Various types of forms of educational work by the number of participants are distinguished:

• individual, – conversations, activities of an educator with one child;
• group – several participants (circle, temporary group, class) are in direct contact;
• mass, – several classes, school, the area, the whole country carry out holidays, conferences, meetings, marches and similar events.

Forms of work on types of activity are also allocated: forms of cognitive activity, labor, socially useful, aesthetic, physical training and health-improving, value-oriented.

At one time identified forms of educational work depending on the method of educational impact:

• verbal, – meetings, assemblies, rulers, lectures, conferences, meetings, oral newspapers, radio magazines;
• Practical – camping trips, excursions, fields days, Olympiads, competitions, subbotniks, timurovskaya work, etc;
• visual – museums, exhibitions, showcases, stands, wall newspapers, and more.

Modern researcher proposes to divide the forms of extracurricular educational work in school according to the educational task and identifies three groups:

1. forms of management and self-government of school life – meetings, rulers, rallies, hours of class teachers, meetings of self-government bodies, etc.
2. educational forms – excursions, hikes, festivals, oral magazines, handwritten school newspapers, theme nights, studios, sections, exhibitions, etc.
3. entertainment forms – matinees and evenings, “kapustniks”, games, etc.

Summarizing the results of scientific and methodological search and work experience, and refraining from strict classification, we can distinguish the types of forms of educational work according to the main component, the method of impact in a single or repeated action (event) of the teacher. In this case, the typology of forms of educational work will be based on such means: a word, experience, work, game, psychological exercise. Hence, there are five types of forms of educational work with schoolchildren: verbal-logical, figurative-artistic, labor, play, psychological.

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• the purpose and content of education,
• the degree of students’ upbringing,
• the level of development of interpersonal relations,
• the authority and experience of the teacher,
• age and individual characteristics of schoolchildren.

Thus, in an underdeveloped group clear requirements will be necessary. In a group with healthy public opinion and traditions advice, individual conversations are appropriate.

Absolutely “correct” methods for all pedagogical situations do not exist. The educator uses usually a set of methods to achieve the goals, creating a strategy of influence, designed for a certain period of time. The master teacher masters different methods and finds the best combinations for a particular situation. A template is contraindicated here.

Techniques of methods are understood as speech skills, gestures, facial expressions, methods of external expression of the teacher in moments of pedagogical communication. A. S. Makarenko said back in the 20s that students perceive the impact of the teacher through his/her appearance, intonation, facial expressions. It is a question of psychotechnics of teachers’ work, the science of mental states, operations, processes in the performance of professional functions. Along with the pedagogical technique, the teacher must know the pedagogical technology: know the algorithms of actions, forms of education, be able to carry out all operations to implement any method of education.

Means of education

The means of upbringing at school, as follows from the above, are various types of activity phenomena and objects of culture included in the activity, nature, art.

Psychology and pedagogy rightly argue that a person develops, forms his skills, behavior patterns, values, feelings in the process of joint activities with people and in the course of communication with them. Therefore, a teacher, class teacher to achieve educational goals should be able to organize a variety of activities for children, which for them is their natural life, and for the teacher is called a developmental, educational activities.

Methodists distinguish certain types of extracurricular activities that are possible at school, namely cognitive, value-oriented, social, aesthetic, leisure activities.

All of them are closely connected with the learning process, with the content of teaching and education in school and result in the achievement of educational and upbringing goals. So, cognitive activities serve the development of cognitive interests, knowledge accumulation, formation of mental abilities, etc. It is organized in such forms of extracurricular activities as excursions, literature reviews, competitions, contests, lectures, scientific conferences, auctions of knowledge, etc.

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1. Age-appropriate.
   We already know that each age has its own leading activities. At the preschool age, it’s play. When children come to first grade, this activity still stays with them. Therefore, it will be easier for them to gain knowledge through play.

For high school, collaborative projects are good. In adolescence, the leading activity is communication. The more collaborative work with classmates, the better. This will not only increase productivity and digestibility of the material, but will also pump up communication and teamwork skills.

2. Try to engage
   Children in elementary school have a hard time focusing on one thing for longer than 20-30 minutes. To keep them focused in class, what the teacher is talking about should be much more interesting than the crow outside the window. The lesson should not be monotonous, and the teacher should be able to switch students’ attention: from the board to the teacher’s action, from the teacher’s action to the demonstration material.

The older children get, the more opportunities they have to concentrate. But at any age the key to attention is interest. If a student finds the teacher boring, he or she will already come to class with their attention turned off. Of course, the teacher is not a funny animator, his task is to teach, not to entertain. But it is possible to interest in different ways of presenting information. The lesson should capture and give something new and unexpected.

3. Use modern technology.
   One way to make a lesson more interesting is to use trends and modern technologies. For example, virtual reality helmets or interactive panels.

In virtual reality, the student is not affected by external stimuli. He is not distracted by extraneous things and concentrates on the material. VR also increases engagement: students can conduct safe chemistry experiments, see remarkable historical events and solve complex problems in a more entertaining and comprehensible game form.

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And this is not surprising, because now the child is under the supervision of both parents and teachers. In addition, here, children are not only acquiring knowledge, but also forms the character, behavioral features.

What is the importance of school education at different stages?
It is customary to allocate three main stages – this junior period of school age, middle, or as it is also called, the teenage period and senior period. Education of the child begins with his first day in the walls of the school.

The most important approach to raising a child in junior high school is a gradual influence on personal development so that the child is comfortable adjusting to the new environment, the new team and its role in it. A child in the early grades needs the support of parents.

It is important to unite parents and teachers in a tandem, only their joint efforts will bring positive results in the upbringing of the child. The very education for a junior high school child should not be subject specific, but more versatile, because the child of this age has more developed cognitive interests.

Every year the education of children becomes more difficult, this is due to their physiological development. The interests of adolescents in high school become broader, there is an interest in the formation of their future, in particular the choice of profession. The main aspect of education at this stage is the connection between the school and a child’s life outside its walls.

The final stage of children’s development is their upbringing in high school. Here occurs the formation of the basic views on the surrounding life, there is a final formation of an active social position of the teenager, which in the future will help more easily navigate in choosing a future path.

In the character of the child of this age contradictions arise, and sometimes disappear, by which the individuality of the teenager is formed.

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