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| Professional pedagogical situations (cases) and practice-oriented tasks. Cases on pedagogical situations Case assignment on pedagogy |
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MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA Federal State Educational Institution higher professional education "Khakass State University named after. N. F. Katanova" Institute of Natural Sciences and Mathematics Department of Mathematics and Methods of Teaching Mathematics Direction of training “Pedagogical education. Master's program: Mathematics education" Case pedagogical situation "The story of one fate" Ivanova Valentina Gennadievna Teacher: Pustovoit Nadezhda Vladimirovna Abakan 2015 1. Description of the pedagogical situation.................................................... ..........3 2. Task for solving the case................................................... .........................5 3. Applications Appendix 1 Student's explanatory note...................................................7 Appendix 2 Teacher's Explanatory Note................................................8 Annex 3 Convention on the Rights of the Child...................................................9 Appendix 4 Child Abuse.............................................12 Appendix 5 Causes and consequences of children's aggression..................... 13 Appendix 6 Federal Law "On the Formation of the Russian Federation" Chapter II.................................................... ...............................................33 Appendix 7 Pedagogical conflicts....................................................38 “Gnaw the granite of science, and not the throat of your neighbor, if you really want to gnaw something.” ( Mikhail Litvak) Situation 1: During recess, a group of 8th grade students entered the physics classroom. There were instruments for laboratory work there. The guys began to look at them. The teacher heard the children's voices and left the laboratory. So that the children would not spoil anything, he decided to kick them out of the office. The teacher began to shout at the children in a raised voice because they wanted to stay in the office. In order not to further provoke a conflict with the teacher, the children headed for the exit. The teacher followed the boys with the phrase: "So that before the call I don’t see you in the office at all!" and kicked the last boy to leave with his foot in the ass. It was Vital’s student, the smallest boy in the class. His reaction to this action of the teacher was immediate. Vital turned sharply and ran back into the class. He grabbed a chair and swung at the physics teacher. At that moment, the boy’s eyes clearly showed great resentment and a desire for revenge. A verbal altercation ensued between Vitali (V) and the physics teacher (UF): UV - Stop! How dare you!!! Put your chair down immediately! IN - Yes, you went nuts! You have no right to touch me! What have I done to you?! UV - Don't you dare argue with me! IN - Certainly! Now I’ll just respond to you! UV - Now let's go to the director!!... The teacher took Vitalya by the hand and led him to the director’s office. In the school principal's office, the teacher explained the situation. Vitalya stood silently and listened. The director released the teacher because... The bell rang for class. The school director diplomatically explained to Vitale that he was wrong in this situation, that he was an honored teacher and that he should not react so aggressively. The director gave the social teacher the task of understanding this situation. Explanatory notes were taken from the physics teacher and Vitali (see appendices 1 and 2). A social educator had a conversation with Vitali in a raised voice. He was told that he was absolutely wrong in this situation, that he had no right to show his aggression. To prevent this from happening again, the social teacher promised to keep an eye on Vitali and if suddenly the boy “threw out” something, he would be registered with the commission on juvenile affairs. No further action was taken regarding this situation. Situation 2: Due to the fact that 8th grade student Vital has not attended classes for 2 weeks, the teacher of Russian language and literature called the boy’s mother to school for a conversation. The boy attends school, but ignores these lessons. The conversation between the teacher (U) and mother (M) took place in the presence of Vitali (V). U - Hello! Your son has been ignoring my lessons for a long time, while I see him constantly at school. He doesn't make contact. I tried to find out from him why he doesn’t attend my classes, to which he, with the words “because there is only injustice around,” turns around and leaves. M - And what can you tell me about this?! IN - I won’t go to her lessons! She is inadequate! Constantly yells and humiliates! And in general, everyone in this school has seizures! U - Well, what are you saying? This cannot happen at all! You can see for yourself. By the way, we are having a lesson right now. M - Of course, I will be happy to attend. I have no reason not to trust my son. The beginning of the lesson was normal. During the lesson, the children began to shout out answers to the teacher’s questions from their seats. This began to irritate the teacher. Her intonation began to rise. The teacher began to make comments to the children: U - What is not clear here!? Is it really so difficult to raise your hand and not yell from your seat! At this time, the girl was doing an exercise at the blackboard. The teacher reprimanded her: U - Why are you stupid?! Everything here is elementary simple! If you don’t do it now, you’ll get a bad mark! And you can only dream of a good grade for the quarter! The girl stood with her head down and cried quietly. All this time, Vitali’s mother was watching this. When the girl began to cry, she stood up and turned to the teacher: M - Sorry to interfere! But I no longer have the patience to look further at all this. You can behave more restrained, after all, you have a pedagogical education! U - You don't understand anything! If you were in my place, I would watch how you would speak!!! M - Well, I certainly wouldn’t scream like you! Think about the psyche of children! What are you doing!? These are children... U - Well, yes, everyone is ready to judge from their own bell tower... How can it be otherwise with them, if they don’t understand anything, don’t explain it! M - I see that you clearly did not go to work according to your calling. Who even gave you your diploma!? Now I understand why my son doesn’t want to come to you. Maybe medication would help you not be so aggressive! Have you tried to see a psychiatrist? U - Yes you!!! How are you!!! .... The teacher grabbed her heart and sat down on a chair. The boy's mother called an ambulance and provided first aid. The teacher was taken away with a heart attack. During a conversation between the school principal and the boy’s mother, they were asked to transfer to another school. A week later, Vitalya was studying at another school in this city. There were no recorded incidents involving this boy. To solve this case, you need to answer the following questions: Those working on this case are divided into 3 groups (tasks are given in advance for preparation). Each group answers its own set of tasks and questions. There are also general questions for all groups. Upon completion of work on the case, each group must prepare a written version of the solution to the case. The results of the decision are reported. There is a general discussion of the solution. As the discussion progresses, additions are made to the written solution to the case. Upon completion, the solutions are attached to the case. Group 1:
Group 2:
Group 3:
General tasks for each group:
Annex 1 Neznanskaya A.F. 8th grade student Pozdnyakova Vitaly explanatory. On February 24, 2013, my classmates and I, during a break before a physics lesson, decided to go into the physics classroom to sit. When we entered, we saw instruments for laboratory work in the office. We became interested and wanted to watch them. Physics teacher Semyon Petrovich came out of the laboratory and started shouting at us. He shouted that we should not dare take anything and should immediately leave the office. We headed out. Then I felt a kick in the ass. I felt very upset. I returned to class and grabbed a chair, swinging it to protect myself from such injustice. I didn’t intend to hit Semyon Petrovich with it, I just wanted to explain that he was wrong and had no right to engage in assault. I'm sorry I got so excited. I promise not to do this in the future. 24.02.2013 Appendix 2 To the director of MBOU "Secondary School No. 29" in Azov Neznanskaya A.F. physics teacher Semyon Petrovich Kondratiev explanatory. Today, February 24, before the 3rd lesson, I was preparing the classroom for laboratory work in the 8th grade. All students were asked to go out into the corridor to ventilate the office. In the middle of the break, I heard the screams and laughter of the boys in the office. When I came out, I saw that they were playing with the instruments that I had brought out for laboratory work. I asked the boys to put everything down and go out into the corridor. They pretended they didn't hear me. Then I had to raise my voice a little at them and more insistently ask them to leave. They began to be insolent to me, to which I could not restrain myself and kicked one of them. I understand that I had no right to do this, but they provoked me. Vitalya reacted to this aggressively and almost hit me with a chair and shouted at me. After which I realized that I could not deal with this situation myself, I took him to the director. I undertake to control my emotions in the future and avoid conflicts with students. 24.02.2013 Appendix 3 Brief information about the UN Convention on the Rights of the Child On November 20, 1989, the UN General Assembly adopted the Convention on the Rights of the Child, which is today international law. The USSR ratified this Convention (the date of ratification by the Supreme Soviet of the USSR was June 13, 1990), the Convention entered into force for the Russian Federation on September 15, 1990. The Convention on the Rights of the Child provides equal rights for children and adolescents under 18 years of age. Right to life and development. The right to a peaceful childhood and protection from violence. The right to be respected for your way of thinking. The interests of the child must always be taken into account first. Countries that have acceded to the Convention are obliged to make the maximum use of all available means to ensure the rights of the child. Summary of the Convention on the Rights of the Child The UN Convention on the Rights of the Child consists of 54 articles. All of them are equally important and operate both in peacetime and during armed conflicts. Article 1 A child is every person in the world under 18 years of age. Article 2 Every child, regardless of race, color, sex, language, religion, wealth or social origin, has all the rights provided for in this Convention. No one should be discriminated against. Article 3 The interests of the child must always be taken into account first. Article 4 States that have ratified the Convention must endeavor to implement, to the best of all resources at their disposal, the social, economic and cultural rights of the child. If resources are insufficient, solutions must be sought through international cooperation. Every child has the right to life and the state is obliged to ensure the survival and healthy development of the child by supporting his mental, emotional, mental, social and cultural level. Article 7 The child has the right to a name and nationality. The child has the right, as far as possible, to know who his parents are. The child has the right to count on care from his parents. Article 9 A child should not live separately from his parents against his will, unless it is in his best interests. A child who does not live with his parents has the right to see them regularly. Article 10 Requests from family members living in different countries who wish to join must be dealt with kindly, humanely and quickly, Article 12-15 The child has the right to express his opinion on all issues relevant to him. When courts and authorities consider cases involving a child, it is necessary to hear his testimony and act primarily in his interests. The child's rights to freedom of thought, conscience and religion must be respected. Article 18 Parents have general and primary responsibility for the upbringing and development of the child. They must first think about the interests of the child Article 19 A child has the right to protection from physical and mental abuse, neglect, or being taken advantage of by parents or guardians. Articles 20-21 A child who has lost his family has the right to alternative care. When adopting, states are required to look after the best interests of the child in accordance with applicable laws. Article 22 A refugee child who arrives alone, with his parents or a third party has the right to protection and assistance. Article 23 Any child with physical or mental disabilities has the right to a full and dignified life that ensures active participation in society. Article 24 The child has the right to comprehensive medical care. All countries have a responsibility to work to reduce child mortality rates, combat disease and malnutrition, and eliminate traditional and unhealthy practices. Pregnant women and new mothers have the right to health care. Articles 28 – 29 The child has the right to free primary education. Education must prepare the child for life, develop respect for human rights and educate in the spirit of understanding, peace, tolerance and friendship between peoples. Article 30 A child belonging to a national minority or indigenous population has the right to his own language, culture and religion. Article 31 The child has the right to games, rest and leisure. Article 32 The child has the right to protection from economic exploitation and hard work that harms or interferes with education and endangers the child's health. Article 33 The child has the right to protection from illegal drug use. Article 34 The child has the right to protection from all forms of sexual violence and use in prostitution and pornography. Article 35 The theft, sale or trafficking of children must be suppressed. Article 37 The child must not be subjected to torture or other cruelty, inhuman or degrading treatment or punishment. A child must not be unlawfully or arbitrarily deprived of his liberty. A child should not be punished with life imprisonment or the death penalty. Every child deprived of his liberty must be treated humanely and with respect. The child has the right to immediately receive legal assistance. A child in detention has the right to contact and meetings with his family. Article 38 A child under 15 years of age should not be used for direct participation in armed conflicts. It is prohibited to recruit children of this age as soldiers to participate in armed conflicts. Article 39 A child who is a victim of abuse, exploitation, neglect, torture, armed conflict or other inhumane treatment has the right to rehabilitation and adjustment to society. Article 40 A child accused of a crime or convicted of punishable acts has the right to treatment that promotes a sense of respect both for himself and for the rights and fundamental freedoms of others. Article 41 Convention rights do not apply if other national laws provide the child with better opportunities to exercise his or her rights. Article 42 States that have acceded to the Convention undertake to disseminate information about the provisions and principles of the Convention among adults and children. Articles 43 – 45 Regulations on the activities of countries that have acceded to the Convention in its implementation. The UN Observatory Committee monitors the reports of the countries participating in the Convention. UN bodies and voluntary organizations also have the right to participate in informing the UN. Articles 46 – 54 Rules regarding the accession of states to the Convention and the timing of their entry into force. Reservations that are contrary to the purposes and purposes of the Convention cannot be permitted. Appendix 4 Consultation for parents Child abuse: what is it?Child abuse– this is not only beatings, wounding, sexual harassment and other ways in which adults maim a child. This is humiliation, bullying, various forms of neglect that hurt a child's soul. Neglect can be expressed in the fact that parents do not provide the child with the necessary amount of food, clothing, sleep, and hygiene care. In addition, neglect is manifested in a lack of respect, attention, affection, and warmth on the part of parents. Child abuse(minor citizens, from birth to 18 years of age) includes any form of mistreatment committed by parents (other family members), guardians, trustees, teachers, educators, and law enforcement officials. The four main forms of child abuse are:
Mental forms of violence include:
Neglect of a child’s basic needs includes:
Appendix 5 Causes and consequences of childhood aggression Who is to blame and what to do if a child begins to show aggression towards not only peers, but also adults? It is important for parents to know methods for preventing and correcting their child’s aggressive behavior. Childhood aggression has several key causes:
In every second case, children's aggression is caused by parents' mistakes: insufficient or excessive attention, reluctance to communicate and delve into children's problems, lack of time. More severe factors that shape the behavior of an aggressive child are harsh authoritarian upbringing or an unfavorable atmosphere in the family, for example, parents constantly quarrel and take their anger out on those closest to them. As for the psychological factors of aggressive behavior, they primarily include:
The consequences of aggression left without prevention and timely correction can be the most tragic - from conflicts with peers to antisocial behavior in adulthood. Types of childhood aggression There are 2 types of aggression based on openness. Direct aggression is aimed precisely at the object causing irritation, it manifests itself in the form of threats, rudeness and the use of force. Indirect aggression is usually directed at accessible objects on which it is safe to throw out emotions. For example, if a child is offended by his father, he may hit younger brothers and sisters or weaker peers. Verbal aggression is threats, shouting and insults. Expressive aggression comes down to non-verbal means of expression: facial expressions, gestures, etc. Physical aggression manifests itself in the form of brutal use of force, such as fighting and damaging things. Auto-aggression is one of the most destructive in the long term - self-accusation, self-humiliation, self-harm, this behavior is especially common in adolescence. Instrumental aggression is used to get what he wants, sometimes unconsciously: the child screams and makes trouble in the store, demanding that his mother buy what he wants. Motivational aggression is pre-planned, for example, a schoolboy hits a classmate who has offended him with something earlier. Careful observation and analysis of the “prehistory” of child aggression will help answer the question of why the child behaves this way and what to do about it. Aggressive child - what to do? Firstly, it is worth abandoning the demands that border on tyranny - this will only aggravate the child’s tendency to aggression. The requirements for the child must be reasonable and appropriate to his age and abilities. It’s also worth taking care of yourself: what kind of example are you setting for your child? Do you allow your spouse and you to quarrel and insult each other in front of him? In parenting methods, father and mother must be united and consistent so that children do not develop double standards. As for the reaction to aggression, it is worth remembering a few simple rules. Instant and harsh punishment for fighting or swearing will not give the desired effect: the child will hide reactions from his parents, but will begin to take his anger out on others. At the same time, connivance is also unacceptable; the child always feels the uncertainty and hesitation of the parents. Prevention of aggression is the gradual and systematic formation of trusting relationships, warm and sincere. For a figurative comparison, imagine that correcting neglected aggression is reminiscent of taming a wild horse - it does not recognize strength and weakness, and the only thing that can work is trust. Specific correction methods boil down to the following steps:
Peculiarities of manifestation of children's aggressiveness For many centuries, a child was treated as an adult, only small, weak and without rights; children were even sewed the same things as adults, only smaller. People started talking about the specifics of the children's psyche after Dickens's novels - first in the plane of literature, and children were presented as real angels: meek, kind, unhappy. And using a scientific approach, the psychology of childhood began to be seriously studied mainly after the work of Z. Freud, who proved the influence of events that happened in childhood on the entire future fate of a person. Quite quickly it became clear that children are no more angels than adults, and aggressiveness is fully inherent in them. According to numerous studies, manifestations of childhood aggressiveness are now one of the most common forms of behavior disorders that adults - parents and specialists (educators, psychologists, psychotherapists) have to deal with. These include outbursts of irritability, disobedience, excessive activity, pugnacity, and cruelty. The vast majority of children experience direct and indirect verbal aggression - from complaints and aggressive fantasies (“Baba will come and take you away!”), to direct insults and threats (“You’re ugly,” “What a fool you are!”, “Now it hurts like hell!”). Many children experience cases of mixed physical aggression - both indirect (destruction of other people's toys, damage to a peer's clothes lying near his bed, etc.) and direct (children hit peers on the head or face with their fists, bite, spit, etc. ). Such aggressive behavior is always proactive, active, and sometimes dangerous for others, and therefore requires competent correction. The main causes of child aggression are:
In children, as in adults, there are two forms of manifestation of aggression: non-destructive aggressiveness and hostile destructiveness. The first is a mechanism for satisfying desires, achieving goals and the ability to adapt. It encourages the child to compete in the world around him, protect his rights and interests, and serves to develop knowledge and the ability to rely on himself. The second is not just angry and hostile behavior, but also the desire to inflict pain and get pleasure from it. The result of such behavior is usually conflicts, the development of aggressiveness as a personality trait and a decrease in the child’s adaptive capabilities. Children begin to feel the destructiveness of aggression at an early age and try to control it. However, in some children it is probably biologically programmed and manifests itself from the first days of life: its simplest expression is reactions of rage and anger. Genetically, aggressiveness is associated with Y chromosomes: scientists have found that it is especially characteristic of boys who have such an additional chromosome due to some genetic aberrations. Among the psychological characteristics that provoke aggressive behavior in children, the following are usually identified:
It should be emphasized that in most cases, aggressive actions of preschool children (especially very young ones) are of a non-destructive, instrumental or reactive nature. Manifestations of aggressive behavior are more often observed in situations of protecting one’s interests and asserting one’s superiority, when aggression is used as a means of achieving a certain goal. And children receive maximum satisfaction when they receive the desired result - be it the attention of peers or an attractive toy - after which aggressive actions stop. Note. Classification of types of aggression. Separation by direction to object:
Separation due to appearance
Separation by focus
Separation by openness of manifestations
Separation according to the form of manifestations
I. A. Furmanov divides the aggressive behavior of children into two forms: A. Socialized.Children usually do not have mental disorders; they have a low moral and volitional level of behavior regulation, moral instability, disregard for social norms, and poor self-control. They usually use aggression to attract attention and express their aggressive emotions extremely clearly (screaming, swearing loudly, throwing things around). Such behavior is aimed at obtaining an emotional response from others or reflects a desire for contact with peers. Having achieved the attention of their partners, they calm down and stop their provocative actions. In these children, aggressive acts are fleeting, conditioned by circumstances and are not particularly cruel. Aggression is involuntary, spontaneous, hostile actions are quickly replaced by friendly ones, and attacks against peers are replaced by a willingness to cooperate with them. Guys usually use physical aggression (direct or indirect), actions are situational, the most vivid emotions are observed at the moment of the actions themselves and quickly fade away. Such preschoolers have a very low status in their peer group - they are not noticed, not taken seriously, or avoided. The most striking characteristic that their peers give them is: “They interfere in everything, shout, run around, ruin everything and interfere with everyone.” The behavior is similar to manifestations of hyperkinetic syndrome, only more targeted and aggressive. B. Unsocialized.Children usually suffer from some kind of mental disorder (epilepsy, schizophrenia, organic brain damage) with negative emotional states (anxiety, fear, dysphoria). Negative emotions and the hostility that accompanies them can arise spontaneously, or they can be a reaction to a traumatic or stressful situation. The personality traits of such children are high anxiety, emotional stress, a tendency to agitation and impulsive behavior. Outwardly, this most often manifests itself as direct verbal and physical aggression. These guys do not try to seek cooperation with their peers, often they themselves cannot clearly explain the reasons for their actions. Usually, through aggressive actions, they either simply discharge accumulated emotional tension, or take pleasure in causing trouble to others. Features of aggression in children and adolescents:
One of the biggest and most common mistakes of adults (even specialists - mainly teachers) is the desire to suppress all manifestations of children's aggressiveness. Most adults equate aggression with violence and try to prohibit games and fantasies with manifestations of hostility, classifying them as pathological. Children who are regularly punished for this also begin to consider such thoughts, emotions and actions as dangerous and/or unworthy and inhibit and suppress them, with all the ensuing unpleasant consequences. For some reason, most educators believe that suppressing aggressive manifestations will lead to the establishment of an atmosphere of friendliness and balance in the group (class). Unfortunately, this is not only completely wrong, but even dangerous: suppressed aggression does not disappear, but accumulates in the child’s unconscious. One day it breaks out in the form of a violent explosion, and usually goes to innocent people. At the same time, children's aggression causes counter-aggression in adults and peers and a vicious circle is formed, from which participants often cannot get out without the help of a specialist. I foresee the indignant cries of many teachers: “So, why should we let them beat each other up?” I answer: “Dear ones, why such a primitive dichotomy - either to crush or to disband?” As for parents, very often the requirement to be quiet, not make noise and not jump, does not reflect concern for the child, but only their own problems: fatigue, increased nervousness and anxiety, which are intensified under the influence of children's noise and turmoil. And in such cases, it is better for the parent (grandmother, teacher) to honestly admit this to himself first. And then convey it to the children in a direct and understandable form for them (“mom is tired,” “grandmother has a headache,” etc.), and not rationalize, hiding behind a mask of concern about the child. Puritanical upbringing leads to the fact that children cease (or rather, do not learn) to draw the necessary line between acceptable manifestations of aggression and impermissible ones - they do not have enough practice. Probably, each of us in childhood had a sad but useful experience when we beat one of our peers very hard (often “exceeding the limits of necessary self-defense”). The reaction of parents and other adults then, and our own fear of what we had done, were a valuable contribution to our development and taught us in the future to measure the strength of our aggression. Formation of children's aggressiveness In the first years, a child's life depends entirely on his parents, especially his mother: she is the one who gives him food, protection, service and warms him with a feeling of love and acceptance. During this period, more than any other, he seeks parental attention and approval of his behavior. Manifestations of aggressiveness are one of the mechanisms for attracting attention and a way to achieve one’s goals. Therefore, the first manifestations of aggressiveness are visible in a child already in the third month of his life: he hits with his arms, knocks with his legs, and grabs any objects lying within his reach. This activity is purely instrumental in nature, acting as a means of achieving what is desired, as an opportunity to attract attention to oneself and get rid of something unpleasant or disturbing. Much depends on the reaction of adults: they can instantly fulfill all the demands of their child (especially anxious and insecure mothers and grandmothers), or they may not pay attention to him. Interestingly, both of these roads will lead to the same result - the child will grow up to be extremely aggressive. The first option for raising aggressiveness: overly attentive parents. Constantly achieving the desired result through aggression, the child develops a stereotype of aggressive behavior. At the slightest delay in fulfilling his desires, he begins to scream, stomp his feet and show other forms of verbal, expressive and, quite possibly, physical aggression. Such a development of events is especially likely with a corresponding innate physiological basis (choleric temperament) or social learning (aggressive father). This behavior is first formed at home, then it is transferred to the public environment - kindergarten, yard, dacha, etc. As such a child grows up, the stereotype of aggressive behavior develops into a personality trait, and this brings a lot of trouble to both the person himself and everyone around him. In the character of an already grown creature, egocentrism, hysterical and excitable traits will certainly be clearly visible. The second option for instilling aggressiveness: parents emotionally reject the child, treat him dismissively or negatively (boys are especially affected by the mother’s lack of attention). This gives rise to fear, which leads to aggression. Numerous case histories show that the majority of aggressive children at a very early age were, for various reasons, separated from their mothers for a long time. The appearance of aggressiveness in these cases is explained by the fact that it brings the child the opportunity for some kind of emotional release and forces the mother and/or other loved ones to pay attention to him. An alternative development option when rejected by the mother or when cut off from her is a closed, very anxious, lack of initiative child, ready to obey everyone. However, these are extreme variants that occur relatively infrequently: most aggressiveness in children develops somewhere between these two opposites, leading to the same outcome. Finding himself in a situation where his needs are not met, a child (like an adult) reacts to it with negative emotions - depending on temperament and psychological characteristics, this can be rage, anger, fear and anxiety. In order to restore psychological comfort, he (again, like an adult) has only two ways:
Meanwhile, controllable psychological defense mechanisms have not yet been formed in little ones, so they usually strive to change the situation, and often with the help of aggression. But sooner or later, the manifestation of aggressiveness ceases to evoke the touching smiles of parents and increasingly leads to disapproval, and even punishment, and this gives rise to a feeling of anxiety and fear in the child. He develops a guilt complex, which will then partially transform into a sense of conscience and acquire moral norms, contributing to his socialization and adaptation in the environment. Then this complex - guilt, conscience and morality - will accompany the grown-up child all his life, naturally changing and developing. In order to gain parental approval, the child learns to control his aggression, and at first this is achieved by external control, dictated by the reactions of others and his fear. Anxiety is usually twofold: it is the fear of punishment, and the fear of offending, irritating parents and losing their support because of this. With normal development, the system of social norms and prohibitions is gradually internalized (becomes part of the human psyche, according to 3. Freud - this is the formation of the Super-Ego), and control becomes internal. Then most of the behavior, including manifestations of aggressiveness, is regulated by conscience and/or guilt, in different proportions for different individuals. For many people, especially those who are aggressive by nature, internal control, for various reasons, is poorly formed, and external control remains dominant for the rest of their lives. Then the teenager (and then an adult), even if he obeys laws and social requirements, it is not at the behest of his conscience, but out of fear of punishment or the threat of material and moral losses. Therefore, when the shackles of fear are thrown off (weakening of power, turmoil, being in the crowd), but there is no internal control - conscience - a person allows himself to do whatever he wants, or the crowd, or the one who leads this crowd. And there is no need to be surprised at the behavior of our young football and hockey fans after the unsuccessful performances of their favorite teams. The development of internal control in children and adolescents occurs through the process of identification - the desire to act like a significant person. At an early age, this is an imitation of parental behavior - after all, it is by imitating the behavior of our parents that we achieve approval of our behavior. And by “correcting mistakes” after parental condemnation, we again receive the coveted parental approval. True, there is one difficulty here. In conversations, games, etc., children try to copy the behavior of adults, considering it exemplary, but the parents themselves do not like everything about their own behavior. Moreover, adults are not always aware of the unacceptable forms of their behavior, but when they see it from the outside, they immediately tense up and react very violently. The things we dislike most about our children are the ones we dislike about ourselves. As usual, it is the unfortunate children who suffer, who diligently copy their parents’ behavior, and receive disapproving remarks and even threats of punishment for this. In adolescence, children, as we know, try to get rid of dependence on their parents and behave as independently as possible. In their behavior, they are no longer identified with their father or mother, but with other people who are significant to them - older friends, authoritative teachers, movie characters, etc. And here an aggressive child behaves differently from calmer children: he confronts his parents much more. These guys communicate more often and better with their peers, even with unfamiliar men, than with their fathers, whom they try not to turn to for help unless absolutely necessary. And if life forces them to resort to parental support, then this causes them irritation and displeasure. What do children and especially teenagers achieve with their aggressiveness? They want to be left behind, and in the end they get their way: they are not expected to achieve great achievements and are less often required to fulfill responsibilities. Having two or more children, a tortured mother often puts more work on the less aggressive child (he is called “obedient”), causing him a feeling of displeasure and an inferiority complex, but this is easier for her to do. The more aggressive child is left alone and given more freedom. However, aggressive children also pay a price for this: they are less well socialized because they do not learn the experience of adults and do not participate in various activities that contribute to growing up. An aggressive child develops self-control worse, and then he falls into a vicious circle: Variants of manifestation of children's aggressiveness Manifestations of children's aggressiveness can be classified in different ways - general schemes can be applied (see Table 1), but it is more convenient to use special classifications that reflect the age-related characteristics of manifestations of aggression. Below are two such schemes. The first is based on manifestations of aggression, the second is based on the mechanisms of aggressive behavior. Option 1. I. A. Furmanov, based on manifestations of aggression, distinguishes four categories of children: 1. Children prone to physical aggression These are active, active and purposeful children, distinguished by determination, risk-taking, unceremoniousness and adventurism. Their extroversion (sociability, relaxedness, self-confidence) is combined with ambition and a desire for public recognition. Usually this is supported by good leadership qualities, the ability to rally peers, correctly distribute group roles between them, and carry them along. At the same time, they like to demonstrate their strength and power, dominate other people and show sadistic tendencies. In addition, these children are characterized by low prudence and restraint, and poor self-control. This is usually due to insufficient socialization and the inability or unwillingness to restrain or delay the satisfaction of their needs. They constantly strive to experience thrills, and in the absence of them they begin to get bored, as they need constant stimulation. Since any delay is unbearable for them, they try to realize their desires immediately, without thinking about the consequences of their actions, even in those cases when they understand that things will not end well. Aggressive children act impulsively and thoughtlessly, often do not learn from their negative experiences, and therefore make the same mistakes. They do not adhere to any ethical and conventional norms, moral restrictions, and usually simply ignore them. Therefore, such children are capable of dishonesty, lies, and betrayal. 2. Children prone to verbal aggression These children are characterized by mental imbalance, constant anxiety, doubts and lack of self-confidence. They are active and efficient, but in emotional manifestations they are prone to low mood levels. Outwardly they often give the impression of being gloomy, inaccessible and arrogant, but upon closer acquaintance they cease to be constrained and fenced off and become very sociable and talkative. They are characterized by constant intrapersonal conflict, which entails states of tension and excitement. Another feature of such children is low frustration tolerance; the slightest trouble unsettles them. Since they have a sensitive nature, even weak stimuli easily cause outbursts of irritation, anger and fear in them. These negative emotions appear especially strongly when there is any real or imaginary diminishment of their significance, prestige or sense of personal dignity. At the same time, they do not know how and/or do not consider it necessary to hide their feelings and attitudes towards others and express them in aggressive verbal forms. They combine spontaneity and impulsiveness with touchiness and conservatism, a preference for traditional views that fence them off from experiences and internal conflicts. 3. Children prone to displaying indirect aggression These children are characterized by excessive impulsiveness, weak self-control, insufficient socialization of drives and low awareness of their actions. They rarely think about the reasons for their actions, do not foresee their consequences and cannot tolerate delays and hesitations. Children with low spiritual interests experience an increase in primitive drives. They happily indulge in sensual pleasures, strive for immediate and urgent satisfaction of needs, regardless of circumstances, moral norms, ethical standards and the desires of others. The indirect nature of aggression is a consequence of the duality of their nature: on the one hand, they are characterized by courage, determination, a penchant for risk and public recognition, on the other hand, feminine character traits: sensitivity, gentleness, compliance, dependence, narcissism (the desire to attract attention through extravagant behavior). In addition, due to their sensitivity, children tolerate criticism and remarks addressed to them very poorly, so people who criticize them make them feel irritated, offended and suspicious. 4. Children prone to negativism Children in this group are characterized by increased vulnerability and impressionability. The main character traits are selfishness, complacency, excessive conceit. Anything that affects their personality causes a feeling of protest. Therefore, they perceive both criticism and the indifference of others as insult and insult and, since they have low frustration tolerance and are not able to control their emotions, they immediately begin to actively express their negative attitude. At the same time, these children are reasonable, adhere to traditional views, weigh their every word, and this often protects them from unnecessary conflicts and intense experiences. True, they often change active negativism to passive - they fall silent and break contact. Option 2. If we take as a basis the driving forces, the motivation of aggression, then in one case it will be a demonstration of oneself, in another - the achievement of one’s practical goals, in the third - the suppression and humiliation of another. The classification built on this basis is as follows: 1. Impulsive-demonstrative type Here the child’s main goal is to demonstrate himself, to attract attention. Such children express their aggressive emotions extremely clearly - they scream, swear loudly, throw things around. Their behavior is aimed at receiving an emotional response from others: they actively seek contacts with peers, and, having achieved the attention of partners, they calm down and stop their defiant actions. Children belonging to this group ignore the norms and rules of behavior, both in the game and outside the game, behave very noisily, demonstratively take offense, and shout. However, their emotions are superficial and quickly move into calmer states. Aggressive acts in such children are fleeting, situational and not particularly cruel; even physical aggression (direct or indirect) is used only to attract attention. Their aggression is involuntary, spontaneous and impulsive, hostile actions are quickly replaced by friendly ones, and attacks against peers are replaced by a willingness to cooperate with them. Their actions are situational, and the most vivid emotions are observed at the moment of the actions themselves and quickly fade away. Such children have a very low status in their peer group. It is likely that children in this group lag behind their peers in general mental development. Their acute need for attention and recognition cannot be realized through traditional forms of children's activities, and therefore they use aggressive actions as a means of self-affirmation and self-expression. Data from psychological examinations show that children belonging to the impulsive-demonstrative type differ from others (both ordinary and aggressive) in the following indicators: - low level of intelligence - both general and social; - undeveloped volitionality; - low level of gaming activity. 2. Normative-instrumental type This group includes children who use aggression mainly as a norm of behavior when communicating with peers. Here, aggressive actions act as a means of achieving a specific goal - obtaining the desired item, leading a role in the game, or winning over one’s partners. This is evidenced by the fact that they experience positive emotions after achieving a result, and not at the moment of aggressive actions. The activities of these children are characterized by purposefulness and independence. At the same time, they always strive for leading positions, subordinating and suppressing others. Unlike representatives of the previous subgroup, they do not have a special goal to attract the attention of their peers. As a rule, these children already occupy the position of the preferred ones, and some reach the level of “stars”. Among all forms of aggressive behavior, they most often experience direct physical aggression, which, however, is not particularly cruel. In conflict situations, they ignore the experiences and grievances of their peers, focusing solely on their own desires. Children belonging to this category know well and verbally accept the norms and rules of behavior, but constantly violate them. By breaking the rules, they justify themselves and blame their comrades, trying to avoid a negative assessment from an adult: “He started it first,” “He climbed in on his own, it’s not my fault.” A positive assessment from an adult is undoubtedly important to them. At the same time, the guys do not pay attention to their own aggressiveness, and consider this method of action to be normal and the only possible means of achieving their goal. According to the results of a psychological examination, children of the normative-instrumental group have the following characteristics: - high level of intelligence (both general and social); - developed volitionality; - good organizational skills; - ability to organize the game, its fairly high level of development; - high social status in the peer group. 3. Purposefully hostile type This includes children for whom harming another acts as an end in itself. Their aggressive actions do not have any visible purpose - neither for others, nor for themselves. They experience pleasure from the very actions that bring pain and humiliation to their peers. Children of this type use mainly direct aggression, and more than half of all aggressive acts are rough physical force, characterized by particular cruelty and composure. Usually, one or two permanent victims are chosen for aggressive actions - weaker children who are not able to respond in kind. There is absolutely no feeling of guilt or remorse. Norms and rules of behavior are openly ignored. To the reproaches and condemnation of adults, they answer: “So what!”, “And let it hurt him.” Negative assessments of others are not taken into account. Particularly characteristic of such children is vindictiveness and rancor: they remember any minor insults for a long time and, until they take revenge on the offender, cannot switch to another activity. They view even neutral situations as a threat and an encroachment on their rights. The results of a psychological examination of children of the purposefully hostile type show: - average intelligence indicators; - voluntariness generally corresponds to age norms; - low social status in the peer group (usually such children are feared and avoided); - the level of development of the game is also average, the content of their games is often aggressive in nature - everyone fights, tortures or kills each other. Comparing both of the above classifications and personal experience of working with aggressive children, I propose to present the manifestations of children's aggressiveness in the form of a continuum. At one end there will be cases of instrumental (or non-destructive) aggression, which is aimed mainly at achieving certain needs and goals. On the other is hostile aggression (or hostile destructiveness), the goal of which is to satisfy the need to cause pain and harm to another, and aggression serves as a way to achieve this goal. It is worth emphasizing that as they move from instrumental to hostile aggression, a number of mental characteristics of children also change: Children who use aggression as a tool, as a means to achieve a goal, have higher intelligence and certain organizational skills (the ability to organize a game, distribute roles, etc.), so they have a higher status among their peers. As we move to the opposite pole of the continuum, there is a decrease in children's intelligence, and along with this, organizational and communication abilities deteriorate, and their status in the group drops. Children with pronounced hostile destructiveness usually have low intelligence or suffer from mental disorders and do not enjoy authority among their peers. All aggressive guys have one thing in common - the inability to understand other people. It does not depend either on self-esteem or on the real position of the child in the group. It is apparently based on a special structure of the child’s self-awareness: he is fixed only on himself and isolated from others. In the people around him, such a child sees only their attitude towards himself - others act for him as life circumstances that either interfere with the achievement of his goals, or do not pay him due attention, or are trying to harm him. Fixation on oneself and the expectation of hostility from others do not allow the child to see others and experience a sense of connection and community with them. That is why sympathy, empathy or assistance is so difficult for him. Such a “wolf” worldview creates a feeling of acute loneliness in a hostile and threatening environment, and this gives rise to increasing confrontation and a certain isolation from the rest of the world. The degree to which hostility is perceived may vary, but its psychological nature remains the same:
Age differences in the manifestation of children's aggressiveness Aggression in young (preschool) children.A small child, being in a group of peers (in kindergarten, in the yard, etc.), tries to become popular or authoritative in this environment. With this he satisfies his desire to be recognized and protected, to enjoy attention. Communication skills at this age are usually underdeveloped, excitation processes prevail over inhibition, and moral standards have not yet been formed, so the little person often tries to take a leadership position using aggressive methods. Aggression occurs especially easily and quickly in children who have residual organic brain damage, who are socially neglected, rejected by their parents, or who are mentally retarded. Some parental methods of education also lead to increased aggressiveness, for example, when a father instructs a child: “If you want to be respected and feared, hit everyone.” In preschool age, the initiators of aggression are often individual children (usually from the above group). It manifests itself in the form of individual outbursts of rage and anger and is usually instrumental in nature - children simply do not know how to achieve authority and popularity constructively. As A. Guggenbühl notes, younger children are poorly aware of their aggressive behavior: when questioned, they briskly repeat the maxims they have heard more than once from adults that “screaming and fighting are not good,” but on occasion they do both without thinking. Young children generally move from verbal to physical aggression much more easily than older people and, especially, adults, but this is not the only difference between the aggression of younger children and that of teenagers. Unlike older ones, little ones easily involve adults - parents, educators, teachers - in their conflicts. They share their experiences and secrets with them, often ask them to intervene in disputes and conflicts with peers, sometimes persistently demand support, and often even inform on their friends and siblings. Competent educators, teachers and parents usually do not rush into intercession, but invite the kids to try to figure it out themselves. And this is correct, because solving problems for a child by adults will hinder his development: he will not learn to competently get out of conflict situations, cope with both his own aggression and the aggression shown by others towards him. Junior school age.At primary school age, the initiators of aggression are no longer individuals, but groups of children; aggressive behavior becomes less sporadic and more organized. As constructive communication skills are acquired, the relationship between instrumental and hostile aggression changes in favor of the latter. This happens because instrumental aggression is gradually replaced by constructive ways to achieve a goal, while hostile destructiveness - the desire to harm opponents and get pleasure from it - remains unchanged. In addition, children are increasingly trying to solve problems in their own circle, without resorting to the help and intercession of adults. The formation of groups generally noticeably changes the aggressive behavior of schoolchildren. Being in a group gives them the opportunity to experience a feeling of comfort and security, increasing their capabilities. The consequence of this is the disappearance of the fear of punishment for displaying aggression, a heightened desire to establish himself in the role of a full participant in events, to take a worthy place in the group. Therefore, cruelty, destructiveness and other manifestations of hostile destructiveness increase sharply among elementary school students. It should be especially noted that for a number of children with communication disorders (schizoid, sensitive, anxious, etc.) the group can be fantasy. Lacking the opportunities and communication skills to join a real group, they invent imaginary comrades for themselves. These can be heroes of books, animated and live-action films, television series, etc. (Shrek, “cops” and other “heroes” of our time). With the help of identification, children try to imitate the behavior of their favorite heroes. This often dictates their aggressive behavior, which seems not entirely adequate to others, especially since such children are usually withdrawn and do not share their fantasies with anyone. That is why some of our films and TV series that glorify aggressive brotherhood ("Brigade", "Brother", etc.) are very unsafe. Adolescence.Adolescent aggressiveness occupies a special place. As you know, some scientists consider the period from 13 to 16 years as a continuous multi-year age crisis. At this time, growing boys and girls face two competing drives: the need for intimacy and belonging to another and the desire to preserve and establish their own identity. The child experiences a number of existential experiences: a feeling of loneliness and isolation from others, loss of the integrity of the world, inconsistency of his real self with ideals (often false). In addition, the time is coming to break your dependence on your parents, form your own views and begin to take independent actions. This is a very difficult moment in the life of a family. And the specialist must explain to the parents that, no matter how much they would like the child to remain with them, the time comes when they need to slowly move away from the child - of course, not immediately and not abruptly. Adults must understand that a teenager, in order to learn the science of communication, must spend most of his time among his peers. Among real people and in real situations, children learn to cope with life's difficulties: solve psychological problems, overcome fear, jealousy, hostility, form moral ideas, learn to sort out relationships constructively. For a growing person, parents should remain only good advisers, comforters, and reliable support. A teenager should know that he has someone with whom to share worries, discuss difficult situations, ask for advice - but he must act on his own. A modern teenager can realize his aggression in two ways:
It is interesting that if there are two children in a family, especially teenagers of the same sex, then one of them (usually the eldest) follows the first path, the other - the second. Factors contributing to the growth of aggressiveness in adolescents:
Parents contribute to the development of adolescent aggression in two main ways. A. Emotional rejection. Fathers are more likely to reject their children, especially their sons. These dads suffer from increased anxiety, lack of self-confidence and great worries about their masculinity and sexual capabilities. Mothers provoke the development of aggressiveness in adolescents less often. This usually happens when they either believe that the children have grown up and should solve their problems on their own, or when they are “experiencing a second youth” and are busy organizing their personal affairs. B. Tightening control. Parents (usually mothers and grandmothers), frightened by reports about the increase in teenage crime, drug addiction, debauchery, etc., strive to control every step of their child. This is especially true for girls. Normal boys and girls who are not allowed to develop into independent individuals turn into rebels. And since intelligence and experience are not enough for constructive rebellion, young people commit antisocial or generally absurd acts, become alcoholic, take drugs, and generally do exactly what caring mothers and grandmothers are so afraid of. By the way, it is interesting that aggressive teenagers are punished more often by mothers than by fathers. In conflict with their parents, young people usually transfer their aggressiveness to persons who archetypally correspond to them - teachers, doctors, psychologists and other specialists. This is important to take into account for all professionals to whom parents bring their children without being able to cope with them. Some particularly impressionable boys and girls extend this transference to their peers, whose behavior, in their opinion, is similar to the behavior of adults. And since over time all their peers grow up, they narrow their social circle to younger guys (especially since it is safer to show their aggression among them). Which children grow up aggressive most often? Boys: A. “Idols of the family,” who grew up without fathers in a completely female environment (mothers, grandmothers, aunts, cousins, etc.). An example is M. Yu. Lermontov, who was raised by his grandmother and her entourage, most of whom were female. The boy grew up to be a great poet, but at the same time a rather excitable, stubborn and unyielding person, prone to conflicts. During one of them, he was passionate and insulting about Martynov’s sister, which provoked a fatal duel. B. Growing up in families with a tough, authoritarian father and a soft, compliant, inconsistent mother. Using the mechanism of identification with the father, the teenager will confront everyone, including the father himself. And if that boy doesn’t break, then he will grow up to be just as tough and authoritarian. An example is one of the leaders of the October Revolution, and later of the Bolshevik state, known under the pseudonym Stalin. He grew up in a poor family, his alcoholic father constantly beat and humiliated him. Therefore, Stalin's aggressiveness was veiled and sophisticated. It became more open only after his final establishment in power in the mid-thirties, and especially intensified in the last years of his life, when sclerosis began to develop and mental disorders appeared in the form of delusions of persecution. Girls: A. In a family with a tough, authoritarian mother and a soft, compliant father. The mechanism of identification with the mother is triggered. This type of formation is well reflected in a number of fairy tales. Vivid examples are the sisters of the main characters in “Cinderella” and “Morozko”. The girls' natural mothers are powerful, self-loving women, assertive to the point of rudeness. Mothers were remarried to weak, lethargic, calm and compliant men. Observing the behavior of their mothers, the girls also acquired traits of aggressiveness, rudeness, and conflict, however, they also grew up to be lazy, slobs and incompetents. B. Left to their own devices and making their own way in life, in these cases aggressiveness serves as a survival mechanism and is usually instrumental in nature. A classic example is Pippi Longstocking (actually, Astrid Lindgren called her heroine Pippi, but during the translation we considered this name dissonant and slightly corrected it). She did not have a mother, the only example could be her crazy, reckless and assertive dad Ephraim, who had little interest in her and the girl had to adapt to the world around her, using her father’s example and developing activity and aggressiveness in herself. Differences in the manifestation of aggressiveness between boys and girls It is believed that boys are more prone to displays of aggression, but this is not entirely true, aggression in girls just looks a little different. As most scientists note, now the difference in aggressive behavior between girls and boys is decreasing. Boys' aggression usually manifests itself more openly, rudely, it is less controllable and boys begin to control it later than girls. In addition, society still maintains a stereotypical view that girls are not supposed to show their aggressiveness, and therefore they are taught to restrain it much earlier. For example, in response to a complaint that he was offended or beaten, a boy is told to “go and fight back,” while a girl is given such advice much less often: she is usually advised not to get involved and to step aside. Another difference. Girls are more sensitive and impressionable; rude manifestations of aggression usually disgust them. Therefore, they very early replace physical aggression with verbal one, and some mistresses learn from childhood to camouflage aggressiveness with irony and sarcasm. It looks softer, but it hits harder. The female sex learns to control their aggressiveness earlier, so it becomes selective early, hitting right on target. Girls clearly direct their aggression towards a specific person, and precisely at his psychologically vulnerable place. Girlish aggressiveness is often veiled and outwardly less impressive, but more effective. Boys control their aggression poorly; it is more generalized in nature and generously splashes out on everyone around them indiscriminately. The difference between the aggressiveness of the sexes is especially noticeable between the ages of ten and fourteen, when girls are further ahead than boys in their mental and physical development. Having better control, girls quite often “set up” guys. To illustrate, I cite a frequently encountered episode from school life. The girl says something nasty to her neighbor at her desk, makes a few strokes in his notebook and immediately looks at the teacher with an innocent look, as if she is listening to her very carefully. She, naturally, sees only the boy’s violent response and punishes him, since during the lesson she has no time to find out “who started it first.” The same differences are characteristic of girls’ display of aggression in a group. In cases of group “showdowns,” girls are more often the ringleaders and instigators than performers. They prefer to “get” the boys, and then watch them fight from a safe distance, and even egg on the trying fools. Children's aggression and its causes. Let's try to understand the reasons for children's aggressiveness and consider ways to correct children's behavior. Nowadays, there is an increase in the aggressiveness of society in general and individuals in particular. Aggression “gets younger” every year. How to help a child adapt to a world full of violence and aggression. Aggression is actions or only intentions aimed at causing harm to another person or object. Aggression can manifest itself both physically (harm to people’s health, damage to objects) and verbally, i.e. verbally (insults, threats, humiliation, persecution, etc.). Why do people have aggression at all? Sometimes it acts as a means of achieving some goal (to take away something, to force someone to do something). And sometimes it is used as a way of self-affirmation and as a defensive behavior. Confrontation with children's aggressiveness sometimes causes bewilderment and confusion in adults. Usually the first thing parents do is punish the child. If manifestations of aggression become constant, they can contact a neuropsychiatrist. But manifestations of cruelty and disobedience do not always indicate the presence of any mental disorders in children. Often a child, faced with a problem that is insoluble for him, simply does not know how to behave correctly. To help him, it is necessary, first of all, to find out the possible reasons for his aggressiveness. Let's look at them. Separately, we should consider a reason such as family relationships. Aggressive behavior of parents in relations with each other and with their children: insults, shouting, rudeness, humiliation of each other - all this leads to the fact that such communication becomes the norm of life for the child. The second is when a child lives in an atmosphere of rejection of him, dislike for him, and he develops a feeling of danger and hostility of the world around him. Conflicting behavior in relationships with a child, when mom and dad make opposing demands on him, can also provoke manifestations of aggressiveness. For example, the father believes that the child should redo his homework, but the mother feels sorry for him and does not show persistence. And all this happens in front of the son or daughter. Such disputes between parents, especially if they are repeated regularly, can also lead to aggression. Another reason is the inconsistency of parents in the formation of moral values, when today they are comfortable with some norms in the child’s behavior, and tomorrow they are comfortable with others. The teenager sees dishonesty, dishonesty, injustice, and experiences such situations painfully. This leads to anger and aggressiveness towards adults. Features of the biological development of the child himself, some traits of his character can also determine his aggressiveness. Children with hyperexcitability, irritability, and prone to emotional outbursts need the help of a specialist. The most common complaints from parents are:
Let's consider the reasons for the manifestations of these types of aggression and the recommendations of psychologists. So, what to do if your child is aggressive in his statements. Most often, adults themselves are to blame for this. Some family members, albeit rarely, “let off steam” in this way. The son or daughter is reinforced with the following conclusion: if something doesn’t work out, if they don’t understand you, if there is no other way out to relieve tension, you can do this. So-called swear words or obscene words sooner or later appear in the vocabulary of every child. For some it goes away quickly, for others you have to have explanatory conversations. Why are these “bad” expressions fixed in their speech? What attracts children so much to them? For teenagers, a swearing person is an adult, fearless, not recognizing anyone or anything. The ability to insert a strong word into your speech is one of the signs of adulthood. This elevates him in his own eyes and in the eyes of his peers, makes him an “adult”, an independent person. Sometimes children use curse words to annoy and tease adults. In this case, swear words become another weapon of revenge. Probably, in this case, it is best to explain to the child that there is a time and place for certain words. The reason to believe you and accept your point of view will be by emphasizing cases of indecent behavior in public places. Indeed, it is unpleasant to pass by a group of teenagers on the street who interject obscenities and obscene expressions into their statements. Especially if girls do it. It is useless to constantly scold children for using indecent words or prohibit them from saying them. This will make swearing even more attractive in the child's eyes. Advice from a psychologist if a child’s aggressiveness manifests itself in the use of obscene language?
To summarize what has been said, parents should not be afraid of swear words, freeze in shock when hearing them from a child, and should not deny their existence. It’s better to simply make it clear: “I know about the existence and meaning of these words, but I don’t like them.” Let him understand that swear words, especially if they are spoken to someone, insult and humiliate a person. The next direction in which children express aggression is through their games. They begin to appear for the first time at 4-5 years. Children are attracted to negative heroes, and many willingly try on the roles of such characters. If we remember our childhood, we can say with confidence that we chose only the roles of positive characters. Modern children grow up with different ideals. This is due to the fact that many negative cartoon characters (especially American ones) are more powerful and therefore attractive to a child. In addition, children may be interested in these roles because it gives them the opportunity to try to be bad, disobedient, angry, aggressive, and therefore independent, an “adult.” Sometimes the child carries this behavior in the game into real life. The reason for this situation may be low self-esteem and failures in communication. The most common type of aggression is directed at other people. Physical aggression towards others in a child occurs for several reasons:
If in the first three cases this occurs due to the child’s lack of self-confidence and anxiety, then the last option is an indicator of inability to behave, lack of behavioral skills, spoiledness, and selfishness. To be successful in society, a person must learn to negotiate, give in, restrain his emotions, and express them in a more acceptable way. This needs to be developed from early childhood, based on real situations. The more attention is paid to this in the child’s life, the easier it will be for the teenager to realize himself in the future. After all, the ability to find a compromise and respect the opinions of other people is an integral part of any professional activity. What to do if a child gets into a fight even for an insignificant reason? The task of parents is to teach their child to manage their emotions. One of the most common forms of expressing anger and protest is hysteria. This is both a way to achieve something from family and the result of accumulated tension, stress, and anxiety. Children who are mobile, active, excitable, impressionable, and nervous are especially susceptible to such breakdowns. Aggressive children, whatever the reasons for their behavior, find themselves in a vicious circle. They lack love and understanding from loved ones, but with their behavior they push them away even more. And the hostile attitude of others, in turn, provokes the child, arousing feelings of fear and anger in him. Behavior that is perceived as antisocial is a desperate attempt to attract attention. It is quite possible that the child initially expressed his needs in a softer form, but adults did not attach any importance to this. Another reason for antisocial behavior in a child may be quarrels between parents, which he witnesses very often. Extremely harsh or, on the contrary, too weak discipline, inconsistency of parents in their demands and actions, indifference to children can also cause a child’s aggressive behavior. So, adults who observe a child’s aggressiveness towards others need to understand that he has the right to express his negative emotions, but to do this not with the help of squeals or punches, but with words. We must immediately make it clear to the child that aggressive behavior will never bring the desired result. Sometimes a child just needs human communication, understanding; just one kind word is enough to relieve his anger.
Another type of childhood aggression is cruelty towards animals. In early childhood, “sadistic experiments” on animals may be based on ordinary curiosity. The child is interested in what a beetle will do if it is put in a jar, a thread is tied to its leg, etc. Young children often torture animals, without realizing that they are causing them pain and suffering. In this case, you can simply talk seriously with the child, discussing with him how the animal feels, what it would say if it could speak. The cruelty of older schoolchildren is no longer mere curiosity. As a rule, it indicates aggressiveness. But even in this case, the cause of aggression is most likely domestic conflicts, dissatisfaction, and communication problems. For example, if a child is physically punished, he, not being able to fight back, takes out his grievances on pets. Cruelty to homeless animals is perceived by the child himself as a joke, fun, or game, which, in his opinion, can raise his authority among his peers. It seems to him that in the eyes of others he will be considered strong and fearless. Unfortunately, in adolescence, schoolchildren very often find themselves under the influence of the company and participate in the abuse of animals in order not to show their “weakness”. Subsequently, this can develop into criminal activity, aggression towards random passers-by.
In recent years, psychologists have separately considered the cause of childhood aggression as the media. The child begins to be influenced by television programs, movies, and detective stories filled with various manifestations of aggression. Throughout their school years, children spend almost 15 thousand hours watching TV. During this time, they see on average about 1,3 thousand cases of violent death. Psychologists have found that children who have seen many acts of violence on television are more prone to aggressive actions than children who have not seen them. Computer games also contribute to this. By committing virtual acts of violence in them, the child ceases to see the line between the game and reality. Appendix 6 Federal Law on Education of the Russian Federation Article 15. General requirements for the organization of the educational process 1. The organization of the educational process in an educational institution is carried out in accordance with educational programs and class schedules. (Clause 1 as amended by Federal Law dated December 1, 2007 N 309-FZ) 1.1. When implementing educational programs, regardless of the form of education, e-learning and distance educational technologies can be used in the manner established by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education. (clause 1.1 introduced by Federal Law dated February 28, 2012 N 11-FZ) 2. State authorities and local governments do not have the right to change the curriculum and educational schedule of a civil educational institution after their approval, except for cases provided for by the legislation of the Russian Federation. (as amended by Federal Law dated December 29, 2006 N 258-FZ) 3. The educational institution is independent in choosing the grading system, form, procedure and frequency of intermediate certification of students. 4. Mastering educational programs of basic general, secondary (complete) general education and professional educational programs ends with mandatory final certification of students. In educational institutions that have state accreditation, the development of these educational programs ends with mandatory state (final) certification of students. State (final) certification of students who have completed educational programs of secondary (complete) general education is carried out in the form of a unified state exam, unless otherwise established by this Law. Other forms of state (final) certification of students who have completed educational programs of secondary (complete) general education may be established: the federal executive body exercising the functions of developing state policy and legal regulation in the field of education, for students who have completed educational programs of secondary (complete) general education in special closed educational institutions for children and adolescents with deviant (socially dangerous) behavior, as well as in institutions executing punishment in the form of imprisonment, or for students with disabilities who have completed educational programs of secondary (complete) general education; executive authorities of the constituent entities of the Russian Federation exercising management in the field of education, for persons who have studied their native language and native literature (national literature in their native language) when receiving basic general education and secondary (complete) general education and who have chosen an exam in their native language and native literature to pass the state (final) certification. Students who have mastered integrated educational programs of secondary vocational education in the field of arts undergo state (final) certification, completing the development of educational programs of basic general education and secondary (complete) general education, and state (final) certification, completing the development of the corresponding educational program of secondary vocational education . (paragraph introduced by Federal Law dated June 27, 2011 N 160-FZ) 4.1. The Unified State Exam is a form of objective assessment of the quality of training of persons who have mastered educational programs of secondary (complete) general education, using control measuring materials, which are sets of tasks of a standardized form, the implementation of which makes it possible to establish the level of mastery of the federal state educational standard (hereinafter referred to as control measuring materials). materials). The information contained in the control measuring materials is classified as restricted information. The procedure for the development, use and storage of control measuring materials (including requirements for the regime of their protection, the procedure and conditions for posting information contained in control measuring materials on the Internet) is established by the federal executive body exercising control and supervision functions in the field of education . Persons involved in conducting the unified state exam, and during the period of the unified state exam, also persons who passed the unified state exam, are, in accordance with the legislation of the Russian Federation, responsible for the disclosure of information contained in the control measurement materials. The Unified State Exam is conducted by the federal executive body exercising control and supervision functions in the field of education, together with the executive authorities of the constituent entities of the Russian Federation exercising management in the field of education. Outside the territory of the Russian Federation, the unified state exam is conducted by the federal executive body exercising control and supervision functions in the field of education, together with the founders of Russian educational institutions located outside the territory of the Russian Federation, having state accreditation and implementing basic educational programs of secondary (complete) general education. (Clause 4.1 as amended by Federal Law dated 02.02.2011 N 2-FZ) 4.2. The results of the unified state exam are recognized by educational institutions that implement educational programs of secondary (complete) general education as the results of state (final) certification, and by educational institutions of secondary vocational education and educational institutions of higher vocational education as the results of entrance tests in the relevant general education subjects. (clause 4.2 introduced by Federal Law dated 02/09/2007 N 17-FZ) 4.3. Persons who have passed the Unified State Exam (hereinafter referred to as participants in the Unified State Exam) are issued a certificate of the results of the Unified State Exam. This certificate expires on December 31 of the year following the year in which it was issued. (clause 4.3 introduced by Federal Law dated 02/09/2007 N 17-FZ) 4.4. Persons who have completed educational programs of secondary (complete) general education in previous years, including persons whose certificate of results of the unified state exam has not expired, are given the right to take the unified state exam in subsequent years during the period of state (final) certification students. (clause 4.4 introduced by Federal Law dated 02/09/2007 N 17-FZ) 4.5. Persons who have completed military service upon conscription and have been discharged from military service, within a year after dismissal from military service, upon admission for training at the expense of the relevant budgets of the budget system of the Russian Federation in the manner established by this Law, to educational institutions of secondary vocational and educational institutions having state accreditation higher professional education is given the right to use the results of the unified state exam passed by them during the year before conscription for military service. (clause 4.5 introduced by Federal Law dated 02/09/2007 N 17-FZ, as amended by Federal Laws dated 12/01/2007 N 309-FZ, dated November 16, 2011 No. 318-FZ) 4.6. The procedure for conducting state (final) certification in any form, including the procedure for filing and considering appeals, the form and procedure for issuing a certificate of results of the unified state exam, unless otherwise established by this Law, are determined by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education. (clause 4.6 introduced by Federal Law dated 02/09/2007 N 17-FZ, as amended by Federal Law dated 06/03/2011 N 121-FZ) 4.7. In order to ensure compliance with the procedure for conducting state (final) certification of students who have completed educational programs of basic general education or secondary (complete) general education, citizens are given the right to be present as public observers during its conduct and to send information about violations identified by them to the federal executive body , exercising functions of control and supervision in the field of education, an executive body of a constituent entity of the Russian Federation exercising management in the field of education, or an executive body of a constituent entity of the Russian Federation exercising the powers of the Russian Federation in the field of education, transferred for implementation to state authorities of the constituent entities of the Russian Federation. Accreditation of citizens as public observers is carried out upon their applications by executive authorities of the constituent entities of the Russian Federation that manage the field of education, or local government bodies that manage the field of education, or the founders of Russian educational institutions located outside the territory of the Russian Federation and having state accreditation , in the manner established by the regulations on the public observation system during the state (final) certification of students who have completed educational programs of basic general education or secondary (complete) general education. This provision is approved by the federal executive body that carries out the functions of developing state policy and legal regulation in the field of education. (clause 4.7 introduced by Federal Law dated 02.02.2011 N 2-FZ) 5. Scientific and methodological support for final certifications and quality control of training of graduates who, upon completion of each level or each stage of education, are issued state-issued documents on the appropriate level of education and (or) qualifications, are provided by the federal executive body exercising control and supervision functions in in the field of education, executive authorities of the constituent entities of the Russian Federation exercising management in the field of education, in accordance with federal state educational standards. (as amended by Federal Laws dated 02/09/2007 N 17-FZ, dated 04/20/2007 N 56-FZ, dated 12/01/2007 N 309-FZ) 5.1. In order to provide information support for the conduct of the unified state examination and the admission of citizens to educational institutions of secondary vocational education and educational institutions of higher vocational education, a federal information system is being created to ensure the conduct of the unified state examination and the admission of citizens to educational institutions of secondary vocational education and educational institutions of higher vocational education (hereinafter - federal information system) and regional information systems for ensuring the conduct of the unified state exam (hereinafter referred to as regional information systems). The organization of the formation and maintenance of these information systems is carried out respectively by the federal executive body exercising control and supervision functions in the field of education, and by the executive authorities of the constituent entities of the Russian Federation exercising management in the field of education. Executive authorities of the constituent entities of the Russian Federation, the federal executive authority exercising control and supervision functions in the field of education, founders of Russian educational institutions located outside the territory of the Russian Federation, having state accreditation and implementing basic educational programs of secondary (complete) general education, educational institutions of secondary vocational education and educational institutions of higher vocational education enter into the federal information system the information necessary for information support for the conduct of the unified state exam and the admission of citizens to educational institutions of secondary vocational education and educational institutions of higher vocational education. Educational institutions implementing the main educational programs of secondary (complete) general education, primary vocational education, secondary vocational education, higher vocational education, local government bodies, executive authorities of the constituent entities of the Russian Federation enter into regional information systems the information necessary for information support for the implementation of a unified state exam. The procedure for the formation and maintenance of the federal information system and regional information systems (including the list of information contained in them, the procedure for entering them into information systems, the procedure for storing, processing and using this information and providing access to it, the storage period and the procedure for ensuring the protection of this information, the procedure ensuring the interaction of information systems) is established by the Government of the Russian Federation. The bodies and organizations specified in paragraph two of this clause transfer, process and provide personal data of students, participants in the unified state exam, persons received in connection with the conduct of the unified state exam and the admission of citizens to educational institutions of secondary vocational education and educational institutions of higher vocational education involved in its implementation, as well as persons entering such educational institutions, in accordance with the requirements of the legislation of the Russian Federation in the field of personal data, without obtaining the consent of these persons to process their personal data. (Clause 5.1 as amended by Federal Law dated 02.02.2011 N 2-FZ) 6. Discipline in an educational institution is maintained on the basis of respect for the human dignity of students, pupils, and teachers. The use of physical and mental violence against students and pupils is not allowed. 7. Parents (legal representatives) of minor students and pupils must be provided with the opportunity to become familiar with the progress and content of the educational process, as well as with assessments of students’ performance. 8. An educational institution carries out individual recording of the results of students’ mastery of educational programs, as well as storage in archives of data on these results on paper and (or) electronic media in the manner approved by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education. (Clause 8 was introduced by Federal Law No. 11-FZ of January 10, 2003, as amended by Federal Law No. 258-FZ of December 29, 2006) 9. In the places where the unified state examination, state (final) certification of students, school Olympiads, entrance examinations conducted by educational institutions of secondary vocational education and educational institutions of higher vocational education are held, it is prohibited to place participants of these events and persons involved in to carry them out, it is prohibited to carry and use communications and electronic computer equipment (including calculators), except in cases established by regulatory legal acts of the Russian Federation. (Clause 9 introduced by Federal Law dated 02.02.2011 N 2-FZ) Appendix 7 Causes of pedagogical conflicts Age periodization and the identification of situations and conflicts characteristic of each age enable the teacher to navigate the reasons that disrupt interaction with students. In general terms, such reasons may be the actions and communication of the teacher, the personality traits of the student and the teacher, and the general situation at school. The causes of conflicts may be: The teacher has little ability to predict student behavior in the classroom; the unexpectedness of their actions often disrupts the planned course of the lesson, causing irritation in the teacher and the desire to remove the “interference” by any means; lack of information about the reasons for what happened makes it difficult to choose the optimal behavior and tone of address appropriate to the situation; Witnesses to situations are other students, so the teacher strives to maintain his social status by any means and thereby often leads the situation to a conflict; The teacher, as a rule, evaluates not the individual act of the student, but his personality; such an assessment often determines the attitude of other teachers and peers towards the student (especially in elementary school); The assessment of a student is often based on a subjective perception of his action and little awareness of his motives, personality characteristics, and living conditions in the family; The teacher finds it difficult to analyze the situation that has arisen and is in a hurry to strictly punish the student, citing the fact that excessive severity towards the student will not harm; Of no small importance is the nature of the relationship that has developed between the teacher and individual students; the personal qualities and non-standard behavior of the latter are the cause of constant conflicts with them; The teacher’s personal qualities are also often the cause of conflicts (irritability, rudeness, vindictiveness, complacency, helplessness, etc.). Additional factors are the prevailing mood of the teacher when interacting with students, lack of teaching abilities, lack of interest in teaching work, the teacher’s life problems, the general climate and organization of work in the teaching team. It must be remembered that any mistake a teacher makes when resolving situations and conflicts is replicated in the perception of students, is stored in their memory and has a long-term impact on the nature of relationships. Of course, there are no two identical schools, no identical students and teachers, and therefore it is impossible to foresee every situation or develop a universal method for resolving it. Conflicts arise when students are alone with the teacher (there are no conflicts in the presence of strangers or school administration), so it is difficult for the administration to help him prevent and resolve them. Thus, an analysis of facts from school life shows that, firstly, a conflict situation can arise both subjectively, that is, by the will of one of the parties, and objectively. But the cause of the conflict is not always the undesirable actions of the student; the cause of the conflict can also be the teacher himself. Conflict situations and conflicts can be created by objective circumstances, regardless of the will and desire of people (due to transport, a student was late for class), but they can also arise on the initiative of opponents (for example, rudeness), that is, they can be objective and subjective or both and others at the same time. Conditions for the prevention of pedagogical conflicts Pedagogical conflicts, however, like any others, cannot be resolved in an instant. Successful conflict resolution therefore typically involves a cycle consisting of identifying the problem, analyzing it, taking action to resolve it, and evaluating the outcome. In any given situation, the source of the conflict must be identified before policies can be developed to resolve it. First of all, we need to find out what happened. What is the problem? At this stage, it is important to lay out the facts so that everyone agrees on the definition of the problem. Feelings and values must be clearly separated from facts. And the leader must present the ideal solution from his side. Conflicts are destructive and constructive. Destructive - when it does not concern important work issues, divides the team into groups, etc. Constructive conflict - when an acute problem is revealed, it leads to a confrontation with a real problem and ways to solve it, and helps to improve. (You can compare: truth is born in a dispute.) When resolving conflicts between a teacher and a student, it is necessary, in addition to analyzing the causes of the conflict, to take into account the age factor Along with business conflict situations “teacher-student”, there are often contradictions of a personal nature. As a rule, they arise due to the teenager’s feelings of adulthood and the desire to recognize himself as such, and on the other hand, the teacher’s lack of grounds for recognizing him as his equal. And if the teacher’s tactics are incorrect, it can lead to stable personal mutual hostility and even enmity. Finding himself in a conflict situation, a teacher can direct his activity either to better understand his interlocutor, or to regulate his own psychological state in order to extinguish the conflict or prevent it. In the first case, resolution of a conflict situation is achieved by establishing mutual understanding between people, eliminating omissions and inconsistencies. However, the problem of understanding another person is quite complex. In communication between a teacher and students, not only the content of speech, but also its tone, intonation, and facial expressions are of great importance. If, when communicating with adults, intonation can carry up to 40% of the information, then in the process of communicating with a child, the impact of intonation increases significantly. It is fundamentally important to be able to listen and hear the student. This is not so easy to do for a number of reasons: firstly, it is difficult to expect smooth and coherent speech from the student, which is why adults often interrupt him, making it even more difficult to speak (“Okay, everything is clear, go!”). Secondly, teachers often do not have time to listen to the student, although he has a need to talk, and when the teacher needs to find out something, the student has already lost interest in the conversation. The actual conflict between teacher and student can be analyzed at three levels: - from the point of view of objective features of the organization of the educational process at school; -from the point of view of the socio-psychological characteristics of the class, teaching staff, specific interpersonal relationships between teacher and student; -from the point of view of age, gender, individual psychological characteristics of its participants. A conflict can be considered productively resolved if there are real objective and subjective changes in the conditions and organization of the entire educational process, in the system of collective norms and rules, in the positive attitudes of the subjects of this process towards each other, in the readiness for constructive behavior in future conflicts. The real mechanism for establishing normal relationships is seen in reducing the number and intensity of conflicts by transferring them into a pedagogical situation, when interaction in the pedagogical process is not disrupted, although such work is associated with certain difficulties for the teacher. To extinguish a conflict means to transfer the relations of its participants to a level mutually acceptable for both parties, to switch attention from affectively tense relations to the sphere of business relations of educational work
Municipal educational institution secondary school No. 3 with in-depth study of individual subjects Using case technology for solving pedagogical problems Toolkit for teachers of pedagogy and psychology pedagogical classes secondary schools Bugulma METHODOLOGICAL ADVICE Municipal educational institution secondary school No. 3 WITH IN-DEPTH STUDY INDIVIDUAL ITEMS BUGULMA MUNICIPAL DISTRICT AND CITY OF BUGULMA OF THE REPUBLIC OF TATARTSTAN Collection – Municipal Educational Institution Secondary School No. 3 Compiled by: , teacher of pedagogy and psychology Layout: The brochure contains educational situations, which are a description of real facts and pedagogical phenomena recorded in the life of a school (other educational institutions), family and other vital circumstances. The content covers the problem field of all participants in the conflict: “Teacher - Student”, “Parent - Child”, “Teacher - Parent”. The publication is intended to help teachers working with pedagogical classes and anyone interested in research in the field of pedagogy and psychology. Using case technologies in the educational process The case-study method, or the method of specific situations (from English case - case, situation), is a method of active problem-situational analysis, based on learning by solving specific problems - situations (solving cases). The immediate goal of the case-study method is to use the joint efforts of a group of students to analyze the case situation that arises in a specific state of affairs and develop a practical solution; the end of the process is the evaluation of the proposed algorithms and selection of the best one in the context of the problem posed. In order for the educational process based on case technologies to be effective, two conditions are necessary: a good case and a certain methodology for using it in the educational process. The ideas of the case-study method (situational learning method) in studying the subjects “Pedagogy” and “Fundamentals of Psychology” are quite simple: ØThe method is intended for obtaining knowledge in pedagogy and psychology, the truth of which does not have a clear answer to the question posed, but there are several answers that can compete in the degree of truth; The task of teaching is focused on obtaining not just one, but many truths and orientation in their problem field. ØThe emphasis of learning is shifted not to mastering ready-made knowledge, but to its development, to the co-creation of the student and the teacher; hence the fundamental difference between the case-study method and traditional methods - democracy in the process of acquiring knowledge, when the student essentially has equal rights with other students and the teacher in the process of discussing a problem. ØThe result of applying the method is not only knowledge in the field of pedagogy and psychology, but also skills acquired during the work. ØThe technology of the method is as follows: according to certain rules, a model of a specific pedagogical situation that occurred in real life is developed, and the complex of knowledge and practical skills that students need to obtain is reflected; in this case, the teacher acts as a facilitator, generating questions, recording answers, and supporting the discussion. ØThe undoubted advantage of the method of situational analysis in solving pedagogical problems is not only the acquisition of knowledge and the formation of practical skills, but also the development of students’ value system, professional positions, life attitudes, a unique professional attitude and world transformation. ØIn the case-study method, the classic defect of traditional teaching is overcome, associated with the “dryness”, unemotional presentation of the material - there are so many emotions, creative competition and even struggle in this method that a well-organized discussion of a case resembles a real performance. The main function of the case-study method is to teach students to solve complex unstructured problems that cannot be solved analytically. The case activates students, develops analytical and communication skills, leaving students face to face with real situations. The case-study method is considered one of the “advanced” active learning methods. To the advantages of the method case - study maybe but include: Using the principles of problem-based learning - gaining skills in solving real pedagogical problems, the possibility of a group working on a single problem field, while the learning process, in fact, imitates the decision-making mechanism in life, it is more adequate to the life situation than memorizing terms in pedagogy and psychology and then retelling, since it requires not only knowledge and understanding of terms, but also the ability to operate with them, building logical schemes for solving a problem, and arguing one’s opinion; Gaining teamwork skills; Developing skills of simple generalizations; Gaining presentation skills; Gaining press conference skills, the ability to formulate a question, and justify an answer. The first is familiarization with the pedagogical situation. The second is the identification of the main problem (main problems), the identification of factors that can actually have an impact. The third is proposing topics for brainstorming. The fourth is an analysis of the consequences of making a particular pedagogical decision. Fifth - solving a case - offering one or more options, indicating the possible occurrence of problems, mechanisms for their prevention and solution. Case analysis can be either individual or group. The results of working with a learning situation can be presented both in written and oral form. Presentation of the results of the case analysis can be group or individual. The report can be individual or group depending on the complexity and scope of the task. Familiarity with cases can occur either directly in class or in advance (in the form of homework). An approximate sequence of teacher actions when using case technologies: 1. Giving homework to students. 2. Determination of deadlines for completing the task. 3. Familiarize students with the evaluation system for solving a case. 4. Determination of the technological model of the activity. 5. Conducting consultations. 6. Work on the pedagogical situation in the classroom: Teacher's opening speech; asking basic questions If necessary, distribute students into small groups (4-6 people each), Organizing the work of students in small groups, identifying speakers, Organizing presentations of the solution in small groups, Organization of general discussion, The teacher’s summary speech, his analysis of the situation, Teacher assessment of students. What is meant by pedagogicalsituation? Pedagogical activity consists of solving countless pedagogical problems - tasks of transforming interaction situations in order to make positive changes in the development of the personality of a student or group of students. Any situation that arises in a teacher’s practical activity becomes pedagogical only when a pedagogical task is formulated. The criteria for a teacher’s skill in solving a pedagogical problem can be: a) a complete and in-depth analysis of a specific situation; b) setting a pedagogically appropriate and humanistically oriented task; c) choosing a creative, non-standard solution with a pronounced empathy basis; d) cooperation with students in solving a pedagogical problem. Research results show that many teachers do not perceive the problems that arise in their practice as specific pedagogical tasks, they act spontaneously, most often under the influence of emotions, they skip the stage of analyzing the situation, setting goals and produce the final result in the form “it seems to them.” Solving pedagogical problems is a necessary condition for improving your professional thinking. There are many collections that contain various situations that arise in the practical activities of a teacher. But the most important thing is to learn to observe, analyze specific life situations, set tasks to transform these situations in order to achieve positive results for the people around you and for you, choose possible options, methods of action that will help you achieve this goal. What is meant by a pedagogical situation? Pedagogical situations are a description of real facts and pedagogical phenomena recorded in the life of a school (other educational institutions), family and other vital circumstances. We divide them into three categories: “Teacher – student”, “Parent – child”, “Teacher – parent”. Questions and assignments for the tasks suggest, based on the analysis carried out by the students, to evaluate the positions and behavior of the participants, and also to suggest options for exiting the current situation. 105 cases on pedagogy. Pedagogical tasks and situations Vladislav Beizerov (No ratings yet)
About the book “105 cases on pedagogy. Pedagogical tasks and situations" Vladislav BeizerovThis textbook presents pedagogical situations, some of which are accompanied by solution options, as well as questions and assignments for students (listeners) that involve solving situations based on theoretical knowledge of pedagogy and life experience. The situations and tasks presented in the book are taken from the practice of various teachers, literary sources, as well as the practical teaching activities of the author. The manual is accompanied by a brief terminological dictionary on pedagogy. It is recommended for teachers and students of pedagogical and psychological specialties at universities, students of advanced training courses for specialists in the education system, teachers of secondary schools, gymnasiums, and lyceums. On our website about books you can download the site for free without registration or read online the book “105 Cases on Pedagogy. Pedagogical tasks and situations” by Vladislav Beizerov in epub, fb2, txt, rtf, pdf formats for iPad, iPhone, Android and Kindle. The book will give you a lot of pleasant moments and real pleasure from reading. You can buy the full version from our partner. Also, here you will find the latest news from the literary world, learn the biography of your favorite authors. For beginning writers, there is a separate section with useful tips and tricks, interesting articles, thanks to which you yourself can try your hand at literary crafts. Download for free the book “105 cases on pedagogy. Pedagogical tasks and situations" Vladislav Beizerov(Fragment) In format fb2: Download Problem 1 Single-parent family, son is 15 years old, recently his relationship with his mother has deteriorated. The son comes home late and drunk, and does not listen to his mother’s advice. His friends and girlfriend have nothing against drinking. The mother is opposed to her friends and girlfriend, which is why the relationship with her son has deteriorated even more. Questions 1. What should a social teacher do at the first stage of working with a family? 2. What activities does the social teacher need to implement with this family? 3.What methods can a social teacher use to influence a child? Answers 1. Assistance in education is carried out by a social teacher, first of all, with parents - through counseling them, as well as with the child through the creation of special educational situations to solve the problem of timely assistance to the family in order to strengthen it and make the most of its educational potential. 2. Inform the family about the importance and possibility of interaction between parents and children in the family; talks about child development; gives pedagogical advice on raising children. Provide advice on family law issues; issues of interpersonal interaction in the family; informs about existing methods of education aimed at a specific family; explains to parents how to create the conditions necessary for the normal development and upbringing of a child in the family. 3. Socio-psychological support and correction. The support is aimed at creating a favorable microclimate in the family during a short-term crisis. The social teacher must adjust relationships in the family in such a way that all necessary measures to ensure established order and discipline in the family are maintained using methods based on respect for the human dignity of the child in accordance with the Convention on the Rights of the Child. Literature: Shakurova M.V. - Methods and technology of work of a social teacher: Textbook for students. higher ped. textbook establishments. - 2nd ed. №1 Problem 169. One day, on a stormy day, seventh-graders were sent to harvest potatoes. The school's cleanup plan had already been completed, and the normally disciplined class was not in the mood for this trip. I had to agree: there is no need to go. The class teacher said so: those who wish can stay at home. But he added that the conversation today is not only about fulfilling the plan, but about helping to save the harvest. No one stayed home that day. Questions: Give a description value-oriented readiness for work? Where does social and pedagogical activity begin? What is the peculiarity of the motivational function used by the teacher? Answers: a) understanding the importance of work that is useful for others and society; b) experiencing value, surprise, joy from the results of one’s own work; c) admiration for the daily work of other people; d) the presence of a positive emotional background that reinforces the motivation to work. Socio-pedagogical activity begins with setting goals and tasks that need to be solved by a specialist - to develop communication skills in a child that for some reason he lacks, to help the child adapt to a new environment, etc. The goal, in turn, will determine the content of the activity , methods of its implementation and forms of organization, which are interconnected.
Literature: Galaguzova Yu.N., Social pedagogy M. V. Shakurova methods and technology of work of a social teacher. № 2 Problem 197. Sixth-grader Vitya K. is a difficult teenager. He is characterized by a pronounced desire for leadership. But the boy cannot realize his desire in the class team, and therefore is satisfied with negative actions. His classmates do not trust him and do not want to recognize him as a leader in anything. Questions: What categories of children at risk are there? What characteristics do children at risk have? Aspects of negative influence on children? Answers:
The first aspect is the risk to society that children of this category create. The concept of “risk group” appeared back in the Soviet period precisely in the context of the priority of public interests. This concept made it possible to identify categories of people, families, etc., whose behavior could pose a potential danger to others and society as a whole, since it contradicted generally accepted social norms and rules. Literature: №3 Problem 192. I asked for a lesson with Nikolai Petrovich, and he said: I have a class hour. Want to? And this is the cool hour. A neat, carefully combed boy gets up, adjusts his glasses on his nose and says in an even voice: I don’t know about other guys, but it seems to me personally that you, Nikolai Petrovich, are mistaken in defending Nellya Viktorovna... Then the girl’s extremely excited voice was heard: How can you, Nikolai Petrovich, justify her when she treated us so unfairly... A slight rumble echoes through the classroom. And a few more speeches: You are wrong, you are mistaken, you should not... Nikolai Petrovich sits at the table and listens carefully. There is not a shadow of irony, mockery or arrogant condescension on his face - only attention. The class is unanimous, the class convinces him that he is wrong. The class, one might say, educates its class teacher. The guys are sure that, having taken the senior pioneer leader under the protection, Nikolai Petrovich simply wanted to defend the honor of the “uniform”. And here's the thing. Two days ago, the counselor demanded that the guys urgently go collect waste paper. They refused because they had a cultural trip to the museum scheduled for that day, and asked to postpone the collection of waste paper to another time. The counselor yelled at them, reproaching them for laziness and carelessness. Nikolai Petrovich listens to the guys, and at times it seems that he will now agree: “Yes, perhaps you are right.” But for some reason he hesitates, and suddenly asks in a quiet, dull voice: Did the pioneer leader come to you during the big break? Yes, after algebra. Half the guys had already gone out into the corridor, she drove them all back... So you asked me to come back? Well, I asked... Didn't you agree right away? Are you still hesitating at the door? A little wrinkled... And, of course, it seemed to her that you had no respect for her at all? Well, maybe... And the pioneer leader began to get nervous and raised her voice... You started talking all at once, but she, of course, could neither understand you nor shout over you. She formed the opinion that you were really too lazy to go collect waste paper, that her request meant nothing to you... Right? So, probably... Nellya Viktorovna, as you know, is in her first year of work. And she’s afraid to lose herself in your eyes. At home, she remembers her whole day and relives every wrong word... Remember, some of you have probably had this happen: you say something awkward, inappropriate - then for a whole week or even a month you worry... Just a few minutes ago, such a categorical class, convinced that it was right, was now silent in shock. Irreconcilable maximalists, they suddenly sensed for a moment the state of mind of another person, and their persistence seemed petty, unnecessary, ungenerous, finally. Questions: What method did the teacher use to resolve a conflict situation in the classroom? Levels of aggressive behavior? What methods can a social teacher use to change attitudes in a team? Answers: 1. - professional interaction with wards (persuasion, suggestion, information, counseling, humanization of study, work and living conditions, inclusion in socially useful work activities, creation of conditions for the realization of the creative potential of the individual, use of the creative potential of customs and traditions, etc.); 2. 1) motivation that encourages aggressive behavior; 1) correction through the game; Literature: Methodology and technology of work of social teacher Goloukhova G.N. №4 Victor K. is one of the best academically at school, an activist, an athlete, a good friend, reserved, calm. At home with his mother (he has no father), he is rude, disobedient, sometimes deceives, and avoids helping with household chores. Questions: What parenting style could lead to this problem? The concept of social patronage and supervision? What types of counseling can a teacher offer? Answers: 1. Permissiveness:A child can do anything as long as we adults have enough nerves and strength. An adult prohibits himself from limiting the child’s choices, except in situations that could cause serious harm to the child or other people. The adult prohibits any coercion in relation to the child’s personality. The only task of an adult is to interest the child. The adult proceeds from the ideas of humanism, which, in the adult’s mind, in themselves guarantee the well-being of the child. Bottom position - the interests of the child are higher than the interests of the adult. 2. Social patronage is a form of interaction with the family, when a social teacher is available 24 hours a day, influencing the essence of events occurring in the family. The term of social patronage is limited from 4 to 9 months. Stages of work of a social teacher with a family within the framework of patronage: 3. Counseling is a process of interaction between two or more people, during which certain knowledge of the consultant is used to assist the person being consulted. Literature: Methodology and technology of work of social teacher Goloukhova G.N. A.V. Mudrik social pedagogy Size: px Start showing from the page: Transcript2 Vladislav Aleksandrovich Beizerov 105 cases on pedagogy. Pedagogical tasks and situations Text provided by the copyright holder of 105 cases on pedagogy. Pedagogical tasks and situations: textbook. allowance / V.A. Beizerov: Flint; Moscow; 2014 ISBN Abstract This textbook presents pedagogical situations, some of which are accompanied by solution options, as well as questions and assignments for students (listeners) that involve solving situations based on theoretical knowledge of pedagogy and life experience. The situations and tasks presented in the book are taken from the practice of various teachers, literary sources, as well as the practical teaching activities of the author. The manual is accompanied by a brief terminological dictionary on pedagogy. Recommended for teachers and students of pedagogical and psychological specialties of universities, students of advanced courses 3 qualifications for specialists in the education system, teachers of secondary schools, gymnasiums, lyceums. 4 Contents Introduction 6 Pedagogical situations 10 Problematic tasks 138 Brief terminological dictionary on 141 pedagogy Bibliography 159 5 V. A. Beizerov 105 cases on pedagogy. Pedagogical tasks and situations Publishing house "FLINTA", 2014 * * * 6 Introduction Modern education requires the development and implementation of ever new teaching methods. In the West, and recently in Eastern European countries, problem-based teaching methods are increasingly being used in the educational process, which harmoniously complement traditional methods and make it possible to motivate students to learn to a much greater extent than boring lectures or traditional lessons. The problem-based method, as well as the method of active learning, collaborative learning, is one of the most widely used and effective methods in modern primary, secondary and higher education. The ideas that formed the basis of this method have a rich history, at least since the use of elements of this technique at Harvard Medical School in the mid-19th century. One of the problematic methods is the case method or the situation method, which involves students considering and solving real situations from the life and practical activities of a teacher. The pedagogical process can be considered as 7 a continuous chain of interconnected, mutually continuing pedagogical situations. These are the most mobile, quickly changeable elements of the learning process. The structure of pedagogical situations is outwardly simple. It includes the teacher, the student, and their emotional and intellectual interaction. But such simplicity is deceptive, since it manifests itself in the joint action of two complex inner worlds of the teacher and the student. Pedagogical situations can be created purposefully or arise spontaneously. In any case, they must be resolved carefully, thoughtfully, with a preliminary design of a way out of them. This is always a coordination of the pedagogical process with the interests of its participants and prompt consideration of the individual typological characteristics of specific people and the real situation. The pedagogical situation is always a problem. Any pedagogical problem is a question that objectively arises in pedagogical theory or pedagogical practice regarding the processes of learning to educate a person. They are of a general nature, associated with the pedagogical process as a whole, its components, or private, that is, they arise during training. Pedagogical problems require solutions 8 problems, but they cannot always be resolved immediately. Problem analysis consists of the following steps: 1. Preliminary description of the problem situation; 2. Isolating a specific task from a problem situation; 3. Construction of an abstract model of a specific problem, formulation of a contradiction; 4. Construction of an abstract model for solving the problem, presentation of the IFR (ideal final result); 5. Identification of resources and reaching a specific solution; 6. Formulation of subtasks that need to be solved to implement the proposed solution; 7. Repeating the chain of reasoning to solve the identified subtasks from step 3; 8. Reflection. This textbook presents pedagogical situations, some of which are accompanied by solution options, as well as questions and assignments for students (listeners) that involve solving situations based on theoretical knowledge of pedagogy and life experience. The situations and tasks presented in the book are taken from the practice of various teachers, literary sources, as well as the practical teaching activities of the author. The manual is accompanied by a brief terminological dictionary on pedagogy. Recommended for teachers and students of pedagogical and psychological 9 academic specialties of universities, students of advanced training courses for specialists in the education system, teachers of secondary schools, gymnasiums, lyceums. 10 Pedagogical situations 11 Situation 1. You noticed changes in the appearance and clothing style of one of the students in your class (Sergey, 15 years old). The teenager began to wear a very short haircut, heavy high black boots with white laces, jeans, stripes, and badges. Sergei is physically strong, an average student, and does not show much interest in studying. The family has two children, there is an older brother, a complete family with average income. This student's friends told you that he recently took part in a mass brawl where people of Asian ethnicity were beaten. Your class is multinational. Isolate the problem(s) from the situation Antisocial behavior that can lead to the commission of criminal offenses Challenge to social norms (use of: stripes, badges, uniforms, white lace-up shoes, etc.) Manifestation of tolerant intolerance towards people of other nationalities, extremism Possible reasons Sergei is 15 years old, a teenager. At this age, hormonal changes occur, which The 12th of Paradise leads to a change in the functioning of the nervous system, increasing its excitability and influencing the general mental state of the teenager. Therefore, it can be assumed that at this age Sergei experiences mental or physical overstrain, some various experiences that affect the psychological state of the teenager, this state is expressed in irritability, a drop in productivity at work, aggression, desire, or any physical use of force ( violence). Based on the external signs given in the situation, it can be assumed that Sergei belongs to the informal “skinhead” movement; representatives of this movement adhere to National Socialist ideology, one of the directions of the skinhead subculture. The activities of skinheads, as a rule, are extremist in nature and position themselves as a national liberation movement and fight for the ideas of the superiority of the white, Aryan race, while striving for racial separatism. Cruelty, violence and some kind of hatred towards other nationalities also prevail. So, from my assumption it follows that Sergei is passionate about the so-called subculture (skinheads), which also corresponds to age characteristics. Another reason is also the manifestations 13 features of a given age, such as the desire to belong to one or another group of one’s peers, for example, a subcultural group aimed at the interests of adolescents; to be among others, to express oneself among the crowd. Sergei also has an older brother. Nothing is said in more detail about the older brother; it can be assumed that the older brother also belongs to an informal movement, for example, to the skinhead movement or to a subculture similar to this movement. And Sergei, as a teenager, tries to somehow be like his older brother. Or we can also assume that the older brother is well-educated, works, studies, etc. and his parents set him up as an example to his younger brother and Sergei is simply trying to somehow attract the attention of his parents. Show that he is not like his older brother, but an individual personality. Decision 1. Through class hours, individual conversations, introduce the class students and student Sergei to the law and responsibility for antisocial behavior and the commission of criminal offenses. Conduct a series of meetings with people who were members of such groups, who were punished and changed 14 share your point of view Arrange with a colony for minors or with other institutions involved in the re-education of people who have committed certain acts that resulted in criminal punishment, for a tour and various conversations. Take a tour of a juvenile colony to show that every action has its own consequences, including criminal ones. 2. Conduct events that will introduce the diverse subculture of young people, while discussions are possible, for example, the positive and negative aspects of the phenomenon. To provide an opportunity to see options for young people’s hobbies and the use of their abilities and talents. You can introduce children to peers who have achieved something in their lives. For example, in competitions, youth movements, social projects, etc. You can introduce them to adults who organize youth sections and clubs. 3. Consider work in class to get acquainted with the multinational culture of the class, our country, and the world. The main thing is that we are all different, no one is better or worse. We are united and developing together. Each nationality has its own characteristics, merits that are worthy of attention, respect, and acceptance. 15 Think over a system of classroom hours for team building, a system of collective creative activities in which everyone could express themselves both individually and in a team. For example, “My small Motherland,” “Holidays of different nations,” “It is not the country that makes the man, but the man the country.” Situation 2 Several students play “Battleship” during the lesson. Since this is said to the whole class, it is necessary to sacrifice time from the lesson. I think the children will wait to see how the teacher will react to this insult, humiliation, and the uselessness of this subject. It is pointless to continue the lesson, since such statements cannot be left unanswered, because the situation in this lesson will only get worse. Let's start with this: Who else thinks this way? The children still raised their hands. Do you want to come to an agreement with me, if I now PROVE to you that you need this subject, even if there are no entrance exams for this subject, but it provides something more than just the need to study those subjects that are considered compulsory - 16 mi. Then I will no longer see those who play “Battleship”, sit in ICQ and are not late from the dining room. Well, how do you like the agreement? I’m listening to you, do you agree?” Situation 3 Teacher: “And now, so that you can better remember what the circumstances are, let’s make a table.” There was a dissatisfied whining from the class: “Well, why?”, “Here we go again!”, “Let’s not do it,” “We’ll remember anyway.” Teacher (after a puzzled pause): “Well, okay, we won’t make a table, we’ll just make a reminder.” Again dissatisfied shouts from the class: “Why?” “Come on, better table!” etc. Teacher: “Well, no, they didn’t want a table, we’ll make a reminder, we had to think right away.” Evaluation The teacher demonstrates to the students his weakness of will, self-doubt and some fear of the students themselves. The guys may not yet fully realize this, but any of them is capable of feeling it. Forecasting If such situations are repeated, there will be no talk of any discipline in the classroom, just as there will be no talk of respect for the teacher. This 17 open indulgence of the desires of the children is unjustified and, in the end, will affect the educational process itself, the quality of education and the attitude of students towards their teacher. Solution When planning work in a lesson, the teacher must initially decide which type of task is best suited for consolidating the material. And if he deviates from what was planned, then this decision should not be motivated by the fear that the students will not like the lesson and the teacher. In this situation, if during the lesson the teacher suddenly decided to replace one task with another, then the children need to explain the reason for this change. For example, the words: “Yes, you are right, we won’t have time to compile a table, we’ll just make a reminder,” would make it clear to the children that the change of tasks is motivated, and the teacher’s actions are not controlled by their whims or his. In addition, it seems to me that the teacher should make it clear to his students that whining and such a tone are unacceptable in the lesson. Situation 4 German lesson. In front of the teacher is not only his group, but also the group of the sick teacher. 18 The guys behave disgustingly: they speak loudly, swear, throw notes, airplanes, etc., they are rude to the teacher (but carefully, not directly). One boy in particular stands out. The teacher, trying not to pay attention, conducts the lesson, from time to time threatening the entire gallery with bad marks, the director and parents. The next task is to prepare a retelling of the text. After some time, the teacher asks the noisiest student if he is ready for a retelling. He replies that he can only retell the first sentence. Teacher: “So I give you a two.” Student: “No, in that case I’ll tell you again.” Teacher: “It’s too late. You should have thought before.” Student: “Yes, I’ll tell you again.” This squabble continues for several more minutes, as a result the teacher gives a bad grade, and the student curses at her and slams the door. The teacher, without saying anything, continues the lesson. Evaluation There is a whole bunch of pedagogical situations taking place here, and it is clear that the relationship between the teacher and the students of the second group has long been neglected. But if we talk about the latter, the teacher openly agreed 19 tore out his anger. The injustice of such an act also lies in the fact that instead of giving a “two” for behavior (which would have been at least fair), the teacher preferred to give a “two” for knowledge (or rather, for ignorance), without giving the student opportunity to even respond. Punishment is fair only if it is at least a punishment for a real wrongdoing. The teacher made it clear to the student, and to the class, that even if she was powerless in some way, she was capable of winning back in another situation, taking advantage of her position. The boy left humiliated, with a feeling of deep injustice, angry at his own powerlessness and hating the teacher to the depths of his soul. A lesson for the whole class: revenge is completely acceptable and all means are good. Prediction: The mutual hatred of the teacher and this student will intensify even more. Such situations will continue to be repeated. Neither this boy nor the entire class will have respect for the teacher. Solution The teacher should have asked for a retelling if the student decided to try. Calm down the me- 21 naturally confuses him. Every time he delays an answer like that, he feels slightly guilty. As a result of this incident (and similar ones), an inferiority complex may develop even stronger, the student will withdraw into himself and stop working in class. In addition, since a clear injustice has been committed against him, this will also affect the teacher-student relationship. The guys from the class who are present, although they feel that the teacher is acting unfairly, perceive this style of communication with their classmate as the norm. Children generally tend to laugh at a person who stands out from their group, and if the teacher also allows himself to laugh at such a person, then real bullying can begin in class 7-8. Solution If the first word causes such difficulties, then it would be better for the teacher to read it himself, without focusing on it. If the teacher is calm, the student will calm down, and reading will go better. Situation 6 After lessons, the first teacher timidly approaches 22nd grader and, terribly embarrassed, asks: Natalya Viktorovna, please give me Masha Eremina’s phone number, Dima, why do you need it? Lowering his eyes, the boy admits that he really likes his classmate, but he doesn’t dare talk to her at school. Maybe it will work over the phone? How to proceed? Assessment The situation is quite delicate. On the one hand, I really want to help a shy boy, on the other hand, giving a girl’s phone number means acting incorrectly towards her: you never know how this could end. The teacher is faced with a difficult task that requires an inventive solution: he needs to help the boy and not cause inconvenience to the girl. Forecasting In this situation, the main thing is not to make mistakes. It is incorrect to give a girl’s phone number without asking questions, as the child’s parents or the girl herself may not like it. It is useless to distract the boy from this idea and switch his attention to something else: if the child has decided to take such a step (ask the teacher and ask), then he is unlikely to simply refuse. Don't give your phone number (say you don't have one) and 23 It’s also wrong to stop there: the child may lose trust in you once and for all. Solution The best thing a teacher can do is tell the boy that you don’t have a phone, but you will try to help him in some way. This will build your child's trust in you and allow him to take his mind off the idea of a phone call and think of other ways to build a friendship. From the next lesson, you can put this boy with the girl he likes under any pretext (for example, he can’t see well from the last desk, and the girl is sitting close). Another option is to give a boy and a girl a joint educational task, to involve them in a common cause, which will allow them to get to know each other better, and perhaps become friends. Situation 7 There is a weak child in the class, and the children do not miss the opportunity to mock the physically and psychologically undeveloped boy. When the teacher calls him to the board, he just hesitates and stammers, afraid that everyone will just laugh at his answer. The teacher just sighs, reproaches and gives a 2. 24 Prediction A weak boy, bullied by the ridicule of his students, needs outside support and encouragement. Otherwise, he will develop an inferiority complex, he will remain a poor student, a backward student and will grow up to be a weak, insecure person, embittered at the whole world. The rest of the children mistakenly believe that they have the right to make fun of others, weaker ones, and do not realize that they need to help their peers. They develop selfishness and cruelty. Solution In order to create harmony of relations in the class in this situation, the teacher needs to support the weak student, help him express himself on the path of personality development. To do this, you need to give the student a special task, for example, a creative task, an introduction, the result of which can arouse the interest of the whole class. This will help the boy open up, show his dormant abilities and untapped possibilities. Or maybe he’s not weak at all? For the same purpose, he can be seated more often at a desk in pairs with different children, so that they get to know the outcast student better. 25 Situation 8 In front of the teacher is not only his group, but also the group of the sick teacher. The guys behave disgustingly: they speak loudly, swear, throw notes, airplanes, etc., and are rude to the teacher (but carefully, not directly). One boy in particular stands out. Actions of the teacher The teacher, trying not to pay attention, conducts the lesson, from time to time threatening the entire gallery with deuces, the director and parents. When the teacher asks the noisiest student to retell the text, he refuses, but when the teacher threatens to give him a bad mark, he immediately changes his mind and even expresses a desire to complete this task. However, the teacher does not give him such an opportunity. An argument begins. It continues for several more minutes, as a result the teacher gives a bad grade, and the student curses at her and slams the door. The teacher, without saying anything, continues the lesson. Prediction: The mutual hatred of the teacher and this student will intensify even more. Such situations will continue to be repeated. No one will have respect for the teacher 26 of this boy, not of the whole class. The boy left humiliated, with a feeling of deep injustice, angry at his own powerlessness and hating the teacher to the depths of his soul. A lesson for the whole class: revenge is completely acceptable and all means are good. Solution In this situation, the teacher openly vented his anger. The injustice of such an act also lies in the fact that instead of giving a 2 for behavior (which would have been, at least, fair), the teacher chose to give a 2 for “knowledge”, without giving the student the opportunity to even answer. Punishment is fair only if it is at least a punishment for a real wrongdoing. The teacher made it clear to the student, and to the class, that even if she was powerless in some way, she was capable of winning back in another situation, taking advantage of her position. She should have asked for a retelling if the student decided to try. You can calm down a student who is greatly interfering with the lesson by giving him some task that is quite difficult for him, for which he will receive a grade at the end of the lesson. 28 as a first-grader as the norm. Children generally tend to laugh at a person who stands out from their group, and if the teacher also allows himself to laugh at such a person, then real bullying can begin in class 7-8. Solution: A teacher’s raised tone is always unacceptable, and especially in this situation, especially since everyone knows about this student’s stuttering. If the first word causes such difficulties, then it would be better for the teacher to read it himself, without focusing on it. If the teacher is calm, the student will calm down, and reading will go better. Situation 10 During class, a note is passed from the end of the row. The students read it silently, look at the ceiling and giggle, after which they pass the note on, not really hiding it from the teacher. The teacher sees the note, takes it, unfolds it and sees the message “look at the ceiling.” He looks up at the ceiling as the class erupts into a burst of laughter. The teacher loses his temper. He tries to find out who initiated this idea, threatens to give bad grades and call his parents to school. 29 Prediction In this situation, students try to test the teacher and see what emotions and actions he will perform. If the teacher starts to panic/scream/threaten the director, this will cause protest and negative attitude from the students. The teacher will lose the trust and respect of the students, since he succumbed to provocation, and the children, not yet realizing, but feeling that the teacher can be easily provoked, will continue in the same spirit. Solution The teacher could approach this with humor, smile and express his attitude to the situation, dwelling on the positive and negative aspects. Possible phrases: “I like that this situation shows that you as a class are united, true to the idea, with such a sparkling sense of humor” or: “I won’t ask, look for whoever came up with it, what’s done is done, let’s extract for Let’s take advantage of the useful points from this, let’s try not to follow the “herd mentality”, but let’s each look after ourselves.” Another option (if the situation in the lesson allows), you can consider a continuation of the situation in which you can trace the speed of reaction and ingenuity of the teacher. For example, a teacher may 30 try to play an innocent joke on your students and laugh with them. This will strengthen the relationship between the children and the teacher. Situation 11 An English teacher enters the 9th grade and sees that the students have hung all the posters with grammar diagrams on the new grammar rules upside down. The girls decided to joke in the hope that the teacher would spend a few minutes of the lesson hanging posters, and they could go about their business for a while longer. The teacher began to scold the children, accuse them of disrespect for themselves, forced them to hang up the posters, and in the end they would get what they were seeking. Prediction By swearing and threats, the teacher will not gain the respect of the girls, but will only lose authority. Since children, when committing such actions, expect just such a reaction from the teacher. It will serve as an incentive for them to continue the bullying. After all, any teacher is in danger of having a nervous breakdown if they continue to react in this way. Solution Option for conducting a lesson. As if nothing had happened - 31 lo, the teacher begins the lesson and begins to explain the material. The rules are very complex, they are not in textbooks, and copying is inconvenient. Many students do not have time to copy the diagrams into their notebooks. At the end of the lesson, the teacher gives a ten-minute test to initially consolidate what has just been completed, while removing the diagrams. The teacher’s reaction turned out to be unpredictable, but at the same time reasonable and logical. Firstly, the students themselves created tension during the entire forty minutes of the lesson, as a result of which they fidgeted and became restless during the explanation of the material, when they could have written down the rules from the teacher’s words and written an independent work without using a poster. Secondly, the teacher very competently demonstrated who was in charge in the lesson, and according to whose scenario the lesson unfolds: she did not swear or shout, but silently shamed the students, showing them their actions from the point of view of an intelligent and calm person. Situation 12 At recess, two fifth-graders, a boy and a girl, are arguing loudly. The teacher comes up and finds out that the boy broke the girl’s new player, which she brought to 32 school. The boy assures that it happened by accident. And the girl demands money for a broken thing or a new player. The teacher scolded the girl for bringing an expensive thing to school, giving it to a classmate, and now she blames him. Forecasting The psychologically comfortable environment in the classroom largely depends on the behavior of the teacher, whose task is not only to instill in children knowledge within the framework of the educational program, but also to teach them to be more tolerant of each other and try to compromise. The authoritarian behavior of a teacher in such a situation is unlikely to become a good example for students; moreover, the number of interpersonal conflicts in the class will increase, which can lead to confrontation between students or between teacher and student. Solution The teacher could talk confidentially with the children, convince them that it is better to sort things out calmly, rather than starting quarrels, and find a solution to the problem that would satisfy everyone, for example, try to find a person who could fix the player. In my opinion, the optimal solution to the problem is to persuade children to reconcile 33 without any conditions or compensation, but if this option does not suit the girl’s parents, then you should talk with the parents of both students so that they resolve the issue of compensation on conditions that would suit both parties. Situation 13 Algebra lesson. About 10 minutes before the end of the lesson, the teacher calls Vasya to the board. He must solve the example using the formulas learned in class. The bell rings. The teacher asks everyone to leave the class, and Vasya to stay and solve the example. But the students do not leave, but surround Vasya, who is standing at the blackboard. The remarks are heard: “Are you really stupid,” “This is elementary,” etc. As a result, this begins to irritate Vasya, and he asks the teacher to ask the others to leave the class. The teacher approaches the crowd and looks at the board: “Ayyyyy Vasya. You can’t even copy an example correctly from a textbook.” The students start laughing, and Vasya grabs his briefcase and runs out of the classroom. Prediction Vasya hoped for help from the teacher, but she did the same as the others, that is, she laughed at him. 34 Most likely, she did not want to offend the boy and did not say this out of malice. But, knowing Vasya’s explosive nature, she could have guessed the ending of this situation. Vasya was offended by the teacher and his classmates because they did not help him in a difficult situation. At the next lesson, no one remembered this incident. But perhaps Vasya will not help his classmate in the same situation, but will laugh along with the others. Solution If you were the teacher, you could ask the other students to leave the class and be left alone with Vasya. Ask him to calm down, concentrate, find the mistake and solve the example, or ask him to stay in the office to help erase the board, lay out the notebooks (for example), so that he calms down a little. Since he could start a fight with the offenders. Situation 14 The student answers the lesson. He knows the material, but cannot present it; amuses the rest of the group and the teacher with his answer. The boy is pleased with himself and continues in the same spirit. When they give him a “4”, he doesn’t understand why: he answered, the teacher smiled at him, 35 means she liked the answer. To his bewilderment, the teacher replies that he made many mistakes. The guys stood up for him and asked him to give him a “5”, but the teacher remained unconvinced. The child was offended. Prediction The current situation will not affect the attitude of other students towards him (the guys will not change their good attitude towards him). And the boy will decide that the teacher is unfairly picking on him, and his trust and good attitude towards the teacher will be shaken. Solution This situation arose due to the fact that the personal relationship between the teacher and the child collided with the business one. The teacher did not point out specific errors during and after the student’s response. He expected that he would answer well and receive a high mark. It is necessary to name the mistakes that he made, voice them, so that there is no feeling that the teacher is biased. When answering, he used specially prepared illustrations, so you can ask additional questions and give you the opportunity to get a good mark. 36 Situation 15 A respected teacher with extensive experience enters the classroom and sees a caricature of himself on the board. She is expressive, funny, precise. The class silently waits for the teacher's reaction. The teacher looks at the cartoon with interest and says: Since it was drawn very well, I’m sorry to erase it. Let the artist put it on paper first. I commend the talented cartoonist. Prediction In this situation, the teacher demonstrated his maturity. He did not take this caustic cartoon as his personal insult. He did not take offense at the child's prank. He did not look for the culprit and did not try to shame him. He avoided fruitless teachings and moralizing. Instead, he encouraged creative initiative and showed respect for art. This reaction from the teacher allowed the children to see the teacher’s strength, his self-respect, and restraint. They saw that they did not have the power to influence the emotional state of the teacher, and next time they would not have the desire to do so. Solution 37 A talented and wise teacher never evoked negative emotions in his students. He was always polite and frank with them. This situation could have arisen due to the general mood of the class (the class was tired, the class wanted to misbehave, they wanted to prove themselves, to attract attention), which could not find another outlet for their emotions, could not find another way of self-realization. No complaints were made directly against the teacher. This behavior of the teacher (calm interest, interested calmness) disarms and pleasantly amazes the children. Using a positive example, they learn to respond to life situations in the future, learn to respect other people, the work and efforts of other people. Situation 16 An art teacher showed two drawings to his students and asked them to say which one they liked best. Alyosha, twelve years old, hesitated for a long time before answering. Teacher says: We don't have much time. Use your mind if you have one. Having seated the boy, who blushed with shame, the teacher continued the lesson amid friendly giggles. 38 nye classmates. Prediction It is not pedagogical to expose a student to ridicule. A slow student cannot be corrected with sarcasm, and mental activity cannot be stimulated with mockery. These kinds of situations breed hatred and encourage revenge. Such a selfish teacher will never be able to create an atmosphere of good cooperation and pleasant creativity in the classroom, which is especially important in fine arts lessons. Solution It is not the child’s fault if the structure of his brain does not allow him to draw quick conclusions or quickly and clearly respond to the question or situation posed. These are structural features of the child’s body, and not its deficiency. The teacher showed his tactlessness, showed his power over the children. A wise teacher knows and takes into account (try to take into account) the characteristics of his students, directing the course of the lesson in the right direction. To a hesitant and doubting child one could say: Yes, it’s really not easy to decide. It's hard to make a choice. There seems to be something you like about both drawings. Choose what your heart tells you. 39 Such an answer would give the child time to think and choose what he really liked. And his decision would come from the heart, it would be sincere. The teacher apparently forgot that aesthetic taste cannot be instilled in a non-aesthetic way. Situation 17 There is a lesson in progress, the teacher is talking about a new topic, but the student is not listening to him and is playing on the phone. This problem can be solved like this: “Ilya (or whatever the child’s name is), let’s come to an agreement. You’ll put your phone away now, because I need to continue a new topic, at the next lesson you’ll be writing a test on it with everyone else, and I don’t think you’ll get a good grade if you listen to it now. And I would really like you to have an excellent grade in my subject, and your parents would be very pleased to see you happy. And what do you think?" Situation 18 Several students were 15 minutes late for class 40 Solution There are many ways out and approaches. If this happened once, then you can say this: “I’m not very pleased that you are late for my lesson. Let's do it this way. Please finish your bun in the corridor and then come in. But let this be the first and last time. Agreed?". If this is already part of the system, then a set of rules needs to be defined that states that if students are late, they get extra homework. Situation 19 At the very beginning of a lesson or after you have taught several lessons, a student tells you: “I don’t think that you, as a teacher, can teach us anything.” Solution You need to find out from the student why he thinks this way and talk to him about this topic. Situation 20 The teacher gives a student a task, but he doesn’t want it 41 to perform and at the same time declares: “I don’t want to do this!” Solution The teacher should ask the student why, listen to him and try to prove that he needs to do this task. Situation 21 A student is disappointed with his academic performance, doubts his abilities and that he will ever be able to properly understand and master the material, and says to the teacher: “Do you think I will ever be able to study well and keep up?” from the rest of the kids in the class? Solution The teacher must find out why the student doubts himself. If necessary, conduct an additional conversation with parents. Situation 22 A student says that this subject (mathematics) will not be useful to him in life and he does not want to learn it. 42 Solution You can try using real-life examples to explain to him that mathematics is necessary and without it, at least for today, he simply will not receive a certificate. Also find out whether the math teacher may be biased towards the student, and therefore he does not want to teach his subject. Situation 23 A student attends school well, except for one lesson. He says that he is not interested there. Solution First, you need to talk to your child and find out the real reason why he doesn’t go there. Secondly, you need to talk with the class teacher and the teacher who teaches this subject. Situation 24 A student says to the teacher: “I forgot to bring the notebook again.” Solution The teacher should talk seriously with the student, find out whether he deliberately does not take the notebook because 43 that he didn’t do his homework, or because he was absent-minded. Also talk to parents so that they make sure that the student takes all textbooks and notebooks. Situation 25 A first-grader (in 1998) was given a non-standard task: In what year did your grandmother go to first grade? This is not an easy task, but I am sure, the teacher said, that you can solve it yourself. My grandmother is now 50 years old. How old was she when she started first grade? The same age as me, 7 years old. Well, how can you find out how many years have passed since your grandmother went to school if she is now 50 years old, and she started school at the age of 7? She went to school at the age of 7, which means, the kid reasons, she went to first grade from 50 subtract 7 43 years ago. Subtract 43 from 1998 and you get Hurray! I know what year my grandmother went to first grade in 1955. Well done! You reasoned correctly and successfully completed such a difficult task. 44 Questions and tasks 1. When does acquired knowledge become personally significant and personally perceived? 2. What is the relationship between a first-grader and his studies, himself and his grandmother? 3. What principles guided the teacher? 4. What can you say about the atmosphere in the lesson? 5. What type of relationship with students is the teacher focused on? Justify your answer. Situation 26 The boy Yura, who was not doing well in Russian, was transferred to 6th "a". In the class where he ended up, the Russian language was taught by a very attentive and talented teacher. The teenager was a smart and quick-witted student, but the relationship with the Russian language teacher in the previous class did not work out. And Yura began to skip Russian language lessons and was careless about assignments in this subject. After a few lessons, the new teacher suggested that Yura study extra after school. Once, in a moment of frankness, he told her: Ekaterina Alekseevna, don’t work in vain. Don't waste your time. Nothing will help me. I won't 45 to keep up, I’ve known this for a long time. I'm incapable. How do you know? Everyone says like that. And do you believe it? I believe you will have to prove the opposite. Have you heard the expression: whoever wants will achieve it? And you can achieve it. You just need to work hard. Let's get busy. They studied diligently for a whole quarter. And so Yura received the first B in Russian. It was well deserved. The boy responded well in class and completed the written assignment correctly. The next day, Yura’s mother came to the teacher. Please tell me, is it true that my son received a B in Russian? Is it true. He began to study better. Ekaterina Alekseevna, you can’t imagine what happened at our house yesterday. Yuri comes running from school and shouts from the doorway: Four! Four! I didn’t immediately understand what was going on. I ask: what four? The teacher gave me a B in Russian. 46 Success inspired the teenager. Since then, Yuri began to study harder not only in Russian. There were, of course, mistakes. But he was already doing well in Russian and went to class with interest. Questions and tasks 1. What is the basis of Yura’s success? 2. Evaluate the teacher’s pedagogical actions. 3. Does the above fact confirm the statement of V. A. Sukhomlinsky that “learning is not a mechanical transfer of knowledge from teacher to child, but first of all human relationships”? 4. Name the main mechanism for changing Yura’s attitude towards learning. Situation 27 Tanya, try to come early today. Our new neighbors invited us to tea, let's get acquainted, my mother asked. Ciao, mommy. I'll come at six. And the daughter ran out into the street. Tanya further recalls: “On the bus, when we were driving home, Marina and I saw empty seats, immediately sat down on them and began talking about what happened at school today. On the rest 47 new, an elderly woman came in and stood right next to us, she had two full bags in her hands. Girls, I hear someone say, you should give way to a woman with bags. Here's another! we answered sharply. Yes, the young people went. Well, they started. We got so carried away by the conversation with Marina. And then everyone immediately began to educate us, talking to us in a rude tone. We also did not remain in debt. At eight o'clock in the evening, my mother, father, and I, dressed up, knocked on the door of our new neighbors. Please, you are welcome, the door opened and my feet were rooted to the floor. The same woman from the bus stood on the threshold, and on the table there were treats from those same heavy bags.” Questions and tasks 1. What idea did the neighbor get about the upbringing of Tanya and her friend when they met on the bus? 2. What might the neighbor think about Tanya’s family? 3. What does it mean to be a well-mannered person? 4. How could this story end, in your opinion? 48 Situation 28 “I used to be very weak and kind. I didn’t know how to express myself strongly or defend myself. Now I’m completely different, everyone is afraid of me. You can be talented, even triple talented, but if you don’t have at least a little cruelty, if you’re not a strong personality, then you’re not worth a penny. Our time is the time of strong people who can defend your place in life." “It seems to me that I can answer the question: why don’t my peers especially want to achieve something, do something, try for something. This “something” does not exist for us. If we had lived during the war, we would have been different. Then everything was clear to everyone: either you are an honest defender of your Motherland, or you are a traitor. Now what to protect, who? Questions and tasks 1. What do these judgments indicate? 2. Compare judgments and draw conclusions. 3. What can be said about the value orientations of young people? 4. What pedagogical advice can be given in the first and second cases? 49 Situation 29 Daughter (D.): Dad, what did you like about girls when you were a boy? Father (O): Sounds like you want to know what you need to do to get boys to like you? D. Yes. It seems to me that for some reason they don’t like me, and I don’t understand why?.. A. You can’t understand why they don’t like you. D. Well, let’s say I don’t talk much. I'm afraid to talk in front of boys. A. So in the presence of boys you feel constrained and find it difficult to relax? D. Yes. I'm afraid I'll blurt out something that will make them think I'm a fool. A. You don't want them to think you're stupid? D. Of course. And when I am silent, I do not take any risks. A. It is, of course, safer to remain silent. D. Yes, but it doesn't do anything for me because it makes them all think I'm boring. O. Doesn't silence give you what you want? D.: It doesn’t. Perhaps we still need to take a risk?! Questions and tasks 50 1. What conclusion can be drawn from the content of the dialogue? 2. What style prevails in the relationship between father and daughter? 3. Evaluate the form of pedagogical leadership on the part of the father during the analysis of the daughter’s behavior and in her search for a style of relationships with boys. 4. What is the role of parents in preparing children for adulthood? Situation 30 Katya, a 7th grade student, suffers from the fact that her height is already 171 cm. She is taller than everyone else in the class. He comes to the board hunched over, draws his legs up, and slouches. Every exit to the board is suffering. Therefore, sometimes he refuses to answer; “two” is better than another humiliation. In her mind, the boys’ remarks are constantly heard: “Hey, tower!”, the teachers’ remark: “What is it that’s twisting you so much?” when she went to the board, the mother’s request: “Don’t slouch, straighten your shoulders, look at your figure pretty." And then she likes Pashka, and he is half a head shorter than her. Looking at herself in front of the mirror in the evenings, Katya grieved: Oh, these terrible hands, they are below the knees! Well, does a normal person have 51 such arms?.. And the neck is long, but you can do something with it if you pull it in or raise the collar, but where can you put your legs?.. Questions and tasks 1. What psychological characteristics of adolescence determine Katya’s judgments and actions? 2. How can I help Katya solve her problems? 3. What influence does the process of self-knowledge have on a person’s upbringing? Situation 31 At the beginning of the lesson, a student discovered that his homework notebook had disappeared from his desk. He (How did he react and what did he say to the teacher?). At the next break, a girl from a parallel class approached the injured student: Excuse me, please! We had a previous lesson in the same office, but after the lesson I had to call home, I ran to the lesson before the bell rang, in a hurry and grabbed your notebook. It happens, but next time try to be more attentive, the boy said in response. Questions and tasks 1. What does this situation tell you? 52 2. What information do you receive about the upbringing of a boy and a girl? 3. Can we say about them that they are well-mannered? Why? Situation 32 Sasha came to a new school in the 11th grade. It soon became clear: his even character, friendly demeanor, and most importantly, wide erudition promised many good moments of interesting communication with this young man. Somehow, everyone immediately reached out to him. But a month or two passed, and Sasha increasingly entered the classroom alone. The teachers paid almost no attention to this circumstance. But then one day in a physics lesson, after Sasha’s fascinating answer about the philosophical significance of the theory of relativity, the teacher invited him to prepare a report on this. Sasha refused. The refusal itself did not bother the teacher; time to prepare for final exams is worth its weight in gold, and perhaps her proposal violated his plans. But, wanting to soften the refusal, he suggested: I don’t understand what the point is in such a report?! It is you, the teacher, who already imagine my capabilities, and to them, he nodded (and quite politely) towards the class, this is of no use. 53 mu. Everyone can and should search for themselves Questions and tasks 1. What information about Sasha’s value orientations did you receive from this situation? 2. What style of relationship between Sasha and the students in the class, between Sasha and the teacher is visible in this situation? 3. What can you say about Sasha’s self-esteem? 4. Is it possible to determine the teacher’s line of behavior from these sketches? Situation 33 A very capable young man was invited to a family celebration in one house. Many guests had gathered, and everyone did not sit down for a long time, waiting for him. But he was late. Without waiting, the tired guests finally took their seats. The young man appeared an hour later. He didn’t try to apologize for being late, he just said cheerfully as he walked: I met an acquaintance, you know (he casually mentioned the name of a famous scientist), and he started chatting. Then, squeezing with difficulty between the furniture and causing inconvenience to the guests, he walked around the table and familiarly extended his hand to everyone sitting. At the table he behaved animatedly, talkatively and took over the table conversation for the entire evening. He is almost not to others 54 gave and opened his mouth, spoke himself or commented on every word of those around him. Questions and tasks 1. Evaluate the young man’s behavior. 2. What does every person need to know about communicating with people? 3. What could be the reason for this type of behavior in a young person? 4. What would you do if you were in the company of such a person? Situation 34 My friend and I argued a lot about what profession to choose. And it doesn’t seem to fit, and I know exactly where I won’t go: I don’t want to spoil my nerves as a teacher; I won’t go into chemical production, because dealing with chemicals can cause you to lose your health; I won’t go to the factory, because there you will turn into a robot, doing mechanical and monotonous work. I want my work to be healthy and interesting. I wanted it to be related to animals and a lot of travel. Then you need to go work at the circus! exclaimed my friend and added, but for me, if only I could 55 is about decent. I thought for a long time afterwards. I doubt if I have the talent for the circus. Maybe your friend is right, and if there is no calling, you need to think about making money? Questions and tasks 1. What are the motives for choosing a profession for girls? 2. What method of pedagogical influence was used in this situation? Situation 35 During the alumni meeting, the following conversation took place between the guys. Vera is a small, thin girl. She is already a pharmacist. It’s a pleasure to listen to her talk about her profession: Medicines for children, she says, are very responsible. The slightest mistake, and it’s even scary to think what could happen. They could get poisoned. I almost got poisoned myself, I tried so hard. She rattles off names of medications and recipes. The guys laugh: It’s impossible to speak Russian with you, everything is Latin and everything is about medicine. So this is my job, she smiles. Among the graduates is another future physician Alla P. Ona 56 will be a dentist. Allah, why did you go to dentistry? Marina decided, well, I’m with her. And how do you like it? Nothing, just a lot of, you know, different unnecessary items. Well, at least English. Why does a dentist need English? In general, I want to go to dental college. I'll be a technician. From university to technical school? But why? I got tired of studying, and then we did an internship at a clinic, so I learned that a technician can earn more than a doctor. Questions and tasks 1. Compare two positions regarding the choice of profession. 2. What criteria for evaluating work do girls use? 3. How do you understand professional self-determination and creative self-realization of a person? Situation 36 Please sit down and open the primer on the page where the letter “I” is! And the children read a story about how little Paata, having learned all the letters, comes home joyful and suggests to his grandmother: “Ho- PEDAGOGICAL CASES November 2, 2018 Situation 1 The art teacher showed two drawings to his students and asked them to say which one they liked best. Alyosha, twelve years old, hesitated for a long time before answering. GBOU "Gymnasium of St. Petersburg Culture" gymnasium 32 Seminar "Ecology of Relations" on the basis of GBOU gymnasium 642 Conflict "Student student" Disagreements between children are a common occurrence, including in school life. Ready-made cases on pedagogy-1 >>> Ready-made cases on pedagogy-1 Ready-made cases on pedagogy-1 Having picked them up, she closed herself in her room with tears. Don't waste your time. A student stands at the blackboard, waiting School Class Student's test book Last name First name Gender Date of birth 2010 TEST 1. “Ladder” Instructions: There are 40 “ladders” in this test. Next to each ladder there are qualities on the left side that Exercise: building a close relationship with a child (age 2-4 years) A three-year-old child is upset because the children in the kindergarten do not want to play with him. Child: I don’t want to go to the garden (or he may Styopa, Vova's classmate Vova, volunteer, Styopa's classmate Meet Vova, my classmate. I want to tell you about him, because Vova is a youth club volunteer. All our classmates are listening How to learn Russian without stress, easily and simply. Adviсe. Hello! My name is Lyuba. Why did I decide to record this video? I teach Russian on Skype, and not only, and I myself have studied several Psychology case examples >>> Psychology case examples Psychology case examples No psychology case examples were presented to the teacher directly. You found your car yourself. What type of relationship? Consultation on the topic: “Friendly relations between adults and children in the family is the basis for nurturing positive character traits in a child.” The relationship between children and parents in the family, in my opinion, is a very important point Barzhenakova Alena Viktorovna primary school teacher First school grade parent meeting Objectives of the meeting: 1. Show parents the importance of a school grade in a child’s life. 2. Create a culture REMINDER TO PARENTS FROM A CHILD This “Memo” is not only a kind of monologue of a child defending his rights, his sovereignty, but also an open invitation to adults for dialogue and mutual understanding. Let's listen By adhering to these rules, it will be easier for you to understand how to get your girlfriend back verni-devushku.ru Page 1 Where to start? You have two paths you can take: 1. Leave everything as it is - and hope One day... When I was little, I promised myself that if I suddenly started a diary, it would start like this. I love to read, and all my favorite stories begin with this word “one day”... Class hour. We are all different, but we have more in common. Author: Irina Viktorovna Alekseeva, history and social studies teacher This class hour is built in the form of a dialogue. At the beginning of the class hour, the guys sit down Methodology “Pedagogical Situations” This methodology allows you to judge a person’s pedagogical abilities based on what way out he finds from a number of pedagogical situations described in it. Before the beginning Municipal budgetary preschool educational institution "Kindergarten of general developmental type "Scarlet Flower" "Cultivating tolerance in ourselves and in children" Consultation for parents Prepared by: Parent meeting “First lessons of school grades” (preparing for the parent meeting in February) Change your mind about the things that upset you, and you will be completely safe from them. Tasks Tips for parents who want to help their children with homework Parents are always trying to help their children with their homework. This help ranges from individual brief explanations |
Title: 105 cases on pedagogy. Pedagogical tasks and situations 
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