Contents:
Course with employment: "Profession Methodologist from scratch to PRO»
Learn moreBrief information about the topic.
"Teacher for Russia" is a program aimed at supporting and developing school education in the country's regions, implemented by the "New Teacher" Foundation. The program provides professionals from various fields with the opportunity to become teachers and helps current teachers find new areas for professional development. Program participants receive financial support, including a stipend and rent, as well as ongoing assistance from curators, methodologists, and an active community of like-minded individuals. The program is designed for two years, allowing participants to immerse themselves more deeply in the educational process and make a significant contribution to the development of school education in Russia.
In this article, we will examine the key aspects related to a topic of interest to many. We will analyze the main points, provide useful information and advice, and discuss current issues. By reading this article, you will gain a clear understanding of the subject and find answers to your questions. This will help you better understand the topic and apply the acquired knowledge in practice. By delving deeper into the material, you will discover new perspectives and opportunities.
- Ulyana from Perm talks about how she stokes a stove in a Siberian village where Pentecostals live;
- Valentina from Sarov shares her impressions of life in the only city in the world on the Arctic Circle - Salekhard;
- Ilya from Veliky Novgorod reveals the concept of creative physical education lessons.
"In part, I see my task as showing that things can be different"
Ulyana Gileva
A primary school teacher in the village of Sosnovka, located in the Novosibirsk region, plays a key role in the educational process. She develops basic knowledge and skills in children, providing them with a solid foundation for further education. The work of a teacher in such a remote community requires a special approach, since it is necessary to take into account not only educational methods, but also the cultural characteristics of the region. A teacher in Sosnovka creates a comfortable and supportive atmosphere for students, which promotes their personal and intellectual development. It's important to note that working in a rural school can be both challenging and extremely rewarding, as a teacher becomes more than just an educator, but a true mentor and friend to their students.
Until the age of ten, I lived in the Perm region, in a village where I attended a local school. I remember with gratitude my first teacher, who had a significant influence on my education. Now I teach in a village in Siberia, in the village of Sosnovka, just three hours by public transportation from Novosibirsk. Siberia wasn't my choice—rather, it chose me. This region has become not only a place of work for me, but also a source of inspiration and new opportunities.
I studied history at the Higher School of Economics. In my final year, I began teaching history and social studies at a small private school in Perm. At the same time, my younger sister started first grade, and I actively supported her and other children in the elementary school. During this period, I realized that working with elementary school-aged children brought me great satisfaction.
In my final year of university, I finally decided on my career choice and decided to become a teacher. I began actively searching for suitable offers and accidentally discovered the "Teacher for Russia" program. The values, ideas, and views of the program participants made a strong impression on me, so I applied.
I dreamed of working in a school located outside the city with a small number of students. Since I applied for the program late, there were few available options. As a result, I accepted the offer from Siberia without hesitation.
No one close to me tried to stop me. Friends and family treated my decision with understanding and warmth. I am truly grateful to them for their support and faith in me.
When I first visited Sosnovka with three colleagues, who now work as teachers at our school in the same program, we instantly fell in love with its natural beauty. Sosnovka is located on the shore of the "Ob Sea"—a huge reservoir that locals call a sea. Pine trees grow all around, and the smooth surface of the water creates an atmosphere of solitude and tranquility, and we didn't want to leave this beautiful place.
The school feels cozy and family-friendly. In the courtyard, there are greenhouses and a vegetable garden where tomatoes and cucumbers are grown, as well as apple trees. In the fall, children can pick an apple during breaks and enjoy it. They make compote from the apples they pick together. Students and teachers plant potatoes and other vegetables together, and then gather around the common table to enjoy the fruits of their labor. This creates an atmosphere of unity and collaboration, which is important for the harmonious development of children.
The teachers and colleagues greeted us with warmth and hospitality. Upon entering the classroom, I noticed that a sign with my first, last, and middle name was already hanging on the door. This created an atmosphere of warmth and friendliness, which was very pleasant and helped me adapt more quickly to the new school.
After speaking with the school administration, I realized I wanted to work here, get to know the students, and spend two years in this atmosphere. My first impressions were correct, and after the school year ended, I still feel at home. However, I also encountered certain difficulties.
I was sure I was ready for rural life, having spent my childhood in the village. However, this winter in Sosnovka, the temperature dropped to -45°C, and I had to heat the stove myself. Previously, I had only observed the process, but never done it myself. My neighbor, a teacher who lives in the same building with me, and I had trouble heating for a long time. Only by midwinter did we manage to master this essential skill, which was an important step in adapting to village life.
There are Pentecostals in our village, which no one told us about before moving. At first, this caused us fear, as many perceive Pentecostals as a sect. However, as we talked, we realized there was no need to worry. They have their own morning rituals, but they don't interfere with our lives, and we, in turn, respect their traditions. This coexistence allows us to live peacefully side by side without disrupting each other's lives.
The rural way of life is unique. On the one hand, it offers support and communication, but on the other, it blurs the boundaries of personal space. Unlike city life, where intrusive visits are rare, in the countryside, neighbors might drop in unexpectedly and ask, "Hello, may I ask you for this or that?" For them, this is normal, but for city dwellers, it's important to set personal boundaries. We learned to explain in a friendly manner that it's best to ring the doorbell first before coming in, as there may be times when we're busy or relaxing in the house.
We have established excellent relationships with the parents of the children in my class. They all actively support my initiatives, whether trips, excursions, holidays, or events. The organizational support from parents is always excellent, and no one creates obstacles. The same can be said about the students: they show respect for the teacher and their elders, which creates a positive atmosphere in the classroom.
I teach two classes at a time: the second and fourth grades. My class has nine second-graders and two fourth-graders. This is called a "class-set," when lessons are held simultaneously, but the curricula for the children are different.
The children in the village are open and curious; they are kind and responsive. If someone has a need, they are always ready to help. However, despite this, they have difficulty asking for things themselves, for example, if someone does not have a pen in class. I try to teach them to overcome this barrier and confidently ask for help. It is important to develop children's communication skills and self-confidence so that they can freely express their needs and desires.
In this region, the level of education is low and children are not sufficiently visual. Despite the common belief that everyone has access to gadgets, this isn't always true in rural areas. Phones are typically only owned by parents, and children's internet access is limited to school settings. This significantly impacts their educational process and opportunities for self-development.
In class, we discussed various bodies of water, such as lakes, canals, reservoirs, seas, oceans, and ponds. The children quickly recalled the reservoir, as they had a suitable example nearby. However, the differences between a lake and a pond, as well as between a sea and an ocean, presented difficulties. This demonstrates a lack of basic knowledge about bodies of water, which is essential for a better understanding of the world around them.
There are children at school who claim that a certificate is unimportant to them. Many of them have been fishing in the local reservoir from an early age and selling their catch. These children believe that this lifestyle will secure their future and don't always understand the importance of education. For example, they may think, "My mom only finished seventh grade, and I'm already in eighth, so I must be smarter than her. Why do I need to study? I'll fish, and that will be enough." However, it's important to understand that education opens new opportunities and can significantly improve the quality of life in the future.
They haven't had the opportunity to see alternative life options, so they don't know that the world can be different. I see it as my job to demonstrate what possibilities can be. Many of them already dream of bigger things—higher education, travel, and the opportunity to see the world. For example, one of my students aspires to be a pilot, another a teacher. I try to support their dreams and help them understand how to realize their ambitions. It's important for them to succeed, and for this, concrete steps must be taken already in elementary school.
The children and I regularly go on excursions, explore new places, and delve deeper into nature and culture during our travels. This initiative originated with me, but I receive support from parents and the school director, both organizationally and financially.
Finding the budget for long trips can be difficult, but there are numerous travel opportunities within the Novosibirsk Region and Altai Krai. We recently attended a camp where the bulk of the expenses for the camp session was covered by the Novosibirsk Region Ministry of Social Development. Parents were required to contribute only 10% of the cost, which amounted to 1,700 rubles. However, even this amount proved prohibitive for some families. Therefore, we worked with the parents to find options to ensure that everyone could attend the trip. It was important to me that the entire class could attend the camp, as shared memories and shared experiences play a significant role in strengthening friendships and cohesion among children.
I also spent time with the children at this camp, and my main task was to teach lessons while the counselors organized the rest of the activities. Since this was many of the children's first camp experience, they needed the support of an adult they trusted. As a result, I became their "mom" in this new environment. 24/7 communication helped us bond, and I was able to see the children from a different perspective, finding a way to connect with each of them.
During the trip home from camp, the children actively shared their impressions. Each of them shared what they learned and the important lessons they had absorbed during their time at camp. Such discussions are inspiring and demonstrate the importance of the experience gained in such a setting.
The atmosphere in the classroom has changed; the children have become more polite and attentive to each other. They have learned to express their requests and feelings appropriately, for example, by saying, "Please put that away" or, "I feel uncomfortable, could you please not do that again?" This form of appropriate social communication began to develop precisely at camp. Thanks to the trip, significant changes were achieved in three weeks that would have taken much longer in a normal environment.
At school, I observe a genuine interest and desire for knowledge in the children. Every day they achieve new results and learn to overcome difficulties. This is precisely why I am here, to support them in this process. Together, we create an atmosphere that motivates them to come to school. I am willing to spend time planning lessons, conducting outdoor activities, and interacting with students outside the classroom. It is important for me to see the fruits of our joint efforts—not just my achievements, but also the successes of my students and their parents.
"This is also my task—to be someone with whom I can share and who will not scold"
Valentina Urm
The supplementary education teacher at School No. 1 in Salekhard (Yamalo-Nenets Autonomous Okrug) plays a key role in developing students' creative and educational skills. This school offers a variety of supplementary education programs covering various areas, including art, science, and sports. The teacher creates conditions for an individual approach to each child, promoting their self-realization and development of personal interests. The work of such a specialist includes not only teaching but also organizing events, master classes, and competitions, which contributes to the comprehensive development of children. The supplementary education teacher at School No. 1 in Salekhard makes a significant contribution to the educational process, developing skills in students that will be useful throughout their lives.
I was born and raised in the Nizhny Novgorod region, in the small closed city of Sarov, which was formerly called Arzamas-16. I received my education in Moscow, at the VGIK, in the animation and multimedia department. I currently live in Salekhard, the only city in the world located above the Arctic Circle where I teach children drawing. My first academic year here is coming to an end, and sometimes I wonder, "Am I really in Salekhard?"
While studying at VGIK, I studied at "Simple School," founded by Dima Gorelysh—a project aimed at creative people. Dima is an outstanding teacher, and now, when teaching children, I often remember his approach to students and his style of communication. It's not just about drawing, but also about perceiving the world, life, and relationships. At "Simple School," I was given the opportunity to conduct several master classes, and even then, I realized that teaching was of great interest to me. However, fear of this step held me back.
I have experience working in a studio in roles such as a sketcher, in-betweener, filler, and background artist. In addition to these duties, I also painted walls. After completing my studies at VGIK, I became a curator of the animation and illustration course at the Higher School of Economics. My experience in animation and illustration allows me to effectively convey my knowledge and skills to students, which contributes to their professional development in this field.
I read the book "Zen and the Art of Motorcycle Maintenance," and it made a deep impression on me. This work explores the concept of Zen through the lens of Western perception. It also discusses important aspects of knowledge transfer and the approach to teaching. I learned many useful lessons that helped me overcome fears and doubts. The book inspired me to a deeper understanding of life and self-discovery.
I attended the World Air Guitar Championship, my passion. Playing air guitar is an unusual, fun, and sometimes comical activity. The championship was held in Finland, where I met amazing people, including teachers. At the time, I was working as a teacher at the Higher School of Economics, and we discussed education and teaching. The topic of fine art had always captured my attention in the school curriculum. I continued to reflect on this after reading a book on Zen and participating in an air guitar championship. All these elements gradually began to come together into a coherent picture. During the COVID-19 quarantine, while painting a wall, I listened to Dima Zitzer's podcast, "Love Is Not Educating." In one episode, he mentioned the "Teacher for Russia" program. This piqued my interest, and I began researching the values promoted by the program's participants. I really liked them, and I decided to apply. I was nervous, as I had previously only worked with students and had only conducted animation workshops for children a few times. However, I was accepted into the program, and I felt there was nothing to be afraid of anymore. This experience was a new and important stage in my life.
I was offered several cities and villages to choose from. I noticed Salekhard and realized it was quite an unusual place. I wouldn't have decided to live there without a reason, but as part of the program, why not take advantage of the opportunity? Perhaps my perception was influenced by impressions from children's books featuring reindeer, tents, and the tundra. Salekhard is a unique city that opens new horizons and introduces you to the culture of northern peoples.
At the end of August, I arrived in Salekhard with several teachers from the "Teacher for Russia" program. The impressions of this place are incredible. Amazing plants grow here, unusual lichens are encountered, and the magical moss in the forest resembles a soft feather bed. I decided to stay because this moss enchanted me.
Salekhard is a place with a rich social context. It's where the interests of indigenous peoples and the history of the 501st construction project intersect. When I announced my intention to visit Salekhard to my mother, she shared that my grandfather had participated in the construction of this railway. She remarked, "Now you're drawn to these places." This speaks to the deep connection between generations and the importance of the region's history. Salekhard is not only interesting for its natural beauty but also for its unique culture, which has been shaped over many years.
My mother, a teacher by profession, was initially shocked when she learned I was planning to work as a teacher in Salekhard. However, she soon understood my decision and was supportive, which is very important to me. Now that I've immersed myself in teaching, I understand and appreciate everything my mother shared about her work. This experience strengthened our mutual understanding and allowed me to better understand the challenges and joys of the teaching profession.
Beyond the pedagogical aspects, I had no idea about the polar night and polar day phenomena. In winter, temperatures here drop to -40°C, which is a serious challenge for me, especially after the constant slush I was used to in Moscow. Living in such conditions was a real revelation for me, and I began to better understand how the climate affects the lifestyle and culture of the people living in these regions.
This isolated place is felt both physically and mentally. Here you can completely distance yourself from the hustle and bustle of everyday life and immerse yourself in an atmosphere of peace and tranquility. The isolation creates a unique environment conducive to deep introspection and restoration of inner balance. In such conditions, it is easy to find clarity of thought and harmony with yourself.
The local schools are impressive in their equipment. Here you can find modern technologies, such as 3D printers, which open up new possibilities for learning and creativity. These innovative tools promote student skill development and make the educational process more engaging and effective.
As an art teacher, I initially decided to work with all grades—second through tenth—assuring myself that I could teach children of any age. Now I understand that elementary, middle, and high schools have their own unique characteristics and require an individualized approach. However, I now realize that I wouldn't want to lose touch with any of these age groups.
Children are naturally curious, their imaginations are boundless, and they are not afraid to try new things. Every experiment is a source of surprise and joy for them. For example, when they mix two paints, their delight knows no bounds: "Look at this color! And how the glitter sparkles!" This desire to explore the world and the vibrant emotions that make childhood truly magical.
There are truly talented children at my school. One day, I gave a girl my drawing tablet. It was her first experience with the device, and she immediately figured out its functions. The result was a wonderful drawing with a well-thought-out composition. Among the eighth-grade students, there are young artists who demonstrate impressive drawing skills.
People who draw can sometimes be withdrawn. Not all of them, of course, but there are plenty. They often don't realize that there are others at school who share their passion. It's interesting that they can gather in my office to discuss their common interests and share experiences. This creates a unique atmosphere for the exchange of ideas and inspiration, which can significantly enrich their creative process.
Some students aspire to enroll in the art department and come to class with the clear goal of making art. Others are just looking into this world to get to know it better. Recently, I received comics from Moscow, for which I am very grateful. Many children simply leaf through these comics, and one eighth-grader admitted that this is the first comic she has ever held. Why is that? In Salekhard, there is only one bookstore with a limited selection and one decent library, but it is not always easy to get to. As a result, everyone prefers to order books from the mainland. However, not everyone will dare to order comics if they don’t know what they are. As a result, many children are left without the opportunity to see them.
Some children need to be in a place free of pressure and demands. I strive to create an atmosphere where they can sit quietly, draw for themselves, or simply enjoy reading beautiful books. This space should be comfortable and inspiring, so that each child feels free and can develop their creative abilities.
I realize that many people want to share their thoughts and experiences, but do not always find an audience. I believe it is important to be the person with whom they can speak openly, without fear of judgment or criticism. This is one of the reasons I chose teaching. It's important to create an atmosphere of trust and support so students can freely express their feelings and seek advice. Working with children can be quite tiring, even if it's enjoyable. It's important to find balance in your life. For example, I consult a psychotherapist and recommend it to anyone who works with children. Children ask many interesting and complex questions, which requires not only physical but also emotional energy. Psychotherapy helps me cope with stress and maintain psychological health, which is especially important when working with the younger generation. Sometimes I think, "Why all this? I never want children again!" But then comes the realization that this is part of life, and there is nothing wrong with it.
