Teacher from Chelyabinsk Angela Yanshyna told how teachers to survive the crisis of three years in the profession

- How did you come to be a teacher and a history teacher?

- All thanks to the active school activity - I was the chairman of the local government. We often held various events, especially enjoyed interacting with children. So I decided to go to pedagogical school. But I was interested in history even earlier than in pedagogical activity: from about the eighth grade I began to like this subject very much. Therefore, the question of where to go did not arise.

- What did you expect from school and where was the reality different?

- I remember the first lesson was in the ninth grade. I go up the stairs and I think, "The big kids are coming." And then I was shocked - how small they are. I don't mean tall. Just kids, not super-big teenagers as I imagined.

The second thing is bureaucracy. In my school, a lot of teachers were afraid that there would be a lot of paperwork at work. But that’s not the case: today, many processes are simplified.

The myth that you can help everyone is shattered. No matter how interested, engaged and interesting you are, it is impossible to help a destructive child without working together from different sides. This is about parents and support services - psychologists and social pedagogue. The thing that upsets me the most in my profession is that no one needs a child and there is nothing you can do about it.

I also came to terms with the idea that not everyone could fall in love with my subject. Even with the most creative lessons, it is impossible to achieve one hundred percent engagement.

- What interesting teaching methods do you have? I saw on your desk the test room, where the children describe the journey to the pyramid of Cheops

- I try to use a lot of techniques to make the lessons creative. For example, I came up with several games for students to communicate with each other during recess, rather than sitting on their phones.

There are also interesting forms of working with information. For example, instead of thirty children listening to one classmate give a talk about the temple of Artemis, you can do something like a tour - so interesting to everyone.

Another technique that I spoke with at the competition was a technique for developing creative thinking called Drudl. Even if you haven’t heard of it, you’ve definitely seen these pictures: you look at them and you see different things in them. It adapts well to history lessons.

- Where do you get the inspiration to create the same games?

- In fact, it somehow comes by itself. I make things up for myself. I have a blog called Learning with Enlightenment. Sometimes I get that insight. Sometimes I see some ideas on the Internet and adapt them to the pedagogical sphere and history lessons.

Angela, now there is a trend among young teachers: either after graduation, do not go to school at all, or they last a maximum of two years. You're working fourth. How did you stay, what's keeping you?

- The question is very good... For me, it wasn’t even a question of whether to go to school after university — I loved teaching practice, and I knew I wanted to move on. In fact, serious thoughts about leaving started coming to me last year. This, by the way, was one of the areas that I talked about at the competition - the crisis of three years. It turns out that he can be not only in childhood, but also in the profession. In pedagogy, of course, it feels very acute. There are many ways to deal with it. It is only through some positive factors that you remain.

- For example, what are the positive aspects?

- These are moments related to children. The older the guys get, the more they get. For example, my seventh grade class today, instead of the second lesson on schedule, came to the first one and congratulated me on Teacher’s Day: they wrote the song and brought the guitar. The more you see the returns from children – both in school and in class leadership – the clearer you realize that you are doing everything right.

The second is support from colleagues and from the administration, which can manifest itself in different aspects.

There are additional opportunities. It seems to me that in order not to leave, you need not limit yourself only to lessons and class guidance. It is also important to find something outside of your school – but within the pedagogical community – that will help you look at your profession in a different way even after many years. For example, competitions, different communities. I started a blog where I shared my ideas with my colleagues.

- It turns out that in the year of your crisis, you went to the contest. And we won. How did that happen?

- This was one way to deal with the crisis. The competition is perceived by many only from a stressful point of view. It would seem that everything should get worse. But if you treat the contest as an opportunity to show yourself and look at others, it gives you more inspiration. You see people who are really in their place. I want to bring the knowledge to my class.

Angela, are you a strict teacher?

- I think so. When I ask students, they say, "No." I don’t understand why, because I have quite high requirements for training, discipline and homework. The only thing is, I try to be strict, but not angry. There's a big line between an evil teacher and a strict teacher.

- I heard that the work of the teacher is very dependent on the administration of the school. What should a young teacher pay attention to?

- It really is. I have worked in two institutions and these are two different approaches. Therefore, the advice that can be given to young teachers is to respect yourself and not work where teachers or administration treat you unseriously or even negatively. You need to choose your place very competently. Often, graduates think that no one needs them without work experience and agree to literally the first offer. In conditions of personnel shortage, you should not be afraid to look for the best option and agree to work in two shifts just because you are a young specialist.

- By the way, how do parents treat young teachers now?

- I think one of the first questions my parents asked me was, "How fast am I going to go on maternity leave?" But I didn't feel any distrust. I guess most parents do have it. But if mothers see the quality work of the teacher, it does not matter how young or experienced he is.

- What do you think the modern teacher lacks and what should be improved in the system?

- I am saddened that schools in the city are provided differently. The new ones have interactive whiteboards, 3D modeling, computer classes, and others don’t. Because of this, parents and teachers have to buy a lot. We need to work to ensure that all teachers have equal opportunities – both in technology and in benefits.

There is still a lack of specialists, not just subject matter. I believe that for the full work of the class leader, additional specialists are needed, otherwise the load becomes too large.

Some people also lack materials, especially under heavy loads. When a teacher has 40 hours and two shifts, there is almost no room for creativity. That's why we need teams like me to help teachers in these situations.

- What traits or approaches should a modern teacher have?

- The first, of course, is flexibility. In the rapidly changing educational environment that we have in the country, this is almost the first important skill. It's about everything. The second is creativity. Modern children have a clip thinking. If you use only traditional methods, they will lead to less result. Of course, there will always be interested children and not so much. To increase or at least maintain the percentage of the first, you really need to invent something. The third trait, literally for centuries, is stress resistance.

- What are your goals as a teacher? Do you think you will stay in this area over time?

- Globally, it’s just doing your job well to see results. If we talk about such mini-goals, it is more desire related to the career: raising the qualification category, winning various competitions, including children. I don’t see myself in any other profession. That's right. And, of course, I want to stay with the kids. I hope it does.

- What would you like to wish your colleagues on a wonderful holiday - Teacher's Day?

- I would like to wish you the patience and inspiration that we often need in our work, but that is what we often lack.

Earlier on the topic: Six South Ural teachers are among the best music teachers