Why does a teacher need self-analysis?
Let's figure out what self-analysis of a teacher in general and a speech therapist in particular is. This is a research activity aimed at studying one’s own productivity as a specialist. The speech therapist analyzes the work carried out personally in the following areas:
- Prevention;
- Diagnostics;
- Correction;
- Child development;
- Consultation activities with children, parents, educators;
- Long-term activity plan;
- Research;
- Self-education.
According to the requirements of today, we are obliged to form a unified educational space “kindergarten - primary school”, where the assigned tasks are carried out taking into account the prospects facing children at each stage of education. The value and competitiveness of a teacher is determined by his ability to look for new ways to solve these problems.
Self-analysis is a kind of tool for a specialist who strives for self-improvement. There is no other way to prove your competence except through real results, which are reflected precisely in self-analysis.
In addition, you should not even apply for certification if you have not completed a self-analysis or prepared a portfolio. This is your passport, a specialist’s document.
Particularly serious requirements are imposed on certification for the highest category; here it is not enough to just work diligently, you need to demonstrate your searches, research results, and show your potential.
In general, a speech therapist is obliged to organize his work in such a way as to ensure the organization of a meaningful speech therapy and developmental process in a single educational space of a preschool educational institution so that every child has the opportunity to develop and eliminate speech pathologies. And a mandatory element in this process is self-reflection and introspection.
How specifically to compose a self-analysis of a speech therapist?
It’s better to just try to answer sample questions:
- The goal of a speech therapist teacher in a specific preschool institution;
- How consistent is the goal with the general goals of the professional activities of the preschool institution?
- What important tasks were solved during a specific period (for example, between certifications)?
- What results did the speech therapist and children achieve?
- What is the objective role of a speech therapist teacher in the implementation of general educational tasks of a preschool educational institution?
- How are children’s needs met during joint activities with a speech therapist?
- How are children's achievements recorded?
- What technologies and methods are used in your work?
- Name the forms of interaction with children’s parents;
- How are your relationships with colleagues?
- What difficulties did you experience in your work life?
- What are the results of a survey of parents regarding their attitude towards a speech therapist?
- Describe the direction of future activities taking into account errors.
In general, as for questioning, it is extremely useful for forming a specialist’s self-esteem. You'll be surprised what the results can be! Let's say you think that you are such a sweetheart, all your parents love you, but it turns out that you are considered too soft and unable to provide discipline in the group (I'm not talking about myself!)
Today there are so many children in preschool institutions with speech development disorders, and this will not go away on its own. Believe me, the work of a speech therapist is very important for your children. Sometimes you have to overcome not only the speech defect itself, but also the illiterate attitude of parents to the problem, their reluctance to make efforts to improve their children’s speech.
Certification: description of the activities of a speech therapist teacher
Description of the results of professional teaching activities
speech therapist teacher
Puzyrevoy Anna Vitalievna
in accordance with the educational program of the municipal
educational institution "Secondary school No. 2"
Sovetsky district of Krasnoyarsk
The goal of my speech therapy activity is the maximum correction of defects in oral and written speech of students, promoting successful adaptation in educational activities and further socialization of children with speech pathology.
1. Corrective and developmental activities
.
I regularly examine students, which helps to timely determine the structure and severity of their developmental disorders. Analysis of diagnostic results determines the directions of speech therapy work.
2013-214 academic year 2014-2015 academic year
The effectiveness of speech therapy work
The effectiveness of speech therapy work
(Cognitive activity)
| 2013-2014 | 2014-2015 | |
| Cognitive activity | 62% | 75% |
| General awareness | 82% | 90% |
| Social and everyday orientation | 55% | 63% |
| Visual gnosis | 88% | 95% |
| Auditory gnosis | 85% | 90% |
| Tactile Gnosis | 72% | 80% |
| Spatial Gnosis | 76% | 80% |
| Attention | 85% | 92% |
| Mnestic activity | 75% | 80% |
| Mental activity | 70% | 78% |
| Speech development | 85% | 89% |
The effectiveness of speech therapy work
(Learning activities)
| 2013-2014 | 2014-2015 | |
| Motivation for learning activities | 85% | 90% |
| General educational skills | 65% | 73% |
| Self-control | 78% | 85% |
| Level of development of UUD | 65% | 78% |
In 2014, together with specialists from our institution (teacher, speech therapist, social educator, educational psychologist), adapted educational programs were drawn up. An educational program adapted for teaching children with disabilities, taking into account the characteristics of their psychophysical development, individual capabilities and, if necessary, providing correction of developmental disorders and social adaptation of these individuals. Adapted educational programs are implemented for the following categories of students with disabilities:
- students with severe speech impairments;
- students with mental retardation;
- students with mental retardation.
I have developed a model for monitoring speech therapy support for children with disabilities in the process of inclusion. This material became the head of the textbook “Comprehensive medical-social and psychological-pedagogical support for children with disabilities in the process of inclusion”, series “Inclusive Education”, ed. O. A. Kozyreva; Krasnoyarsk State Pedagogical University named after. V. P. Astafieva. — Krasnoyarsk, 2015. Information collected during the monitoring process helps evaluate the success of the speech development program for each child with disabilities.
The content of the model is aimed at preventing and correcting speech activity and is addressed to students in grades 1-4 of primary schools for children with disabilities.
Thus, as a result of an integrated approach to speech therapy, positive dynamics are observed not only in the correction of sound pronunciation, but also in all aspects of schoolchildren’s speech.
Indicators of the effectiveness of complex speech development of children with systemic speech underdevelopment:
Indicators of the effectiveness of complex speech development of children with general speech underdevelopment:
Indicators of the effectiveness of complex speech development of children
with severe speech impairments:
Records management:
for each child
- protocol for speech therapy examination with monitoring;
- individual support card;
- individual speech therapy support program with a long-term plan.
are common
- a log of examination of oral and written speech;
- journal for speech therapy consultations;
- log of attendance at speech therapy classes.
2. Professional development activities
I regularly improve my professional skills. I have a professional self-development program.
| № p/p | Self-education topic | A year of work on the topic | Activity on the implementation of the topic |
| 1 | “Effective methods for correcting speech breathing in children with dysarthria.” | 2011/12 academic year G. | Studying the breathing exercises technique of A.N. Strelnikova. Studying O.G. exercises Prikhodko on breathing correction for dysarthria. Development of teaching aids and presentations on the development of speech breathing. |
| 2 | “Game technologies in the work of a speech therapist.” | 2012/13 academic year G. | Creation of a methodological folder: “Articulatory gymnastics in pictures”, a collection of fairy tales about the Merry Tongue, a selection of games for automation and differentiation of speech sounds. |
| 3 | “Five-minute speech therapy sessions as a means of correcting pronunciation.” | 2013/14-2014/15 uch. gg. | Development of a methodological manual “Speech therapy five minutes”. Open lesson on the topic. |
| 4 | “The use of modern computer technologies in the work of a speech therapist teacher.” | 2015/16 academic year G. | Introduction into the work of a speech therapist of computer programs and presentations aimed at correcting various aspects of speech. Creation of an electronic collection of speech therapy programs, presentations and educational literature on speech therapy. |
3. Generalization and dissemination of one’s own teaching experience and skills
Presented her work experience at
:
— seminar “Comprehensive medical, social and psychological-pedagogical support for children with disabilities in the process of inclusion” for teachers of the Sovetsky district of Krasnoyarsk, April 2015 (I have gratitude);
— scientific and educational forum “Man, family, society: history, development prospects”, November 2015 (I have a letter of gratitude);
— conducted open classes for teachers of the region as part of advanced training courses “Development of adapted educational programs for children with disabilities in accordance with the Federal State Educational Standard,” May 2015 (I have a letter of gratitude);
- took part in the practice-oriented seminar “Organizational and pedagogical conditions for supporting students with mental retardation in accordance with the requirements of the Federal State Educational Standard for Special Education for students with disabilities,” April 2015 (I have a certificate);
— I have a letter of gratitude for assistance in organizing and conducting teaching practice for students of the Institute of Social and Humanitarian Technologies of the KSPU named after. V.P. Astafieva, April 2015.
I have publications:
— member of the author’s team of the textbook “Comprehensive medical-social and psychological-pedagogical support for children with disabilities in the process of inclusion”, series “Inclusive Education”, ed. O.A. Kozyreva; Krasnoyarsk State Pedagogical University named after. V. P. Astafieva. - Krasnoyarsk, 2015;
— I have a monograph “Formation of articulatory motor skills in children of senior preschool age with dysarthria,” co-authored with Ph.D., Associate Professor of the Department of Correctional Pedagogy of the KSPU named after. V.P. Astafieva Kozyreva O.A., June 2016;
— I have an article “The main manifestations of written speech disorders in primary school students” in the journal of international humanitarian studies “The Newman in foreign policy.”
Participated
in the All-Russian distance competition of innovative educational programs, projects, ideas “On the Path to Success” October 2016 (I have a 1st degree diploma).
4. Effective social experience
I periodically conduct classes in the field of cultural and educational activities, with the aim of forming a common culture for students. From May 10 to 24, 2014, she held a decade of Russian writing. Goal of the decade :
attracting the attention of the younger generation to the history of Christianity, its spiritual values and ascetics. I believe that such events contribute to the formation of a common personal culture, socialization and the development of citizenship. After a number of events, the children became interested in the topic “Cyril and Methodius - the first Slavic teachers,” which served as a stimulus for our children’s active participation in the All-Russian children’s creative competition “The Patron Saints of Rus'” in the nomination “Fine Arts” and “Literary Creativity.”
Took part in:
— regional festival of amateur creativity of educators in the Sovetsky district “And there are no limits to the talents of a teacher”, dedicated to the 80th anniversary of the Krasnoyarsk Territory, in the nomination “Decorative and Applied Arts”, March 2015, I have a laureate’s certificate;
— I have a letter of gratitude for my active participation in the preparation and holding of festive events dedicated to the 70th anniversary of Victory in the Great Patriotic War of 1941-1945, May 2015;
— I have a certificate for participating in the city quest game “My Favorite City”, March 2016;
I provide the following information about myself:
- In 1998 she graduated from Krasnoyarsk Pedagogical College No. 1 named after M. Gorky with a degree in “Teaching in primary grades”;
- In 2010, she graduated from the Siberian Federal University with a degree in Pedagogy and Methods of Primary Education and was awarded the qualification of a primary school teacher with a specialization in Organization of Speech Therapy Work;
- In 2016, she underwent professional retraining at the Moscow Psychological and Social University with the qualification: teacher-defectologist, 630 hours.
Experience in teaching (specialty) 13 years, in this position for 9 years; in this institution for 2 years.
I have a letter of gratitude from the Ministry of Education of the Krasnoyarsk Territory for many years of fruitful work and great contribution to the development of the education system in the Krasnoyarsk Territory, September 2015.
Information about advanced training:
- “Current technologies for the correction of speech disorders (“Speech therapy massage”, “Speech psychotherapy”, “Psycholinguistics”)” KSAOU DPO (PK)S, from 10.22.2012 to 11.07.2012 (120 hours)
- “Development of adapted educational programs for children with disabilities in accordance with the Federal State Educational Standard in the conditions of inclusive education” Krasnoyarsk, KSPU named after V.P. Astafieva, from 05/25/2015 to 06/05/2015 (72 hours).
I am a member of the First of September Pedagogical Club, club card No. 101-122-434. I am a member of the Logoburg speech therapists club.
I have an active life position.
