Extra-teaching activities

Extra-teaching activities . Socialist pedagogy in its conception of the pedagogical process that takes place in school , attaches great importance to the formation of the personality of new generations, to the role played by extra-teaching activities. By constituting this an organizational form of the educational work of said process, directed by teachers, professors, instructors and specialists.


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  • 1 Extra-teaching activities
    • 1 Concept
    • 2 Features
      • 2.1 Link between extra-teaching activity and class
      • 2.2 Rules of behavior
      • 2.3 Link extradocente activity – class
    • 3 Aspects in these activities
      • 3.1 The systemic conception
      • 3.2 Active participation of students
      • 3.3 Components of communist education
      • 3.4 Knowledge of educational objectives
    • 2 Requirements for its execution and conception
      • 1 Contextualized character
      • 2 System character
      • 3 Systematic character
      • 4 Dynamic and developer character
      • 5 Participatory nature
      • 6 Instructional and educational nature
      • 7 Functional organizational identity
    • 3 Most recognized extra-teaching activities
    • 4 Sources

Extra-teaching activities


Extra-teaching work encompasses activities organized and aimed at educational and instructive objectives that the school carries out with the students, and allows the rational use of free time . These activities directly influence student learning according to the content developed by the different disciplines.


Link between extra-teaching activity and class

Depending on the fulfillment of the proposed educational objectives, the spectrum of significance of learning is broadened, not restricting it to the framework of the content of the subject programs , but also by including other life learnings that influence the development of the general comprehensive culture in the student.

Standards of behavior

Values ​​in force in society, traditions, customs and the most general content of national and world culture are included.

Extra-teaching activity link – class

It is conditioned by the care with which the extra-teaching activity is planned, by the content to be developed and by the result obtained, since these conditions may positively influence student learning and will contribute to raising the quality of teaching.

Aspects in these activities

The systemic conception

From the close link of the extra-teaching activity, as a way to consolidate the ideas, knowledge, actions and operations acquired in the teaching activity, in addition to its articulation with the rest of the activities that take place in the school.

Active participation of students

The student must have an active planning in the planning and realization of these activities, as well as the satisfaction of their needs and interests.

Components of communist education

The components of communist education are political-ideological and military patriotic education, intellectual, scientific-technical and polytechnic occupational education, physical education and the development of sport and recreation, aesthetic education, legal education, health education and sex education. , among other.

Knowledge of educational objectives

The proposed educational objectives and the qualities of the personality that you want to promote and develop, as well as the characteristics of the age of the students with whom you work.

Requirements for its execution and conception

Contextualized character

This refers to the need to take into account the context of the type of education to which it is directed, according to the characteristics, needs and interests of the students who participate in it, are trained and educated. It is necessary, in addition to taking into account the individual peculiarities of the student group, the possibilities of the pedagogical group for the organization, execution and control of the action plan for each activity.

System character

This is not only manifested in the fact that the extra-teaching activity is linked with the teacher, as a complement to reinforcement of learning, by systematizing, deepening, generalizing and applying in practice the knowledge; but also, that between the extra-teaching activities there is a coherent articulation, in order to fulfill the educational work objectives that the school projects, from the operation of the technical and management bodies, with a view to avoiding unnecessary repetition and spontaneity in its realization.

Systematic character

The frequency of extra-teaching activities should be systematic, with a view to achieving the formation of educational habits in adolescents. Currently, carrying out these activities is very necessary, seen as an alternative to change educational activity, based on the search for a greater balance in the face of the predominance of teaching activity.

Dynamic and developer character

In carrying out these activities, various avenues are provided for the satisfaction of cognitive needs and interests, investigative and creative attitudes, artistic, cultural and scientific inclinations, a space is provided to develop and enrich interpersonal relationships, work and cooperation, of in such a way that collectivist sentiment is fostered and the cognitive and moral development of adolescents is promoted.

Participatory nature

In this framework, participation becomes a fundamental requirement, and to achieve this, adequate motivation and orientation towards the objectives of these activities are required, in addition to their correct planning during school hours. In extra-teaching activities, adolescents can activate their knowledge, exercise criticism, assessment, reflection, develop creative capacities, thus their participation is conscious and creative.

Instructional and educational nature

It is necessary to bear in mind that in the school all the activities must instruct and educate, considering in it the conceptual clarity between instruction and education. In this sense, in the specific case of extra-teaching activities, this character is manifested in the fulfillment of its general educational objectives aimed at the formation and cultivation of values, feelings and positive attitudes towards work, homeland, nature, family , the couple and society, on the basis of the conscious assimilation of the knowledge acquired in them or in the teaching activity, as a way to take advantage of the student’s free time and as an expression, in addition, of the unity between the affective and the cognitive in the process of personality formation.

Functional organizational identity

Each type of extra-educational activity within the pedagogical process fulfills a specific function determined by the contents of communist education, although as an integral part of a system, it maintains relationships with other activities, collaborating in the performance of other educational functions. This is possible thanks to the organizational structure that each one has, which is determined by the didactic relationships established between its components, in which the objectives act as a guiding element, which determine the educational content to be addressed and the the most appropriate methods, procedures, and means to complete them, as well as the educational pathways to assess their impact on adolescent learning and behavior.

Most recognized extra-teaching activities

  • knowledge and skills contests.
  • knowledge olympics.
  • teaching excursions.
  • circles of interest of the different subjects.

However, in the current context, there are other extra-teaching activities that promote other necessary life learning, and are usually very useful in the teacher’s actions, such as:

  • Martiana classroom.
  • pioneer camp.
  • I work with commemorations and ephemeris.
  • contests for different artistic manifestations.
  • activities related to educational audiovisual programming, among others.

These activities serve as a complement and continuity to the teaching activity, but at the same time they have their own structural and functional identity, determined from the definition of the general training objectives and their main contents for each educational subsystem.


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