The specifics of team building in an educational organization. The specifics of the development of team building in a multi-age pedagogical team of a kindergarten

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Team. Officially, this word hides the name of a small group of people with different skills and whose activities are aimed at the collective solution of certain problems. Well, what's wrong with that - I gathered people who know how to do different things, and go ahead! But in fact, building a truly effective team is a whole science, and learning it is not so easy. This business has its own subtleties, principles and features. It is about them that we will tell.

So, . Today it's extreme. effective tool, with the help of which various people and organizations implement their plans. Not a single progressive company ignores this issue. True, few study it with the right attitude and with all the seriousness inherent in it. It is for this reason that someone simply does not move, and someone only makes things worse. After all, team building really needs to take into account many things: the characteristics of people, the hidden reserves of their personality and mutual understanding, the coherence of actions, the ability to work together, the presence of one motivation for all, the desire for one result, and others. And the very formation of a team should contribute to the emergence of trust between team members, reveal their potential and motivate them to productive work.

Only a professional approach can bring benefits and high results. A professional approach, in turn, implies knowledge of the forms of team building and a clear understanding of the main principles of this process. And if the main forms of team building are corporate events: sports (spartakiads, competitions), intellectual (brainstorming, games, tests), entertainment (games, corporate parties, banquets, trips), educational (seminars, trainings), etc., then the principles should be discussed in detail.

Basic principles of team building

Depending on the specifics of the team’s activities, the principles of team building can be supplemented and varied, but the main principles include the following:

Taking responsibility
Training
Creativity Level
productive functioning

Let's consider each of the principles separately.

Goal setting

Goal setting is one of the most important factors. The peculiarity here is that the goal must be collective. That is, of course, there may be individual goals, but in the end they should lead to the achievement of a common one. Specialists consider specific and tough tasks to be the most suitable, the fulfillment of which will increase work efficiency, facilitate communication, and reduce the number of conflict situations.

Clear objectives will keep team members focused on the search effective ways their implementation and focus on the result. In addition, this has a positive effect on the overall microclimate in the team, because. positions and the statuses of its members lose all meaning, trust arises, each person acquires value for everyone, as well as his contribution to the common cause. The more stringent the requirements, the stronger their motivating force.

Collective execution of tasks

The fulfillment of all assigned tasks must be of a collective nature. This is the essence of team building. all separate parts must work together, in close interaction with each other. Collaboration sets up all team members in a certain specific way, in which they, quite possibly, have not worked before. Trust is being formed, people get to know each other better, they begin to “grind”, to recognize individual characteristics.

The process of collective work, among other things, creates the strongest energy potential, and the individual efforts of each member of the team begin to give a result that is several times higher than that which would be in the case of a single work of a person with the same efforts. In addition, a joint discussion of the implementation of current tasks and the progress of work leads to finding new ways to achieve what was planned.

Taking responsibility

It is very important that in the process of teamwork everyone individual person he approached the performance of his functions with all seriousness, took responsibility and understood that not only the state of his personal affairs, but also the success of the entire team depended on his efforts. With this approach, the probability of successful completion of any enterprise increases significantly, because. each member of the team makes every effort and tries to use their full potential.

In addition, the factor that no one wants to be outsiders, i.e., can also play a role. be the last one, the worst one on the team. It is human nature to compare oneself with others and in most cases people try to be among the leaders. Especially if the further stay in the team or some other equally important things depend on it.

Determining the form of incentive

An important component of team building is what the form of stimulation will be. Here it is very important to take into account the peculiarities of the field of activity of the team as a whole. For example, if the team's activity has a production orientation, then it would be best to take material and monetary compensation, combined with social recognition and moral satisfaction, as the main form of stimulation. If the activity of the team is characterized by an intellectual orientation, then the best form of stimulation will be the use of incentives for career, prestige, self-affirmation, because. the material side plays a secondary role here. If the activity of the team is combined, then the form of stimulation should combine the features of the two previous ones.

Training

The main objective of any team building is professional growth. And it doesn't matter what area the team's activity belongs to. It is important to make sure that the performance of both individual team members and general ones increases. Only an actively developing team is able to achieve high goals, improve results and reach a new level. In addition, it is important to make sure that the team can feel its growth and evaluate its progress. To do this, it is very convenient to use various tests and tests, and reflect the results in the form of tables, graphs, scores, etc. The confidence and conviction of the team in their progress will give even more strength and energy on the way to achieving the intended result.

Creativity Level

The principle of creativity in some cases is used as an auxiliary one. So, for example, if the activities of team members are more technological in nature, and the incentive for them is to receive some wealth, then their creativity will not take the lead. If team members are mainly engaged in intellectual work, and their main motivation is career-prestige factors, then creativity plays the most important role here, because. their success is directly dependent on their creativity, making bold decisions, coming up with new ideas, etc.

productive functioning

Another important principle of team building is the productivity of its functioning. There is one fundamental rule: the duration of the existence of the team has a direct impact on its efficiency, success and effectiveness, as well as on the coherence and professionalism of its elements.

Despite this, in modern world it is very common that even successful teams, firstly, are created chaotically, and secondly, they are spontaneous. To a greater extent, this applies, of course, to production teams. Smart teams tend to have longer-term goals and last much longer. Therefore, you must always take into account the prospect and build the process of team building, based on its features.

Summing up this material, one cannot fail to mention another important factor that plays a role in the process of team building - this is form of government in a team. The effectiveness of the team and the coherence of its individual components often depend on this factor. In fact, there are a lot of forms of management, and they all depend on the specifics of the team's activities, the goals set, the level of professionalism of its members, the nature of their relationship and other indicators.

But there are three main forms of governance. First form - when the team is managed by one person - the leader. Second form- when each team member performs his function and monitors his sector of work, and all decisions are made by the leader, but taking into account the opinions of all members. The third form is when there is a "backbone" consisting of authoritative specialists, after discussing the state of affairs with whom the main decisions are made at the general council. The form of government should be determined carefully, and all members can participate in this process. And its competent definition allows you to repeatedly increase the efficiency and productivity of the team.

If you approach the process of team building strategically and based on the principles discussed above, you can be sure that the future team will act harmoniously and as efficiently as possible, a team spirit will always reign in it, which will only have a favorable and constructive impact on any type of activity.

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Question 28. Reflection in pedagogical activity.

Reflection - it is in psychology the ability to comprehend one's actions. A higher level of reflection allows you to see any life situation from the side, see →

LOW REFLEXION: At the lowest level of reflection (zero). A person directly affects the object: drives a car, cooks food or walks a dog. Usually in such a state of reflection, a person behaves unconsciously, and is completely at the mercy of his reaction, positive or negative.

AVERAGE LEVEL OF REFLEXION: The average level of reflection is a more conscious state. A person is aware that a certain (negative / positive) situation is happening to him, but he cannot effectively influence it. At this level, the internal observer is turned on, which makes it possible to manifest oneself in a more adequate way.

HIGH LEVEL OF REFLEXION: A high level of reflection makes it possible for a person not only to observe from the outside, but also to control the situation, passing it through his “life picture” (representations). And on the basis of these ideas (life pictures) to perceive the situation more consciously, and not just react to an external stimulus uncontrollably.

Question 29

Motive - this is the focus of the student on certain aspects of educational work associated with an internal attitude towards it

Classification of motives for teaching - Two main groups of motives, directly related to learning activities and not related.

I. Motives inherent in the learning activity itself: 1) motives related to the content of the teaching: the student is encouraged to learn by the desire to learn new facts, to acquire knowledge, methods of action, to penetrate the essence of phenomena, etc.; 2) motives associated with the learning process itself: the student is encouraged to learn by the desire to be intellectually active, to reason, to overcome obstacles in the process of solving problems, i.e. the child is fascinated by the process of solving itself, and not just the results obtained.

II. Motives related to what lies outside the educational activity itself: 1) broad social motives: a) motives of duty and responsibility to society, class, teacher, parents, etc.; b) motives of self-determination (understanding the importance of knowledge for the future, desire to prepare for future work, etc.) and self-improvement (be developed as a result of teaching); 2) narrowly personal motives: a) the desire to get approval, good grades (welfare motivation); b) the desire to be the first student, to take a worthy place among comrades (prestigious motivation); 3) negative motives: the desire to avoid trouble on the part of teachers, parents, classmates (motivation to avoid trouble).

In modern conditions, the main condition for the effective work of an educational institution is a team of specialists. The role of individuals who carry out labor process. From the qualifications of the teacher, business activity, the ability to interact with each other and achieve a socially significant result depends on the fate of children, parents, employees and the prospects for the development of an educational institution. Educational institutions seeking to obtain competitive advantage due to the quality of their work, innovation, first of all they should think about the development of the team, the team. It is in close-knit teams that one can consider the issue of intensifying innovative activity, the creative interaction of its members. Therefore, one of the most sought-after personal qualities of a teacher of a preschool educational institution (hereinafter referred to as PEI), along with professionalism, reliability, sensitivity, and willingness to help, is the ability to act in a team. A key factor in the effective work of the team is the ability of each member to "work for the result" and respect the opinions of all employees.

A team is a team of like-minded people, a mechanism that launches and carries out the effective activities of the entire institution. To the extent that each teacher feels himself to be a part of it, to the extent that he feels his importance and relevance, to the extent that he is motivated for joint cooperation, self-realization and self-development as a professional.

Difficulties in the formation of a team as a team can be due to various reasons, but the main ones, in our opinion, are the problems of professional and pedagogical communication, based on which we single out semantic and psychological barriers. We consider the semantic, or communicative, barrier as an obstacle that arises between partners due to different interpretations of the semantic content (text, subtext) of the same information. They are caused mainly by external causes. Psychological barriers (conditionally they can be called “personality barriers”) are obstacles that arise in the process of communication due to the difficulty in the perception by partners of each other’s individual psychological characteristics. They are caused by internal reasons, which include features of temperament, character traits of interlocutors, as well as persistent negative emotions that communicants experience in relation to each other.

One of the reasons for the problems of team building is also different life values, the worldview of teachers, based on the age characteristics of generations. Now in the field preschool education teachers work - representatives of different generations:

1. "Baby Boomers" (generation 1943-1963). Values: optimism, attention to personal growth and reward, collectivism and team spirit, the cult of youth. The following events shaped the values of this generation: the conquest of space, guaranteed medical care, the Soviet thaw, uniform standards of teaching in schools, and the Cold War.

2. "Generation X" (generation 1963-1984). This generation is characterized by the following values: global awareness, technical literacy, individualism, the desire for continuous education, informality of views, pragmatism, self-reliance, gender equality, readiness for change, opportunity to choose. Historical events that shaped values: the continuation of the Cold War, perestroika, the war in Afghanistan.

3. "Generation Y / Y" (generation 1984-2000). Values: freedom, result as such, civic duty and morality, responsibility, immediate reward. Events that shaped values: the collapse of the USSR, terrorist attacks and military conflicts, the development of digital technologies.

In the team of MBDOU "Kindergarten No. 80" in Cherepovets, 35% of teachers belong to the first age category. characteristic feature this group is excessive conservatism. They are wary of any innovations that are inevitable at the present time. On the one hand, they are afraid of harming children and fear that any untested innovations will adversely affect the formation of the personality of their pupils and nullify their pedagogical efforts spent over many years of impeccable pedagogical activity. On the other hand, such educators fear that they will not be able to master new pedagogical technologies that require the active use of various technical means, including multimedia systems. This leads them to be wary of any proposals for the psychological study of the personality of the teacher and the characteristics of professional and pedagogical activity. They do not expect help from such research, but are afraid that they will be caught in the lack of educational training associated with the use of new educational technologies, i.e. in professional incompetence. The same alertness is caused by activities aimed at the development of professional communicative competence.

Most of the teachers of the team (60%) belong to the “Y” generation. These are young specialists in the field of education who strive for systematic continuous education and independence, therefore, for them, active forms of education are an opportunity to realize their informal individual educational route. They are ready to participate in brainstorming sessions, discussions, briefings, discussions, where you can demonstrate the informality of views.

Such a gap in the views, ideas, worldview of teachers of two "distant" generations leads to misunderstanding and conflicts, which prevents team building and formation, which in turn leads to a decrease in the effectiveness of the educational process as a whole in the institution.

Carrying out work on the development of team building has become an urgent need for our team, its transition to a new stage of development. Aim of activity in 2015-2016 academic year was to increase the communicative competence and effectiveness of interaction between teachers of preschool educational institutions. this work was carried out using the possibilities of network interaction with the BU VO "Cherepovets Center for Psychological, Pedagogical and Medical and Social Assistance". The activity was carried out in three stages:

1. Motivational and organizational stage.

2. Implementation stage.

3. Analytical stage.

At the first stage, it was important to identify and analyze the difficulties in pedagogical communication. The monitoring procedures made it possible to identify: a low level of effectiveness of interpersonal interaction, an insufficient level of coordination of actions on overall result, low level of the overall performance indicator. The first meetings were aimed at motivating teachers to work together. A joint definition of a team was formulated as an autonomous self-managed team of professionals capable of quickly, efficiently and efficiently solving the tasks assigned to it. The main structural and organizational conditions for the formation of a team, the signs of an effective team, such as:

effective constructive interpersonal interaction; professionalism of each employee;

positive thinking, orientation to common success; the ability to work in concert for a common result;

non-fixed, flexible and mobile distribution of functions between team members.

Working in small groups, teachers played out possible conflict situations in pedagogical communication, highlighted the advantages of working in a team in resolving professional problems.

The results of the first stage made it possible to draw the following conclusions:

1. Educators, the main tool professional activity which is communication, experience serious difficulties both in establishing contacts with pupils and in building relationships with colleagues. At the same time, most of them experience difficulties in communicating with colleagues, which is a serious problem, because it leads to a violation of the psychological climate in a professional team.

2. Teachers who experience difficulties in professional communication most often show negative experiences: emotions such as grief, fear, shame, and anger dominate.

3. Most often, difficulties in communication and various kinds of psychological defenses are manifested in teachers of the first age category.

4. To assist teachers in the productive organization of communication with both parents, children, and colleagues, it is required to conduct special work to master the skills of working in a team, which are most often main reason difficulties in professional interaction.

The results of the first stage confirmed the relevance, significance and demand for psychological support for the process of team building in an institution.

The second stage was devoted to solving the set tasks, and trainings were chosen as the main form of work. The main objectives of the training were: developing teamwork skills and team interaction skills (the ability to set a common goal and correlate your tasks with the main task of the team); removal of emotional stress; development of communication techniques. The participants of the training are teachers of different age groups. In this regard, the content included the preferred forms of active learning work for each age:

traditional methods and techniques - mini-lectures, practical games and exercises showing specific examples from practice, preferred by teachers of the Baby Boomer generation (35% of teachers);

interactive forms of education, discussions, individual project assignments, which will be used in the future in pedagogical practice, are more interesting for generation X teachers, who make up 5% of the team;

work in small groups with further public defense of developments, project activities, participation in rating programs, drawing up individual programs for personal professional growth - the most in demand among teachers of generation Y (60% of the team).

Priority on this stage there was a study of games and exercises for team building, development of trust, reduction of psycho-emotional stress, stabilization of the psychological climate in the team. The art-therapeutic methods used at this stage, the techniques of fairy tale therapy made it possible to create an atmosphere of psychological safety. Game technology for the development of team building T.D. Zinkevich-Evstigneeva made it possible to work out the mechanism for the functioning of a team in a team, taking into account the specifics and features, as well as to activate the energy of unity - team spirit among colleagues.

Monitoring of effectiveness at the second stage of work (team effectiveness, psychological climate, interpersonal relations) made it possible to conclude that the formation of a team of teachers was successful, the main achievement of which was a high level of desire to achieve effectiveness and productivity. Teachers have adopted 5 common unshakable principles of teamwork: a sense of community and trust; cooperation; work for a common result; creativity instead of stereotypical actions; constructive self-realization.

The third stage was aimed at tracking the further dynamics of the development of team building through monitoring procedures. The analysis of the data made it possible to state stable positive changes that were noted by the teachers themselves: the formation of skills for successful interaction of team members in various situations; increasing the level of personal responsibility for the result; transition from a state of competition to cooperation; increasing the level of trust and care between team members; switching the attention of the participant from himself to the team; increased team spirit and a charge of positive mood.

The obtained results of the training work allowed us to intensify the activities of the teaching staff in the implementation of the Federal State Educational Standard, to increase Innovation potential teachers. But there is still a lot of work to be done, aimed at translating internal motives into external ones.

So, the development of team building in a pedagogical team of different ages kindergarten requires some diagnostic work, in accordance with the results of which the logic of the main stage of work is built in the form of socio-psychological training.

Bibliography

1. Zinkevich-Evstigneeva T.D. Theory and practice of team building, Publisher: Rech, 2003

"TEAM BUILDING AS AN EFFECTIVE METHOD OF MANAGING THE PROCESS OF EDUCATION AND UPBRINGING IN A PRESCHOOL INSTITUTION"

Developed by: caregiver

1 qualification category

MBDOU No. 26 " gold fish»

Smertina Svetlana Konstantinovna

Surgut

Explanatory note

In state policy documents on Education Development: “National Doctrine of Education in Russian Federation”, “Federal target program for the development of education for 2011-2015”, “The concept of long-term socio-economic development of the Russian Federation for the period up to 2020”, Federal Law on Education in the Russian Federation, Federal State educational standard, provides for a set of measures aimed at developing the education system in the country and improving its quality. At the same time, solving the problem of transition to a new qualitative level of education is impossible without improving the quality of the human resources potential of educational institutions. The personnel potential of educational institutions characterizes the ability to solve the problems of innovative development of education on the basis of high morality, intelligence, competence, professionalism, business activity, professional mobility and quality of activity. The level of personnel potential is used to judge the effectiveness and quality of the activities of an educational institution. The problem of innovative changes in modern Russian education poses new challenges for teachers of educational institutions. The ability to see the prospects for the development of a particular educational institution, its structures and the educational process as a whole, to predict innovations in the direction of development, to build and ensure mutually beneficial relations with society and other tasks require an integrated approach to their solution. It is possible to ensure such an approach only under the condition of purposeful professional interaction of teachers capable of designing and implementing innovations in educational institution. In this case, such a group of specialists may be considered as a pedagogical team, which is organizational form collective management that determines the strategy, tactics and methodology of the educational process. All this indicates the relevance of developing issues related to team building in the teaching staff, aimed at increasing the personnel potential of the institution. In Russian pedagogy, the works of V.S. Afanasiev and E.G. Yudin, covering special issues of control theory. The pedagogical management was considered by Yu.V. Vasiliev, M.M. Potashnik and others. In the works of G. Herter, O.N. Gromova, O.Yu. Efremova, T.D. Zinkevich-Evstigneeva, Yu.V. Kozyrev, the issues of the content component of team building are revealed. The problem of the formation of pedagogical teams was dealt with by I.V. Zhukovsky and D.V. Grigoriev. At the same time, the issues of increasing the human resources potential of preschool educational institutions in the context of education reform modern Russia through the formation of pedagogical teams, remain underdeveloped. Insufficient attention in the scientific literature is paid to the features and methodological foundations team building of teaching staff. Therefore, we will consider what a team is in general, a pedagogical team, and using the example of MBDOU No. 26 "Golden Fish" in Surgut, we will trace the technology of team building of teachers.

Main part

A team is a group of like-minded people cooperating with each other to achieve the intended common goals. By Maxwell's definition, a team is a small number of people (most often 5-7, less often up to 15-20) who share goals and common approaches to implementation. joint activities; have complementary skills; take responsibility for the final results; are able to change the functional-role correlation (perform any intra-group roles); mutually determine their belonging and partners to a given community or group. The team usually consists of a group of specialists belonging to various areas organizational activities and working together to solve problems. The essence of the team is, in general, for all its members an obligation. This kind of commitment requires having a purpose that all members of the team believe in—its mission. The mission of the team should include an element related to winning, winning, moving forward. At the same time, there is a difference between the goals of the team and its purpose (mission), which lies in the fact that the goals of the team allow you to monitor your progress along the path to success, and the mission, as more global in its essence, gives meaning and energy to all specific goals. Team building is difficult process. Tannenbaum, Beard and Salas note that it is important for a team to have a combination of complementary skills among employees. They divide their requirements into three categories:

Technical or functional expertise;

Problem solving and decision making skills;

Interpersonal skills (risk taking, helpful criticism, active listening, etc.).

In the process of its development, the team evolves from a working group, which is created to perform a particular type of activity, to a team of the highest quality. The pedagogical team is a group of teachers of an educational institution and other subjects (parents, students, social actors, social partners, etc.), created to solve the strategic and tactical tasks of the institution's development. The team occupies an intermediate place between the working group and the team. It differs from a group in that teams are spontaneously and specially organized groups of people who are and are not members of the teaching staff, united by common interests and common goals for carrying out activities of a creative nature of pedagogical content, as a rule, the strategic level of development of an educational institution. In terms of time, activities are longer than working groups, more dynamic, mobile, professional, productive. They are organized in an administrative and non-administrative way, in contrast to the working groups. Consider the technology of organizing teamwork in the teaching staff of MBDOU No. 26 "Golden Fish" in Surgut on specific example. In Surgut in September 2013, the city project "School Ethnocalendar" was launched, organized by representatives of the Department of Education of the Administration of the city of Surgut. The mission of the project was the spiritual and moral education of a citizen of Surgut - a resident of a multicultural city. Our kindergarten decided to take part in the project by choosing the project line "Gift - 420" - the development and implementation of projects within volunteer movement(dedicated to the anniversary of the city). To develop the project, the kindergarten management appointed a project coordinator. They became one of the teachers of the preschool educational institution, who, according to the administration, has the competence of an organizer, he was faced with the task of creating an effective team capable of developing, implementing and adequately presenting his project, that is, launching a self-organization mechanism, promoting team development, removing contradictions, managing emotions and seek voluntary agreed achievement of goals. The effectiveness of the team largely depends on the personal qualities of its members and the relationship between them. Each member of the team must be ready to use their abilities and knowledge to solve the team problem. Therefore, it became necessary for the coordinator to analyze the requirements for applicants. The main requirement for future team members was to have high level competence, which includes the knowledge, skills, abilities and personal qualities that team members must possess. Particular attention should be paid to the ability to work together and determine the size of the team. What is the optimal team size? This simple question points to one of the primary problems that comes up when building a team. It would be most reasonable to have a team as small as possible in number, but so large that the competence of its members corresponded to the requirements of the task. When determining the ability to teamwork, psychological tests can be used. The most practical of these tests is the Meredith Belbin test. Our team is well-established, so the coordinator determined for himself which of the team members is ready for teamwork, as he has repeatedly participated in collective business games on pedagogical councils. Watching the game, you can identify the skills of each of the applicants, their behavior in the work environment, the style of solving the tasks and overcoming the problems that arise, as well as the features of interaction with colleagues. The coordinator, after analyzing the personal and professional qualities of the future team members, decided that the team would consist of twelve people, it included: two music directors, a teacher-psychologist, a speech therapist teacher, an instructor in physical culture and eight teachers. Thus, the first stage of team development comes - formation. At this stage, team members face the challenges of making the transition from individual work to the command. But everyone feels a sense of pride from the fact that they chose him, a sense of superiority. According to the classification of Andreeva G.M., this is the “honeymoon” stage, during which the team experiences a period of euphoria for a short time at the beginning of its existence. At this time, teachers behave formally and politely. They try to ask the leader (coordinator) of the team as many questions as possible about the problems being solved, they strive to develop the rules necessary to get the job done. Planning work on our project begins with its collective discussion. This is, first of all, an exchange of views and coordination of interests. Coming preparatory stage project work. It includes defining the theme and objectives of the project. The team members decide that our project will be called "Spark Gives Warmth", and its goal will be to identify and support children's initiatives that contribute to the formation of ethnic tolerance through the organization of joint children-adult activities, based on the goal, they formulated a number of tasks. After analyzing what we have today and what needs to be done, after listening to the ideas of the team members, the coordinator comes to the conclusion that the team needs to be divided into several project sub-teams, each of which needs to be given separate tasks, and here he takes into account professional and personal qualities teachers. During the discussion of the project, the team decides that, since this is a project of children's initiatives, the collection of information should begin with interviews with the pupils. One of the subcommands is defined for this purpose. It includes a teacher-psychologist, who, by virtue of his competence, easily establishes contact with pupils of all age groups, educators, families and a teacher who is fluent in modern IR technologies for processing and storing information in electronic form. His tasks also include the implementation of photo and video filming of all stages and activities in the preparation and implementation of the project. The next subteam of teachers was given the task of preparing and systematizing cognitive information on the project topic: a series of conversations, abstracts of the GCD, a literary word, visual material to familiarize preschoolers with the concept of tolerance, multinationality, humanity. Since the amount of work is large, this subteam included teachers in the amount of five people. A sub-team consisting of musical directors is studying sources containing dance and musical material of folklore, ethnic orientation. It was necessary for the physical culture instructor to collect material with mobile and sedentary games of different peoples. Thus, we get a self-management team, which is understood as working groups that will have almost complete autonomy in the decision-making process, control and responsibility for results. After receiving the recommendations, the team and the leader set deadlines for reporting on the collection of information. So, our team is moving on to the next stage of development - "storm" (conflict) - this is a very difficult time for the team coordinator and its members. It is at this time that subgroup conflicts arise, and the power of the leader is threatened. Opinions become polarized, individual team members resist attempts by the team leader or the entire group to establish control. This is such an emotional stage where core values and the ability to solve a problem are called into question. If the task turned out to be more difficult than it was supposed at the beginning, then the participants in the process become quick-tempered, touchy, accusing. Or fanatical. May be observed:

Resistance to task completion and new approaches;

Sharp changes in the relationship of team members among themselves and regarding the attainability of the goal;

Even if a decision has been made about the expected result and ways to achieve it, the team members continue to discuss, the goals, objectives, methods, rules of the game are being “rotated” by each player.

Gang formation, clash of opinions, struggle for leadership, influence, jealousy.

Our team faced difficulties at this stage. Having collected the necessary information, the team gathered at the appointed time, for a report, children's initiatives were announced, as it turned out, the pupils wanted to make gifts to the city in the form of good deeds and deeds. Now the team of teachers had to choose specific directions for the project, the generation of ideas was very rapid, it was difficult to come to a consensus, the proposed ideas by one member of the team were sharply rejected, others were welcomed. The coordinator, who at first actively took up the organization, is at a loss, experiencing difficulties in resolving the situation, in addition, as it turned out, the subteam of teachers chosen to collect and systematize cognitive information did practically nothing, citing lack of time. To get out of this situation, the coordinator turns to a psychologist for help. The teacher-psychologist suggested that each member of the team analyze their activities within the framework of the project and answer specifically what prevents them from doing their part of the work, the reflection of the teachers showed that some teachers were not sufficiently involved in the project for various reasons, some due to lack of time, others are in stage of the conflict, the third is simply not interested. It is important to get the team through the “storm so that it does not get stuck in this unproductive and painful stage for a long time. The coordinator understands his mistakes, that he did not devote enough time to the problem of studying the readiness of teachers for teamwork, did not take into account the wishes of colleagues about joint activities, did not analyze the temporary space of teachers, personal motives, but distributed sub-teams at his own discretion. In order to bring the team closer together, the coordinator, together with the teacher-psychologist, conducts a series of games on the ability to negotiate, monitoring wishes for the joint work of subteams. The result of these events was that the subteams of teachers were redistributed according to completely different criteria. The coordinator also changes the style of his team management. He decides to give Special attention control and self-control of team members. Provides training for individual team members, for example, a physical education instructor is a young initiative specialist, but has little work experience, for his training, the coordinator offers the administration to organize mentorship over him and invites a new team member - associate professor of the Department of Physical Education and Sports of SurSU (our social partner ). Gradually, the work of the team begins to go smoothly and moves on to the third and fourth, the most productive stages of its formation, “normative” - after the storm, there is a calm. The group begins to work together in concert, mutual support develops, people come to terms with differences and praise (exalt) each other. Collaboration for the sake of work begins, agreement is reached on ground rules, communication develops, and as a result, it moves to the business stage - this is the stage that brings satisfaction. The group organizes itself into a team to form the structures necessary to fulfill the purpose of the project. There is a spirit of progress and team members are flexible in their roles. At this stage, the atmosphere of energetic activity reigns in the team. At these stages of the organization of the team, the next stage of work on the project “Spark Gives Warmth” is actively going through - research, the collection and clarification of information continues; identify (“brainstorm”) and discuss alternatives that have arisen during the implementation of the project; the choice of the optimal variant of the project is carried out; the research tasks of the project are being carried out step by step. Team members actively perform research, work on a project, analyze information, draw up a project, start its implementation. Within these stages, team members actively apply various social roles. The distribution of roles in a team is a rather delicate issue. On the one hand, it is extremely important that each member of the team plays a role corresponding to his abilities and capabilities. On the other hand, it is also important that everyone in the process of the team's life “try on themselves” as many roles as possible. This is necessary to create conditions for mutual insurance and interchangeability of each other's team members in emergency and extreme situations. Flexible role distribution increases the level of mobility of the team, as well as the degree of its adaptability in unpredictable conditions. Adequate and flexible role distribution is an effective method of increasing the competitiveness of the team, its resistance to the negative influence of various external and internal factors. Another, more subtle, aspect of role assignment is to make each team member feel important and have a chance to grow. This is extremely important, since the team is a community of "equals". However, equality can sometimes lose the individuality of each. And in this case, the feeling of one's role, as it were, "insures" the individual contribution of each member of the team to the common cause. Therefore, the coordinator should consider who to give to this moment the role of "expert", who is the "chairman", and who is the "prospector of resources". For example, a “strategist”, within the framework of the “Spark Gives Warmth” project, offers to establish relations with a printing house in order to publish a “Book of Good Deeds”, but he cannot agree on it himself, but a “communicator” will perfectly cope with this. At these two stages of the formation of the team, clear directions were determined, reflecting the result of the team creative activity. From time to time, the teams presented a report on their activities, and they interacted with each other through consultations, seminars, and forums. The result of the joint activities of music workers who already worked in different sub-teams, and educators, was: children's concert for the elderly of the gerontological center; "musical lounge", within the framework of which, students of the children's art school introduced the pupils to the musical instruments of different nations and presented a small concert of folk music to our hearing. Throughout all stages, they provided thematic musical accompaniment, which is important for the successful implementation of the project. The result of the work of the sub-team of the instructor in physical culture and associate professor of the department of physical culture and sports was the holding of a large-scale, interesting, bright "festival of folk games", in which students of SurSU took part. Teachers, united by their interest in arts and crafts and manual labor, organized the Commonwealth parent club and, together with the families of pupils, brought to life sensory toys for children with disabilities rehabilitation center"Good Wizard", held a master class on making dolls in national costumes. The teacher-psychologist, the teacher-speech therapist, working together with teachers, came up with and held such mass folklore holidays as "Carols", "Shrovetide", and also organized the "Cuisine of different peoples" fair. That is, the team, divided into sub-teams, performing its tasks, worked to achieve the team goal in a coordinated, self-organized manner, with the presence of self-control. The stage of presenting the project and evaluating its results is coming, the team worked on the presentation of the project, also dividing responsibilities, but independently, offering their own initiatives. Before defending the project municipal level, the team decides to arrange a pre-defense in front of the DOW team in order to find out public opinion, a view from the outside, the project was represented by pupils of the senior preschool age. At this stage, command responsibilities were also clearly distributed, but based on professional competence. The teacher-speech therapist practiced the intonational expressiveness of speech, the pedagogue-psychologist prepared the children for public speaking. The presentation of the project was presented by a film that was edited by a team member using modern IR technologies, the film was accompanied by a story of children, at the end of the presentation of the project, the audience was presented with the main product of the project “The Book of Good Deeds”, which included material about all the activities carried out within the framework of the project, this is our gift to our hometown with the children, a product of teamwork.

Conclusion

In conclusion, I would like to say that the team method of work is gradually but surely entering the education management system. A friendly team helps each other to realize themselves, both in the profession and as a member of society, because one of the essential needs of a person is his desire to belong to any community of people, a group. Working as a team, you can complete those tasks that are too complex or time-consuming for one person. Working effectively in a team allows you to get the desired results much faster than when working alone. We achieve the best results by using the collective knowledge, skills, experience, creativity and insight of each team member to achieve the set goal. Team building allows you to save time, reduce the number of erroneous decisions and unproductive time. Effective teamwork, organized by a competent manager, undoubtedly contributes to team building, increases labor productivity, which leads to high-quality and effective work preschool institution.

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