficiently plan operations and sales. And most importantly, be able to maintain a team spirit among employees and try to increase their productivity. In addition, a person must be energetic and hardworking. Having a constant relationship with senior management is a must. The candidate must also be related to one of the following areas:

Sales.
Operations.
Product development.
Marketing.
Finance.

As you can see, curators do really a lot and are extremely useful people for efficient business. And it's hard to argue with that.

Curator at the university

In the field of education, this profession originated and remains very important to this day. Now not a single student can imagine life at a university without a curator. After all, absolutely each of them knows that for all the questions that have arisen that you cannot find an answer on your own, you can contact the curator of your group. This person will never quit in a difficult moment, help resolve the conflict with the teacher, tell you how to find an approach to most university employees. It was just one type of curators who work in universities.

In addition to it, there are three more categories:

Delivering information to students. They do not interfere directly with the learning process. Their main task is to inform students in time about changes in the schedule, transfer of couples, dates of medical examinations and any other events. The most common and every student knows about them.
Organizing events. These people are constantly engaged in student life outside of school. They take part in creating meetings with interesting people, excursions, student balls and competitions. They try to diversify and fill the time after couples as much as possible. They are also responsible for preventing disagreements and conflicts between students.
Curator of psychological assistance. The priority is to solve personal problems of students. Listening to problems and helping with a word is their job. Tries to be the best friend for every student. Spends most of his time socializing.

Some examples of curation

Until recently, in Russia, curators were common only in the educational field and in the field of art. The latter, by the way, became the progenitors of business curators. Their responsibilities include:

Creation of the general concept of the project.
Development of a development strategy.
Gathering a group of craftsmen under the created concept.
Organization of conditions for project implementation.

From all this, we can conclude that the curator is a profession in demand in the modern world. This trend is developing rapidly. Their popularity is rapidly growing in various sectors of society. Every day their number is growing, and the requirements for candidates are becoming more stringent. But despite this, absolutely anyone can find a place. After all, everyone needs them, from small and medium-sized businesses to educational institutions. Very soon, the practice of curating will spread to Russian schools, as a start has already been made.

The inclusion of the Russian education system in the pan-European Bologna process dictates new requirements for the organization of educational work at the university - to train a competitive specialist. The curator can play a decisive role in this.

The relevance and importance of educational work in the university society in the conditions of integration into the global educational space not only does not decrease, but significantly increases.

Today, educational work is most often understood as extracurricular work, that is, activities aimed at organizing students' leisure. Teachers have relieved themselves of responsibility for the education of students, as they say, have withdrawn themselves. At the same time, the Law of the Russian Federation "On Education" establishes that upbringing, along with training, is one of the components of education, the essence of which is the development of the student's personality. Consequently, educational activity should be present not only in extracurricular work, but, above all, in the educational process. At the same time, the personality of a student can be considered as still in need of management by teachers, since, according to our observations, many students have a psychological age far behind the physiological one. Many still require the development of a social and civic position, communication, creativity, self-expression. The student continues to develop as a subject of educational activity, and his role as an active participant in his own education is not yet fully understood.

In this regard, it is necessary to formulate a definition of the teacher's mission not only as a translator of knowledge, but also as an active agent of educating students in a university.

The institution of curatorship revived in many universities in order to organize educational work with junior students requires such pedagogical support that is necessary even for adult students. However, during the course of study at the university, this support can be of varying degrees of involvement in the student's life. In the first year, assistance in adaptation is needed, and in the last years, assistance in scientific self-determination is required, and this function can already be performed by scientific supervisors. Thus, a teacher acting as a curator of a student group is an intermediary between students and the complex structure of the life of the university. Many students note that controversial issues about their academic problems are more successfully resolved by the curator. He knows the group and individual students better than other teachers who teach courses for one year or a semester.

The curator is one of the professional functions of a university teacher, associated with the pedagogical support of students as adult learners. Therefore, referring curatorship to the professional field of activity of a university teacher, we believe that his important professional qualities should be pedagogical erudition, pedagogical goal-setting, pedagogical (practical and diagnostic) thinking, pedagogical intuition and foresight, pedagogical observation, pedagogical optimism and resourcefulness, pedagogical reflection .

Curators can purposefully contribute to the process of cultural growth of students, the formation of a certain experience in various situations. You should not understand the work of the curator one-sidedly, as only informing and controlling. The curator has many functions, but, first of all, he is a mentor, and in the modern sense - a manager, that is, one who uses the resources and internal potential of other people to achieve specific goals.

In accordance with the tasks that the curators themselves determine, they can be conditionally divided into several types.

Curator-"informant"- assumes that his only task is to timely transfer the necessary information to students (about the schedule, about any events, etc.). He does not consider it necessary to delve into the life of the group, considering students to be adults and independent.
Curator-"organizer"- considers it necessary to organize the life of the group with the help of any extracurricular activities (evenings, trips to the theater, etc.) In his duties, he also includes participation in the election of the headman, feels responsible for ongoing interpersonal conflicts in the group and tries to be included in their resolution .
Curator-"psychotherapist"- takes personal problems of students very close to heart, is ready to listen to their revelations, tries to help with advice. He spends a lot of personal time on the psychological support of students, establishes too close contacts and risks emotional exhaustion, as he is left to student problems around the clock.
Parent curator- takes on a parental role in relation to students. He controls them too much, often deprives them of initiative. Solves family and personal affairs of students, but not from the point of view of psychological support, but as a controlling parent, requiring complete obedience to his decisions. Most often these are people of the older age category, and in their relations with students they refer to their life experience.
Curator "buddy"- is interested in how the student group lives, he tries to take part in many group activities. Students accept the curator as a member of the group, he is respected, but he often lacks the necessary distance in order to make demands when necessary. Most often, this type of curator includes young teachers or graduate students who fill this role.
Curator - "carefree student"- does not consider it necessary to fulfill any duties, does not clearly represent the range of his tasks. He is only formally considered a curator, often without even imagining a student group.
Curator - "administrator"- Sees as its main task informing the administration about students' passes, keeps records of attendance. Performs mainly a controlling function, but, unlike the curator-parent, performs it formally, without personal interest and involvement in the interests of the student group.

The dominant features of each of the types exclude the optimal implementation of all the necessary functions of the curator and enhance only one. In addition, the "psychotherapist" and "parent" interfere in the personal lives of students, which is unacceptable and causes protest on their part regarding supervision in general. "Carefree Student" reinforces the opinion of others that the curator is "a blank space" and there is no need to introduce his duties.

The key to the success of curatorial work is the interest of the university administration, which today treats this type of activity as the formal duties of a teacher. In our opinion, mechanisms for selecting curators from the total number of teachers, administrative measures to motivate curators, mechanisms for effective training and monitoring of their activities are urgently needed today. To do this, it is necessary to ensure the interest of curators in conscientious work.

The work of the curator as a type of professional and pedagogical activity has such characteristics as purposefulness and motivation. However, its main characteristic is productivity. In accordance with this criterion, we have identified the levels of professional and pedagogical activity of the curator of the student group.

1st level - unproductive. The curator invites students to apply on their own questions, without showing initiative and interest.

2nd level - unproductive. The curator is ready to help the students who applied, ready to take the initiative, but he does not always have enough knowledge to analyze the situation psychologically and understand the needs of students to resolve acute issues and conflicts. Sometimes, by virtue of intuition, he acts successfully and in accordance with the situation.

3rd level - medium productive. The curator owns some ways of organizing and unsystematic knowledge in the field of psychophysiological characteristics of the age of students, their needs and ways of learning, the features of resolving some conflict situations. But he does not seek to replenish his knowledge in this area, they are fragmentary and unsystematized.

4th level - productive. The curator has the necessary knowledge, applies it and seeks to replenish it, understanding the need in connection with emerging difficult situations. He does not go beyond his formal duties.

5th level - highly productive. The curator considers difficult situations as a task for the development of students and self-development. He not only constantly replenishes his knowledge in order to apply them, but also creatively approaches the current situations, often organizing developing situations for students himself.

informative(involves the responsibility of the curator for the timely receipt by students of the information they need regarding educational and extracurricular activities);
organizational(involves structuring the extracurricular life of the student group by the curator);
communicative(ensuring and maintaining a favorable psychological atmosphere in the supervised student group, structuring intra-group relations, direct participation in the life of the group as a formal leader);
controlling(administrative);
creative(involves the expansion of the curator's activities in connection with his individual needs and abilities).

These functions outline the terms of reference of the curator. Only the last, creative function assumes not so much the duties of the curator, but his desire to be involved in the events of the life of the student group from the inside. The function of control, if abused, can oppose students and the curator.

In the educational process of the university, it is necessary to comply with the conditions under which educational work will be effective:

reliable and covering all students diagnostics of the effectiveness of their professional and personal development, systematic monitoring of the level of formation of the most important personal and professional qualities of future specialists;
real differentiation and individualization of professional education, based on the results of monitoring the professional and personal development of students;
the curator should be familiar with the age-related psychophysiological characteristics of students, with the characteristics of their need-motivational sphere, with the psychology of interpersonal interaction and the psychology of the study group;
future specialists should be presented with standards, samples that set the bar for the student's requirements for himself, as a representative of his profession;
real conditions for self-assessment should be provided for comparing oneself with others, the formation on this basis of one's own prospects for professional and personal growth;
the student must see and understand the dynamics of positive and sustainable professional and personal development, he must assess how close he is to the standard he sets himself;
a number of options for socially useful professionally oriented practical activities should be offered;
the curator needs to include each student in socially useful activities, in the classes of creative teams and public associations, in the work of various clubs, associations and detachments;
real opportunities and incentives must be created for the future specialist to actively interact with culture and art, master the best examples of artistic creativity, and comprehend culture.

Forms of work with a group can be different: from rich information (conversation, story, curator's hour, meetings, etc.) to collective creative activities of various types. The place and forms of joint work contribute to the realization of the maximum possibilities of interpersonal pedagogical communication.

To assess the quality of the participation of teachers in educational work, we have developed indicators that characterize the participation of a teacher in educational work. These include:

curating or mentoring (scientific guidance);
organizing visits to museums, exhibitions, theaters, cinemas, holding round tables, etc. at the level of a group, course, faculty, hostel, university;
organization of leisure circles for students, interest clubs, scientific circles, scientific or subject Olympiads, sections, etc.;
preparation of students for participation in creative competitions, olympiads, sports competitions at the level of the university, city and region, Russia, international;
preparation of students who received 1-3 places in creative competitions, olympiads, sports competitions at the level of the university, city and region, Russia, international;
participation of students of the supervised group in mass sports and cultural events held at the level of the university, city and region, Russia;
participation of students of the supervised group in the organization of sanitary and environmental subbotniks at the university;
publications of teachers in the media on the problems of educating young people at the level of the university, city and region, Russia;
participation of the teacher in the development of methodological manuals, information booklets on the problems of organizing educational work at the university;
the absence among the students of the supervised group of cases of violation of the internal regulations of the university, an administrative offense, a criminal offense;
career guidance work of teachers with future applicants.

Literature

Educational values and orientations of Voronezh students. Ed. A.I. Veretskaya, A.P. Dyakova. - Voronezh: Voronezh State University, 2006. - 123 p.
Notebook of the curator of the student group: methodological recommendations for the organization of educational activities of the curator / O.V. Grishaev, M.V. Shcherbakov. - Voronezh: Publishing and Printing Center of Voronezh State University, 2009. - 134 p.

In kindergarten - a teacher, at school - a class teacher, and at the university - a curator. All these people become second parents, because they empathize with each of their wards and strive in every possible way to improve their academic performance.

The curator at the university is a highly respected person whom the academic group comes to for advice, help and respects like no one else. This is not an official position, but each teacher treats it with special responsibility.

Who is a curator?

So, curator- this is a teacher at a university who is assigned at the department to lead one of the academic groups, like a classroom teacher at a school. To obtain this position, additional education is not required, but such a combination is paid for by a tangible increase in wages.

The desire to become a curator arises far from every teacher, and this is easily explained. In addition to an increase in salary, he receives additional worries and not always independent students who tire him with their eternal visits and sometimes stupid questions.

Curatorship is more of a vocation than an easy way to earn extra money, so many applicants voluntarily refuse such a fate.

The head of the department or the dean does not insist on this position, but rather consults with the teaching staff who are ready to take on such responsibility. Those who wish or the most responsible are appointed, who will take this position seriously and will not be able to refuse.

As practice shows, curatorship in modern students is a thankless task, since university students become independent too early and do not need additional help from a teacher.

Moreover, they systematically miss his meetings, ignore the call to the department and are completely sure that they will do without such guardianship.

Informal responsibilities of the curator

The curator receives an increase in salary, therefore, he must necessarily deal with his academic group, and not just be listed behind it.

Among the main responsibilities of this teacher - educator, the following should be highlighted:

1. Deliver valuable and useful information to students. The task of the curator is to inform the group about social, organizational and other events where their attendance is required. In addition, he offers excursion programs, recalls the mandatory medical examination, and also informs about all the debts and wishes of the dean's office. He is ready to answer any question, and he simply must know all his students in the face.

2. Appoints a warden. As a rule, the advice of the curator is clearly followed, therefore, if he recommends a particular student for the role of headman, then they will definitely listen to him. In the future, the headman contacts the curator more often than others, acting as an intermediary and executor.

3. Organizes cultural and entertainment events. As you know, student life is remembered for a long time, and so, in order to make this period memorable and significant, you need to organize discos, parties, tea parties and other entertainment events for the academic group as often as possible.

The task of the curator is to think over the scenario together with the students, arrange the premises and even act as a host (co-host) at this holiday.

4. Become a friend, assistant and subtle psychologist for students who will always understand the problem and give good advice. To whom, if not to the curator, to go with their difficulties, especially since this person will always find the right words to support and cheer up the ward who has fallen in spirit.

She always perceives the problems of the academic group as her own, therefore she worries and cheers for her students with her soul.

5. Contact the student's parents as needed. If a university student considers himself too independent and independent, then problems in his studies cannot be avoided.

This is already a pattern that repeats itself from year to year, from one session to another. So here it is simply necessary to convey to parents real information about the problems of their child, so that they somehow influence his behavior and show participation in his further education.

In general, the fate of a curator is not easy, and in order to become a worthy assistant and reliable friend, it is very important not only to earn universal trust, but also to earn genuine authority in the minds of the entire academic group. But how to do that?

How to become a good curator?

If you think that the appointment of a curator is the process of becoming an authority, then you are greatly mistaken. The curator is more of an informal leader, to whom students are drawn out of their own free will, and not at the insistence of a strict and demanding dean's office. But how to become that “shirt” in which all the wards will voluntarily cry?

1. Students need to be treated as equals, not to demonstrate their obvious leadership. Such leaders are usually feared and avoided, but a good friend will be valued, respected and trusted with all their secrets and experiences. So make the choice yourself, who to be for your wards?

2. The opinion of students should always be listened to, thereby showing complete equality. If this trait “leader-subordinate” is erased, then it will be fun and interesting to communicate with the curator. Students themselves will come to visit him during breaks, and not hide under the stairs or in the toilet.

3. Do not disturb parents for no reason, since students will obviously not like such mediation. First you need to discuss all the problems with your ward, and only if he cannot solve them on his own, seek the help of parents. This should be the last option to save a drowning man.

4. You should not scold your students in the dean's office, but, on the contrary, try to protect and mitigate the punishment. Of course, this approach will not solve much, but the academic group will be glad that the curator remains on their side.

5. You need to communicate more with students and preferably in an informal setting. This is exactly what social events exist for, such as field trips, camping trips, and other activities that are ideal for the entire academic group.

It would seem that there is nothing complicated, but in a month - an arc, relations with students will be established, and they can be safely called friendly.

Job responsibilities of the curator of the academic group

After the appointment, the curator receives a job description, which describes in detail all his direct duties. They must be memorized or even learned by heart, and in the future, steadily follow these instructions.

So, the curator should:

Find an individual approach to each student;

To study the personal file of each student of his academic group;

Help students to adapt to student life;

To acquaint the student with the peculiarities of the educational process at the university;

Monitor the progress of students in their academic group;

Regularly organize cultural and social events;

To instill a love of students for sports and a healthy lifestyle;

Arrange excursions, trips to museums, hiking trips and other educational activities;

Notify parents about student progress;

Create friendly relations between students of your academic group;

Keep a special journal of the curator;

Inform the head of the department about all the needs and achievements of their students;

Control the residence of nonresident students in the hostel;

Each semester prepare a report on the curatorial work done;

Once every two weeks, hold thematic seminars or a meeting of students of their academic group;

Solve all the problems of students, not only related to study and academic performance.

Now it is clear why the curator receives an additional salary supplement, but, to be honest, there is a lot of work, and the income is not so significant.

That is why, before agreeing to the supervision of an academic group, it is recommended that you carefully read the job description and mentally estimate whether you can master it, while you can’t throw pairs in your main subject.

Relationship between curator and students

Each student knows that a curator is assigned to his academic group. However, he does not always turn to him for help and support.

There are such incredible cases when university students do not know their curator by sight, and his name in an academic journal does not tell them anything at all. Here we can safely say that the curator is clearly to blame for such alienation, who himself ignores his group and is not interested in the concerns of his wards.

There is another type of curators who simply suffocate students with their guardianship and increased attention. From such an assistant and mentor one wants to hide and run away, so the audiences at his meetings are mostly empty. Obsession is a dangerous feeling that causes irritation and a desire to become invisible.

That is why a “golden mean” is required, where the curator will be interested in the life of his wards, but at the same time will wait until they personally turn to him for help. Students are adults, so they should definitely be given a chance to solve their problems on their own.

Conclusion: It is necessary to be not just a curator, it is important to become a CURATOR with a capital letter, because students will turn to this even after graduation. A good relationship is not forgotten, and over time it can develop into a real friendship.

Now you know about who is the group leader.