Ways to check homework (from work experience). Homework. Methods for checking homework (from work experience) Techniques for checking homework

Mastery of general educational skills, development of interest in independent educational work, formation of experience in creative activity - all these are conditions for the formation of the need for self-education. Readiness for self-education is the most necessary quality of a school graduate, which manifests itself and can be developed not only at the older, but also at the youngest school age. The ambiguity of the role of home educational work and the significance of its functions determine its necessity as an organic part of a single educational process at school.

In school practice, the following types of home study work are used:

• · individual;
• · group;
• · creative;
• · differentiated;
• · one for the whole class;
• · preparing homework for your deskmate.

Individual academic homework is usually assigned to individual students in the class. In this case, it is easy for the teacher to check the level of acquired knowledge of a particular student. This work can be done on cards or using printed notebooks.

In group homework, a group of students completes an activity that is part of a larger class assignment. For example, when studying the topic “Proper names”, schoolchildren are asked to collect material about various names: one group finds out the names of streets encountered on the way to school, another finds the names of the villages that make up the city, the third finds the names of cities in the region. Homework in this case prepares students for the work that will be done in the upcoming lesson. It is better to set such tasks in advance.

Differentiated homework is one that can be designed for both “strong” and “weak” students. The basis of the differentiated approach at this stage is the organization of independent work of younger schoolchildren, which is implemented through the following typical techniques and types of differentiated tasks.

The tasks are the same for everyone in content, but different in the methods of completion;

· Tasks that include several options with the right to independently choose any of them.

One for the whole class - the most common type of homework. The constant use of such tasks does not lead to the development of students’ creative abilities, however, there is no need to rush to exclude them from the arsenal of pedagogical tools, since in the course of their implementation, students practice various skills and develop abilities.

Compiling homework for your deskmate is an innovative type of homework. For example: “Create two tasks for your neighbor similar to those discussed in class.”

Creative homework should not be assigned the next day, but several days in advance.

Table 1 Classification of creative homework (hereinafter referred to as TDZ).

The main goals of the TDZ:

• 1. Teach students to use additional literature.
• 2. Teach to highlight the main thing from general information.
• 3. Develop the ability to present the information received concisely and interestingly.
• 4. Build public speaking skills.
• 5. Nurturing aesthetic culture.
• 6. Students gain broader and deeper knowledge of the subject.

TDZ norm: one assignment per month per student.

Time frame for completing technical specifications: at least a week.

If the teacher does not always highlight homework assignments as a separate item in the plan, then checking homework is traditionally part of the lesson.

In recent years, taking a creative approach to the structure of the lesson, teachers have used many different forms of testing, but frontal testing of written assignments still remains predominant. Sometimes notebooks with homework are collected for checking; in other cases, the teacher looks through the notebook, calling the student to the board. It is known that many students are more likely to find a mistake in someone else’s work than in their own, so conducting mutual examination, firstly, is educational in nature, and, secondly, it increases the responsibility of students and contributes to the formation of adequate self-esteem in them.

The question of grading homework is very important. It’s bad if the teacher limits himself to just giving a grade. It is much more important that checking homework stimulates students' thinking. Many teachers see grades as the only incentive for students to do homework. An experienced teacher will never “accumulate” grades in the class register by establishing the order of questioning on homework, the order that students quickly figure out and therefore do not prepare their lessons systematically.

To check the completion of homework means to establish the fact of its completion, correctness of completion, quality (both in content and form), to identify independence in completion, to determine the techniques used by students when working independently at home, and ultimately, to determine the readiness of students to learn new things. material. Checking homework requires a certain system: the content of the check materials, its volume and sequence (what and when to check); types and methods of checking (in what ways and how to check): the order of calling students (who and when to check). The testing system must necessarily provide for a methodology for recording knowledge and its various forms, which make it possible to cover all students with testing and obtain enough data to judge the knowledge of each student.

Homework becomes meaningless if it is not checked regularly. Depending on the content and objectives of the lesson, homework can be checked both at the beginning of the lesson (if the topic of the lesson is a continuation of the previous one) and at the end (if the topic is new).

Some teachers have concerns. How can you teach children anything without homework, if in our writing lesson (according to SanPiN standards) first-graders are allowed to write for 8 minutes? In a 35-minute literacy or reading lesson, how much time can we devote to each child? Responsible and interested parents try to load the child: they dictate dictations, solve examples - that is, they begin to invent a load for the child instead of the teacher. An important task of the teacher is to instill in parents the idea that this should under no circumstances be done.

So, the teacher needs, on the one hand, to believe in his students and not burden them, on the other hand, to convince parents so that they do not try to come up with “special” homework for children.

The main thing for students is not to train children’s skills, but to develop the psychological functions necessary for productive learning activities. Here's some advice for parents of first-graders.

• 1. Read books with your child in turns (and an adult should read much more). The main task of a parent is not to “train” the child to read quickly, but to instill in him an interest in reading. Be careful that your child concludes that this is “difficult and uninteresting.” Think about it: will a first-grader enjoy what he reads if he can barely read syllables?
• 2. Develop memorization of visual images of letters (this will be very useful for a first-grader in writing lessons). Invite him to find different letters on the computer, in books, make them out of plasticine, wire... On the street, together with your child, look at and read signs and advertisements. There is no need to burden him with writing endless lines of letters. After all, if a child does not yet know how to write a letter correctly, and the mother asks him to write it repeatedly, then the result, alas, is predictable: the child’s hand “remembers” the incorrect movement, and the skill of incorrect spelling is formed. Dear parents, did you want to achieve this effect?
• 3. Awaken his creative imagination: he will master all the operations that a first-grader must learn in labor and drawing lessons at school. You’d better ask your first grader: “What’s your mood today? Draw it.” Suggest: “Let’s color together” or “Let’s glue this craft together” (a huge number of coloring books or books with models, drawings, patterns are now on sale).

You can also offer to complete reinforcement tasks. For example, the following: think about what other words with a new sound they know; learn a riddle you like or find other riddles about this subject; observe the weather during the day so that you can return to this in class tomorrow; bring what they draw or paint at home, etc. The arsenal of such tasks is limitless. Of course, it depends on the experience and imagination of the teacher, but every teacher can find something that his students will do easily, with interest and benefit for themselves, doing their homework “like big kids.”

When checking homework, it is important to remember that the changes that have occurred in the content of modern education over the last decade - a shift in emphasis from subject knowledge, skills and abilities as the main goal of learning to the formation of general educational skills, to the development of independence of educational actions - also entail changes in the system assessment. The concept of “markless learning” appeared.

Unmarked learning is a search for a new approach to assessment that would overcome the shortcomings of the existing “mark” assessment system. The peculiarity of the assessment procedure for grade-free education is that the student’s self-assessment must precede the teacher’s assessment. The discrepancy between these two estimates is a matter of debate. For assessment and self-assessment, only those tasks are selected where there is an objective unambiguous evaluation criterion (for example, the number of sounds in a word), and those where the subjectivity of the assessment is inevitable (for example, the beauty of writing a letter) are not selected. The criteria and form of evaluation of each student’s work may be different and should be the subject of an agreement between the teacher and students.

Thus, approaching the lesson structure creatively, teachers use many different forms of testing, but frontal testing of written assignments still remains predominant. The success of the study as a whole often depends on how well the homework is prepared. But organizing home school work for schoolchildren is perhaps the most difficult link in the educational process. Many aspects of this problem require the closest attention.

Having studied the theoretical foundations for the formation of a positive attitude towards learning activities in primary schoolchildren, we made some conclusions.

The importance of the problem of developing a positive attitude towards school is beyond doubt. Its success and effectiveness will depend on how the work is carried out.

Cultivating a positive attitude towards school among children of primary school age is one of the pressing problems of modern pedagogy.

To develop a positive attitude and interest in knowledge and stimulate the cognitive activity of students, it is important to create a contradiction between knowledge and ignorance. To do this, it is necessary to pose questions in such a way as to take students beyond the limits of their existing knowledge.

Forming a positive attitude in educational and cognitive activities is one of the leading functions of homework.

Home educational work performs broad pedagogical functions. Any skill becomes strong only after enough practice.

The teacher needs, on the one hand, to believe in his students and not burden them, on the other hand, to convince parents so that they do not try to come up with “special” homework for children.

The success of the study as a whole often depends on how well the homework is prepared. But organizing home school work for schoolchildren is perhaps the most difficult link in the educational process. Many aspects of this problem require the closest attention.

Today, the problem of organizing homework is quite relevant. Often it is ill-conceived and random, preparation for its implementation is poorly carried out, and the check is built formally. As a result of unsatisfactory planning, preparation and organization of homework, students are overloaded with homework tasks, which negatively affects their performance, activity and interest in learning.

Pedagogical laws and centuries-old practice prove that homework is necessary, since knowledge acquired in class is quickly forgotten without consolidation. If independent homework is not done, the level of educational motivation and the quality of learning decreases.

Stages of checking homework completion

Among the new approaches to the modern lesson, there are several stages of comprehensive verification completing homework:

1. The didactic task of the stage involves establishing the correctness and awareness of homework by all students; eliminating gaps in knowledge that were discovered during the test, which leads to the improvement of knowledge, skills and abilities of students.
2. The content of the stage assumes that the teacher’s goal is to find out how much the students have mastered the material assigned at home; determine what are the typical deficiencies in acquired knowledge and what are the reasons for their occurrence; eliminate the identified deficiencies.
3. The condition for achieving positive results is the use of a system of techniques that will allow the teacher to determine the completion of the homework assignment for all students in the class.
4. An indicator that the didactic task of the lesson has been completed is the opportunity set the level of knowledge most of the students in a short period of time (about 5-7 minutes), while identifying typical deficiencies; the opportunity, when checking homework, to correct and update basic concepts and eliminate the causes of identified deficiencies.
5. When the requirements are optimal, the individual and age characteristics of children are taken into account when compiling them; preference is given to tasks of a problem-solving and search nature.
6. When using various methods and forms of control, the mental activity of students is activated, preference is given to individual, creative, search tasks.
7. Errors made during implementation (uniformity of lessons, questioning methods, lack of comparison of the specifics of the material being studied and the individual characteristics of students) lead to the use of new approaches to solving this issue.

Methods of organizing control

Different forms and types of homework also imply different ways and methods of checking it. In teaching methods, new approaches put the question of organizing its testing at one of the leading places.

The stage of a comprehensive check of homework requires the teacher to control not only the systematicity of its completion by each student, but also the degree of independence of the student in completing the task, the level of mastery of the material when doing homework.

A mandatory element of every school lesson is that the teacher must constantly check homework and connect it with the material being studied. It should be borne in mind that simply going to the board and telling a rule or writing a completed example is a rather boring task for a student. Therefore, nowadays teachers have come to innovative verification methods, among which:

1. Posing unexpected questions, which are questions formulated differently than the task after the paragraph. If students have done the homework exercises carefully, they will answer them without difficulty.
2. Review of an oral response - students listen to the answer of their classmate and provide an oral review of it, in which they note the shortcomings and advantages of the answer and complement it.
3. Dictation for homework. The teacher can prepare a selective, graphic or spelling dictation during a language lesson. The material for it is taken from a home exercise.
4. Brief written response. The question asked by the teacher sounds extremely specific, so that the answer can be expressed in two words. Such tasks reinforce knowledge and draw students' attention to the main points in a given paragraph. A written answer helps ensure that the learned theory is retained in memory for a long time.
5. Verification using computer technology. An exercise, example or task is projected on the screen, with the most difficult points highlighted in colored font. Students compare their notes with the image on the screen and correct errors if any.

Forms of control over task completion

The listed methods for checking homework will be effective only if they are applied comprehensively and systematically. It follows from this that forms of control Homework assignments are also different:

1. Control of written homework during independent work in class: for all students - formally, for individual students - content control.
2. Indirect control using tests, independent work, dictations, which are compiled on the basis of material identical to the one assigned at home.
3. Control of oral assignments for individual students, discussion and addition of answers by other students.
4. Extracurricular checking of notebooks. The teacher can only draw a conclusion about the ability to correctly format assignments and identify the most common mistakes by checking the notebooks.
5. Indirect control is based on observing the student in class if his activity in the lesson was facilitated by completing homework.
6. Mutual control of students is carried out by pairwise exchange of notebooks using a reference book or samples.
7. Self-control of students, when they themselves compare the completed homework with the correct completion shown on the interactive board or written on the board.

Which form to give preference depends on the purpose, type and content of homework, and on the students’ attitude towards it.

According to pedagogical experience, the teacher, before assigning homework, should be sure that he will be able to check it and evaluate. In addition to completing the task itself, you need to pay attention to the completeness, form and correctness of its implementation. Control and evaluation, and then marking homework, motivate students and mobilize their strength. If you do not check homework seriously or do not check it at all, the student will be disappointed that the teacher ignores the work he has done and his achievements. This is especially true for those students who do their homework conscientiously and with full dedication, and the teacher systematically ignores this fact.

The teacher must ensure that students complete homework.

It's much easier to do this if students know that you remember what homework assignment was assigned and then remember to check it. Students should have no doubt about whether your assignment can be completed or whether failure to complete it may go unnoticed. Each task not completed leads to an increase in student irresponsibility.

For the teacher execution result The assigned home task performs a double function. On the one hand, he becomes the object of control of the students’ activities, and on the other, of his own activities in the previous lesson. Homework that is correctly assigned and graded allows the teacher to discover the reserves of his lesson; detect errors and successes in choosing a technique; demonstrate the rapid progress of students. Also, homework is the basis for the next lesson using the results achieved.

• With the help of constant monitoring, ensure that students have no doubts whether they must complete the homework assigned by you;
• Use different forms of control, which will depend on the purpose, type and content of homework and the attitude of students towards its completion;
• Determine what you will evaluate, how you will evaluate it, whether a mark is expected for it, based on the conditions and its educational impact;
• If students do not complete their homework, look for the reasons for this and ways to eliminate them;
• If the work is not completed on time, it must be completed later;
• Checking homework is an inevitable part and necessary addition to a good lesson.

A harmonious combination of different methods and forms submission and checking of homework influence the formation of students’ independence and increase their level of motivation to learn. The most important task of the teacher is to develop a positive attitude towards learning in students when doing homework.

In addition, homework also has an unusually large educational potential. The teacher gives schoolchildren knowledge in order to raise a person, a caring and creative person, and homework is an indispensable assistant in this matter. If schoolchildren see that the teacher is interested in how homework is done and how it is presented, they will love both the teacher and his subject.

The type of home study work a student does depends largely on the nature of the task. Based on certain characteristics, many types of homework can be distinguished. Let's look at some of them.

According to the method of execution that are used, they distinguish oral, written and subject-practical tasks. Thus, many actions can be performed orally, in writing, and demonstrated in practice. However, there are tasks that are performed primarily orally (for example, learn a poem, read an article, an exercise, select examples based on the rules), in writing (solve a problem, write an essay, translate) and practically (conduct some kind of experiment, study the terrain, natural phenomena ).

According to the stages of the assimilation process, tasks can be drawn up for the perception of new material (familiarity with the text, pictures, tables, etc.), for comprehending the learned material (systematization, generalization, explanation, etc.), for strengthening it (memorization, exercises for memorizing material) and applying the acquired knowledge (solving problems, performing experiments, etc.). The type of task is selected depending on the methodological goal set by the teacher.

Based on the nature of the learning activities that the student can perform, tasks are divided into executive (repetition, reproduction of material, exercises) and creative (writing essays, conducting experiments, etc.). Both types of tasks play an extremely important role in the successful learning of students.

Tasks can be mandatory for all students or chosen by them at will (using additional literature or other sources of information).

According to the degree of individualization, tasks can be divided into general, differentiated (individualized), individual. The main purpose of differentiated tasks is to ensure for each student the optimal nature of cognitive activity in the process of educational work, and the organization of work in the lesson allows the teacher to work with all students simultaneously. Strong students deepen their knowledge, help weak ones, and weak students firmly grasp the program material. The tasks are selected so that the weak feel that they can independently obtain knowledge.

Ways to differentiate homework.

Based on the content and main function that tasks perform during the learning process, we can distinguish the following types:

Homework assignments that prepare students for the work that will be done in the next lesson.

This can be the comprehension of the new knowledge communicated by the teacher, and solving problems, and carrying out practical work, etc. Tasks of this nature are given in the form of instructions: to select proverbs and sayings, catchphrases, drawings on a specific topic; watch a television program or listen to a radio program and prepare to answer questions about writing a work; select facts, make observations; collect digital material that can be used to compose and solve problems in class, read material that will be discussed in class, find answers to questions that will be discussed, etc.

Such tasks provide a connection between learning and life, arouse cognitive interest in students, and most importantly, prepare them not only for the conscious and active perception of new material in the lesson, but also for discussing it, forming the ability to give answers to questions that arise and formulate them on one's own.

Homework that contributes to the systematization and generalization of acquired knowledge and its in-depth understanding.

Such assignments are given after studying the lesson material or after finishing the topic. It is very useful to summarize the material studied by students into diagrams, tables, lists, etc. This helps to visualize the studied material in a system consisting of components connected in a certain way to each other. What has been learned appears before students from a different angle, and new connections are revealed.

This type of assignment involves drawing up plans, preparing answers to questions posed by the teacher, asking questions independently, and inventing problems.

Homework that helps consolidate knowledge and practical mastery of educational methods.

This is an offer to memorize poems, parts of texts that enrich the student’s language, formulas necessary for solving problems, etc. However, their main type is exercises, by performing which the student simultaneously consolidates knowledge and masters methods of educational work.

When performing this type of task, the student uses various memorization techniques: multiple repetitions, establishing associative connections, dividing educational material into parts, highlighting any features, etc.

Homework to apply the acquired knowledge in practice.

Assignments are given after studying the educational material in class. These are simple experiments related to the use of acquired knowledge in the home, in training and production workshops, and while the student is working on the farm. Such tasks connect learning with life, increase the cognitive interests of students, and form the practical orientation of their thinking.

Also distinguished reproductive, constructive and creative homework.

Some students, after the teacher’s explanation, can only complete a similar task that was solved in class. Such schoolchildren are offered reproductive tasks for a while, for example, reading and translating an article from a textbook; insert missing letters; solve the problem using the formula, conduct research according to the instructions.

More complex are constructive (or reconstructive) tasks, for example, highlighting the main thing, drawing up a plan, table, diagram, comparing individual provisions, systematizing the material. Such tasks can be given to students only after proper preparation in the classroom, when they master the basic techniques of mental activity. It is not recommended to give tasks to copy diagrams, drawings, maps: each work should require new efforts, be at least a small step forward in mental development.

Creative tasks are carried out both by individual students and the whole class; they contribute to the development of cognitive needs and creative thinking of schoolchildren. Creative assignments can be given both before studying certain material in class and after studying it. Discussion of creative works, proposals, and developments always causes intellectual and emotional uplift and creates favorable conditions for studying educational material that meets the interests of students. Such tasks usually require answers to the following questions: “How to do so that...?” And why?" Creative tasks are given to students who have sufficient knowledge and mental operations, have the necessary experience of creative activity, and time to complete them. Creative work includes writing essays, conducting independent experiments, composing problems, finding new methods for solving them, etc.

Homework is usually done individually. Sometimes group assignments are practiced, which are completed by several students in parts.

Checking homework can be carried out by the teacher in different ways: by oral questioning or by passing through written work during the lesson or by looking at notebooks after the lesson. Testing of assignments is mainly carried out at the beginning of the lesson, but can be carried out both at the end and during it in combination with work on new material. Some teachers, instead of checking homework, give students exercises similar to tasks and, based on their performance, draw conclusions about the quality of homework.

Most commonfrontal check of task completion in class. The teacher checks the completion of homework, asks the whole class a question regarding its content, students give short answers, and note the difficulties they encountered. The teacher identifies and eliminates errors, makes a generalization. A more in-depth individual check involves interviewing one to three students, during which other students monitor the answers, supplement them, and correct mistakes.

If a student does not complete the assignment, the teacher must find out the reasons for this. They can be very different - from unfavorable conditions for studying at home, to reluctance to work systematically. In cases where it turns out that the task is difficult for the student, you should find out what the difficulty is and help overcome it. If a student is lazy, then it is necessary to strengthen control over his work, demanding that he fulfill his student duties, and teach him to complete the work he has begun. If a student does not have time to complete his homework, help him master the techniques of rational organization of work.

An important form of control ismutual checking of completed work by studentsidentifying errors, correcting them and assigning a grade, and then, in some cases, justifying the grade to the whole class. Involving all students in the class in checking homework to discuss mistakes and ways to overcome them is very advisable, since it gives each student additional ideas about the learning process and possible difficulties. You can also attract students to participate in the check in this way: the teacher calls one of the students, who demonstrates the completed task (by writing on the board, reading, etc.), and the rest compare it with their work. If the teacher discovers a mistake in a called student, he asks who did it differently, and with the help of the class finds out how it should be done correctly.

Thus, in this article we looked at various types of homework and ways to check them. The most common is their division into reproductive, constructive and creative, as well as oral and written. Regarding the methods of checking homework, it was found that the main methods are frontal, individual checking and mutual checking.

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How to check homework: 20 interesting ways Checking students' homework is an important and integral stage of any lesson. If the testing system is not established, the role of the student’s independent homework is practically devalued. Going to the board and telling a learned rule or copying a solved example from a notebook - many students find such a test a very boring task. Often, for this reason, the student loses any desire to independently prepare at home. How to check your homework? The secret lies in the teacher’s harmonious combination of traditional and unusual, original, interesting forms and methods of testing, which activate students’ mental activity, increase independence, generate and maintain motivation to do homework regularly and efficiently. We bring to the attention of teachers several interesting ideas. Original ways to check homework Discussion To conduct it, the class must be divided into groups, each of which will defend its position or view of the problem. One point of view may be presented in a textbook or reference book, and another, different from it, may belong to one of the students or the teacher. Students’ reasoning and arguments are important in the discussion, and its result will be a deeper understanding of the essence of the phenomenon being studied. Question to the author (in the form of an interview) This is an unusual and very interesting way to check your homework. The teacher invites the children to come up with several questions for the author of the discovery, invention, or work in order to better understand its meaning. The most prepared students can answer the questions, and the most difficult ones can be answered by the teacher. For example, when checking homework in chemistry, you can address questions of interest to Dmitry Ivanovich Mendeleev, in physics - to Isaac Newton, in geometry - to Pythagoras, in literature - to Fyodor Mikhailovich Dostoevsky. Thematic crossword Many guys are fond of solving crosswords, showing enviable persistence. To check homework in an interesting way, the teacher needs to create a crossword puzzle on a relevant topic and offer it to students. Children especially love interactive crossword puzzles that can be solved by the whole class. Unexpected questions The teacher’s task is to formulate the question differently than in the textbook after the paragraph. If the student has prepared for the lesson in good faith, he will not have any difficulties with the answer, and a certain variety will be introduced into the testing process. Review of an oral response Students are invited to listen to a classmate’s response, prepare and present an oral review of it (taking into account the advantages and disadvantages, making additions and clarifications). Mutual checking When checking written homework in chemistry, Russian or English, mathematics, you can invite students to exchange notebooks with a neighbor at the desk, check the completion of assignments, give a grade and talk about mistakes made, discussing controversial issues. Short written answers Instead of oral questioning, the teacher asks you to answer simple questions on the topic in writing. In this case, the answer should consist of two or three words. This task helps students better assimilate theoretical knowledge. Checking with the projector The correct version of homework is displayed by the teacher on the projector screen. Students check it, correct mistakes, receiving the necessary comments from the teacher or classmates along the way. Recommendations for organizing oral questioning Checking homework by questioning students is the traditional and most popular method. It is often used to find gaps or shortcomings in knowledge, forgetting about the main task of the survey - to support the student, provide assistance, teach. We will show you how to implement this in practice. Poll-traffic light In our case, the traffic light is a long strip of cardboard, red on one side and green on the other. The green side facing the teacher indicates the student’s readiness to answer the question posed (“I know!”), the red side indicates that the student is not ready to answer (“I don’t know!”). If a student shows the red side to questions at the basic level, this is an alarm for the teacher. This is a bad mark that the student gave himself. You can also ask creative questions, with a red signal meaning “I don’t want to answer!”, and a green signal meaning “I want to answer!”. Solidarity poll If a student at the blackboard cannot cope with the task, you need to ask the class for help. Who wants to help? From among those who want to help, the teacher chooses the strongest student and invites him to whisper a hint to a friend. As an option, the student himself chooses the one whose help he needs, and the teacher gives the coach 10-15 minutes to prepare. Mutual survey The teacher instructs the three most prepared students to conduct a survey of those who prepared at “5”, “4” or “3”. A student who has enrolled in the third group and successfully answered questions in it can try his hand again. Programmed survey In this case, the student must choose the correct answer from those suggested by the teacher. This form of work is rarely used during oral questioning. And completely in vain. After all, in the clash of different opinions of students, misunderstanding “melts.” The teacher may defend the wrong answer to give the students a chance to argue. Quiet Questioning The teacher talks quietly to one or more students while the whole class completes another task. Questioning chain This method of questioning is recommended to be used to obtain a detailed and logically coherent answer. In this case, one student begins an answer, the teacher interrupts him with a gesture at any point and invites another student to continue the thought. The “protection” sheet is created for unprepared students and is always in the same place. A student who is not ready for the lesson writes his name on the security sheet and can be sure that he will not be asked today. The teacher's job is to keep the situation under control. An interesting check of homework in elementary school For many teachers, the pressing question is how to avoid monotony when checking homework in elementary school. For younger schoolchildren, a game form of testing acquired knowledge is especially relevant and effective. We offer several practical ideas that will not only allow you to perform an interesting homework check, but will also help to activate the mental activity of students. Game “Drawing the Answer” The teacher needs to prepare questions on the topic covered, the answers to which the children can quickly and easily draw. Children should be warned that answers should not be voiced, but drawn on paper. Game “Clap and Stomp” When checking homework, the teacher asks questions and offers possible answers to them. If the answer is correct, the children’s task is to clap their hands, but if the answer is incorrect, to stomp their feet. This game is a great warm-up and a good way to relieve stress in class. Team game “What and why?” In created teams, the captain is appointed as a teacher. The task for each team is to come up with questions on the topic studied and answer them one by one. The right of response is granted by the captain. It is important that all team members participate in the discussion. Game “Seven Flowers” ​​The teacher needs to prepare in advance paper flowers with seven colored petals according to the number of teams. For the correct answer on a completed topic, the team receives one petal. They play until one of the teams collects the entire flower. Game “Catch the Ball” The game is played in a circle. The teacher asks a question and tosses the ball. The student who caught it gives the answer. Let's summarize The degree of effectiveness of students' homework completion largely depends on how interesting and varied in form and content its testing will be. The methods proposed in this article for checking students’ independent homework to achieve results should be used systematically and comprehensively by the teacher.