The ministry of

§1.2. THE BASIC RULES OF ORGANIZATION OF ACTIVITY – BASED LESSONS.

The Activity-based learning, or ABL, describes a range of pedagogical approaches to teaching. Its core premises include the requirement that learning should be based on doing hands-on experiments and activities. Activity-based learning is rooted in the idea that children are active learners rather than passive recipients of information. If children are provided the opportunity to explore on their own and are provided with an optimum learning environment, then learning becomes more joyful and long-lasting.

4. CIRCLE OF ACTION RESPONSIBLE TO THE TEACHER.

a) During the game, the teacher must create in the class an atmosphere of trust, self-confidence of students in their own abilities and the achievability of their goals. The key to this is the benevolence, tact of the teacher, encouragement and approval of students' actions.

b) Any game proposed by the teacher should be well thought out and prepared. To simplify the game, it is impossible to refuse visibility, if it is required.
c) The teacher should be very attentive to how the students are prepared for the game, especially for creative games, where students seem to be more independent. d) Attention should be paid to the composition of the teams for the game. They select so that in each there are participants of different levels and at the same time in each group there must be a leader.

During the games, the teacher should gradually educate the leaders from among

leaders, and in simple games to offer the role of the leader in turn to different students.
Children should not be taught to expect new things at every lesson.
games or fairy tale characters. There is a need for a consistent transition from lessons saturated with game situations to lessons where the game is an encouragement for work in the lesson or is used to activate attention: funny minute jokes, travel games to the country of numbers or the country of knowledge.

Playing an activity requires great skill from the teacher. Before the game, the teacher should present its plot in an accessible way, assign roles, set a cognitive task for the children, prepare the necessary equipment, and make the necessary notes on the board. Each student in the class must participate in the game in one role or another. If a small number of students work at the board, then everyone else should play the role of controllers, judges, teachers, consultants, etc. The nature of the activity of students in the game depends on the place of the game in the lesson, on its place in the system of lessons. It can be carried out at any stage of the lesson and in each type of lesson. It is important to select games for different types of activities - performing, reproducing, controlling and searching. In the game, one should consider not only the nature of the activities of children. but also the organized side, the nature of the game management.

Games and several game moments selected on the same topic, closely

related to the material of the textbook, give a great result. In elementary school, a child's imagination is developed to such an extent that it allows him to be where the game invites, he accepts the conditions that the teacher sets before him, organizing the game.