Topics of seminars for class teachers on Federal State Educational Standards. Methodological development of a scenario for a seminar-workshop for class teachers Topic: System for the prevention of bad habits among minors. Viewing the contents of the document "School holiday"

Sections: School psychological service , Social pedagogy

Target: increasing the professional competence of class teachers

Tasks:

to actualize the feelings and emotions of teachers in relation to parents at risk:
draw the attention of teachers to the typology of parents at risk,
help class teachers understand verbal and non-verbal barriers in communication with parents at risk;
promote the formation of effective communication skills between teachers and “at-risk” parents and the development of empathy towards “at-risk” parents.

Necessary materials: A4 sheets, exercise forms, pens, newspapers

Forms of work: mini-lecture, brainstorming, group work, practical exercises.

Seminar plan

1. Organization of space

2. Greeting. Meeting the participants. Introduction to the topic.

Greetings from the presenter.
Exercise “Name + mood with hands”
Exercise “Continue the sentence”

3. Main part. Block 1

Exercise “Sun-air – water”
Exercise "Associations"
Mini-lecture “Types of dysfunctional families. Psychological characteristics of parents at risk
Exercise “Graphic representation of the interaction between the class teacher and the “at-risk” parent”
Exercise “Brainstorming” “Positions of parents at risk” in relation to the school and teachers. Causes. Difficulties of interaction"
Exercise “Where is my partner?”
Exercise in pairs “Feelings of parents at risk when interacting with class teachers and teachers”

4. Break

5. Main part. Block 2

Exercise “Accelerating a steam locomotive”
Mini-lecture with demonstration of practical exercises “Psychological methods and techniques for effective interaction between the class teacher and parents at risk”
Exercise “Hello!”
Exercise-experiment “Dear Maria Ivanovna”
Familiarization with the leaflets “Techniques for establishing and maintaining emotional contact with a parent”, “Techniques and techniques for attracting attention, arousing the interest of the interlocutor”, “Techniques and techniques that promote orientation in the problems, interests, motives and positions of the interlocutor
Familiarization with the memo “Methods and techniques for reducing emotional stress.”
Exercise “You and I Unite” + “Emphasizing Significance”
Mini-lecture “Reflective listening and “I-message” as effective ways of interaction between the class teacher and the “at-risk” parent.
Introducing the “ACTIVE LISTENING TECHNIQUE” memo.
Mini-test “Can we listen?”
Introducing the memo “I-statement theory.”
Exercise “Rules for effective interaction between the class teacher and the “at-risk” parent.”

6. Final part

Exercise “Techniques of “psychological self-cleaning” of a teacher”
Exercise “Sun: rays of reserve”
"Feedback Circle"
Filling out feedback forms
Ending ritual.

PROGRESS OF THE SEMINAR

1. Organization of space

2. Greeting. Meeting the participants. Introduction to the topic

Greetings from the presenter

Exercise “Name + mood with hands”

The presenter invites teachers to introduce themselves, say their name and show their mood now with the help of their hands, without words. The next participant calls the name and shows the mood of the previous one, and then introduces himself and shows his mood. And since it “snowballs” until the last participant. The presenter introduces himself first and shows his mood.

Exercise “Continue the sentence”

Participants are given cards with the beginning of the phrase “Parents at risk are…”. Assignment: quickly, without hesitation, continue the phrase within 1 minute and pass it on to the presenter. The leaves are not signed. The presenter summarizes the participants’ ideas about the parents of the “risk group” (at the level of consciousness): he divides them, in consultation with the participants, into three groups – “neutral attitude”, “negative attitude”, “positive attitude”.
As a rule, the negative attitude and perception of parents in the “risk group” is many times greater than in other groups.
Next, there will be a discussion of the results of completing this task and the reasons for the negative perception of “at-risk” parents by the majority of teachers.

3. Main part

1 block

Exercise “Sun – air – water”(divided into 3 subgroups).
The facilitator asks the participants to divide into three subgroups using the sun-air-water calculation. And then he places the groups “Sun”, “Air”, “Water” in different parts of the audience.

Exercise "Associations"

Each subgroup comes up with its own associations with “at-risk parents” and writes them down on its own sheet.
1 – association “plants” (“If the parents of the “risk group” were plants, then these would be...”)
2 – association “vehicle” (“If the parents of the “risk group” were vehicles, then these would be...”)
3 – association “animal” (“If the parents of the “risk group” were animals, then these would be ...”).
Execution time – 2 minutes.

Next, a representative of each subgroup talks about the associations of the participants (there may be several of them) and briefly explains “why” they compared with this or that. The presenter invites the participants to analyze which type of associations there were more - negative, positive, neutral - and why. Many teachers consider the reason for this situation to be their negative experience accumulated in communicating with “at-risk” parents in their work.

Summary: All parents are very different. And even the parents of the “risk group,” despite the seemingly unambiguous criteria for being assigned to this group, are also different.

Mini-lecture “Types of dysfunctional families. Psychological characteristics of parents at risk

Exercise “Graphic representation of the interaction between the class teacher and the “at-risk” parent”

Each participant is asked to complete the following task: on the given sheet of paper, using two circles, depict yourself and your typical “at-risk” parent in interaction, reflect in the drawing exactly your type of interaction with parents. Then each participant shows the group his drawing and explains his version. Next, the facilitator invites the participants to unite into groups based on the similarity of the drawings and come up with a name for the chosen method of interaction between the CR (leader’s class) and the Rgr (parent of the “risk group”).

Exercise "Brainstorming" (Annex 1 )

Performed on sheets in the subgroups formed in the previous exercise. Topic: “Positions of parents at risk in relation to the school and teachers. Causes. Difficulties of interaction." Each subgroup presents its work. Discussion.

Exercise “Where is my partner?”

Participants are invited to find a partner in the audience according to the principle “Our palm size is similar” (measured only by overlapping “palm-to-palm”)

Exercise in pairs “Feelings of parents at risk when interacting with class teachers and teachers” ( Appendix 2 )
In pairs, roles are distributed: one is the “class teacher”, the other is the “parent of the at-risk group”. Each pair is given a card with the situation. It is necessary to play out the proposed situation in pairs according to roles. Everyone’s task is to understand what feelings a “at-risk” parent experiences in this situation. (Assume the reason). Next comes an exchange of roles and playing out another situation. Discussion: feelings of “at-risk” parents when communicating with the class teacher.

4. Break 5 minutes

5. Main part

2 block

Exercise to relieve psycho-emotional and physical stress “Accelerating the locomotive”

Participants are asked to take turns clapping their palms twice so as to create the sound of an accelerating steam locomotive. The presenter shows the required clapping melody. The exercise is very active and reduces stress from fatigue.

Mini-lecture with demonstration of practical exercises “Psychological methods and techniques for effective interaction between the class teacher and parents at risk” (Appendix 3 )

Where does communication between two people usually begin? With a greeting, in our case - with the word “Hello.” And it can happen in different ways and result in different results.

Exercise “Hello!” (Appendix 4 )

Each participant is given a card with the name of an emotion that anyone can experience. Task: without showing the card to the other participants, say the word “Hello”, trying to portray the proposed emotion. The task of the others is to try to understand what feelings and emotions the participant put into this word and name it. Additionally: what did you feel at that moment yourself? Do you want to continue the conversation?

Summary: everyone successfully completed this task, that is, we have an understanding of “how to” and “how not to.” But not everything is so simple: sometimes we are so overwhelmed with our feelings (usually negative) about the “at-risk” parent that, no matter how hard we try to follow all the necessary recommendations for effective communication, the “at-risk” parent (and he is also a person! ) in the first seconds “reads” all our emotions and feelings on a non-verbal level, regardless of what “sweet” speeches we say at the same time.

Exercise-experiment “Dear Maria Ivanovna” (Appendix 5 )

Among the participants, 5 people are selected who will be “class teachers” and pronounce the proposed phrase as written on their card. The task of another 5 - they are “parents of a “risk group”: to track their emotions and feelings and pronounce them after each utterance of a phrase.

Summary: FEELINGS OF A “RISK GROUP” PARENT AND HIS MOOD IN COMMUNICATION WITH CL. AS A LEADER, IT VERY DEPENDS ON OUR MOOD (ACCEPTANCE - UNDERSTANDING - SUPPORT), NONVERBAL AND VERBAL BEHAVIOR.

Familiarization with the leaflets “Techniques for establishing and maintaining emotional contact with a parent”, “Techniques and techniques for attracting attention, arousing the interest of the interlocutor”, “Techniques and techniques that promote orientation in the problems, interests, motives and positions of the interlocutor ( Appendix 6 )

It is important what feelings the “at-risk” parents came to us with. From us – the ability to reduce emotional stress in a communication partner. This ability is also very important for resolving any psychological problem, for getting out of a stressful situation.

Familiarization with the memo “Methods and techniques for reducing emotional stress” ( Appendix 7 ).

I suggest actively working on some techniques for relieving tension.

Exercise “What unites you and me” + “Emphasizing significance”

Each participant in a circle, turning in turn to three other participants (the third neighbor from the right, the third neighbor from the left and the neighbor opposite), finds commonality between himself and the person to whom he is addressing, ending the following sentence “You and I are united by...” + “ I like it about you..."

Speaking out your emotions, presenting them openly (and thereby “de-energizing” them),
Reciprocal confrontation (verbal, gaze, posture...),
Devaluation of the situation, reduction of its significance,
“change” of the situation (presentation of a transparent screen from which words bounce, “reducing”, “moving away” the offender, imagining him as a child...),
puzzling, confusing with unexpected remarks, gestures,
“judo” (thank you for criticism, agree with it, write down the words of the “attacker,” ask to repeat),
bodily reactions (deep breathing, turning the shoulder, “letting” aggression pass by…).

FOR EFFECTIVE COMMUNICATION, A DEMONSTRATION OF EQUAL POSITION IS ALWAYS REQUIRED!

Mini-lecture “Reflective listening and “I-message” as effective ways of interaction between the class teacher and the “at-risk” parent»

Introducing the “ACTIVE LISTENING TECHNIQUE” memo.

Mini-test “Can we listen?” (Appendix 8 )

Many teachers say: “Feelings of a parent, emotions of a parent... But I also have feelings and it would be nice if the parent also knew about them!”
Communicating to a parent about the teacher’s feelings can be either effective or ineffective. The difference will become clear if you understand the difference between the constructions: “YOU-message”, “I-message”.

Introducing the memo “I-statement theory.”
The “I-message” formula turns out to be more effective because it implements trust and respect, giving the parent the opportunity to maintain good health and a desire to continue to interact with the teacher.

IMPORTANT! SHOWING FAITH IN YOUR PARENT!!!

forget about the parent's past failures,
help the parent gain confidence that he can cope with this task,
allow the parent to start from scratch, based on the fact that the teacher believes in him, in his ability to achieve success,
remember past successes and return to them, not to mistakes.

Exercise “Rules for effective interaction between the class teacher and the “at-risk” parent.”

Each person writes on a card 3 basic rules, in his opinion, for effective interaction between the class teacher and the “at-risk” parent.
Then they united in 3 groups, discussed, drew up general rules, including all those proposed,
Then uniting into one group: the leader summarizes and writes on the group’s common sheet.

6. Completion

Interaction with “at-risk” parents is often psychologically more
harder than with a regular parent. The teacher's psychological strength is spent more. In this regard, it is necessary to master the techniques of “psychological self-cleaning”. Participants are encouraged to discuss the techniques they use. For example, techniques:
– response techniques – tell another person about the situation, do physical exercise,
– self-cleaning rituals – change clothes, wash, “shake off the dirt” from your hands, look at a burning candle that “burns” mental impurities, etc.

Exercise “Sun: rays of reserve” (Appendix 9 )

Each participant receives a card with a picture of the sun. Assignment: write your name on the circle, and on the rays - your qualities and skills that help/will help you interact effectively when communicating with “at-risk” parents. If desired, the written qualities are read out to everyone.

Exercise "Snowballs"

Participants are invited to make 3 snowballs from newspapers by actively “crushing”. Then the group is divided into two subgroups, which line up in two lines opposite each other at a distance of 2 meters. The presenter marks the line between the ranks, which cannot be crossed, and announces the task: the participants will play “snowballs”, the game takes place in three rounds of 30 seconds each, during which the teams need to throw as many “snowballs” as possible to the enemy’s side, raising This puts the enemy’s “snowballs” on your side and throws them back. At the signal from the host, the game stops and the number of “snowballs” on each team’s side is counted. Based on the results of three rounds, the winning team is determined, which receives its well-deserved applause from the opposing team and the presenter.
This exercise is very fun, active and, as its participants say, helps relieve tension and gives strength and energy for life.

"Feedback Circle"

The presenter invites the seminar participants to exchange their sensations, feelings, opinions about the seminar according to the scheme: “I feel now... I think... I want to do...”

Filling out feedback forms (Appendix 10 )

Closing ritual – exercise “Thank you for communicating”

The first participant approaches any of the others, shakes his hand with the words: “Thank you for today’s communication,” and remains hand in hand with him. Then the second participant, together with the first (by hand), approaches any of the others and also shakes hands with the same words, and so on, until all group members are “connected” by handshakes. At the end, the presenter thanks all the teachers for their work and invites everyone to shout together at the top of their voices something encouraging and uniting the class teachers, for example: “Together we are strong!”

Workshop for class teachers.

The most difficult thing about working with children is working with their parents.

Goal: To remind teachers about the rules of interaction with parents.

Progress of the speech

Good afternoon, dear colleagues. I am glad to welcome you to the seminar - workshop, which I called - The most difficult thing in working with children is working with their parents. Why was there a need to talk about this topic?

Some parents willingly and regularly go to school, attend parent-teacher meetings, lessons in the classroom where their children study, school holidays and events, i.e. know about successes, achievements, as well as emerging problems and difficulties. And others have to be persuaded, repeatedly made entries in diaries, etc. etc.

Why is this happening? What does this depend on?

Perhaps, depending on how much we teachers are able to find contact with parents, we will captivate them with school life, and if necessary, we will give advice and recommendations on what to do in a given situation.

Presenter's address to the audience.

Everyone has a card - a cloud. On one side of the card, please write the reason why you came to the seminar.

Parable

“Once upon a time there lived a wise man who knew everything. One man wanted to prove that the sage does not know everything. Holding a butterfly in his palm, he asked: “Tell me, sage, which butterfly is in my hands: dead or alive?” And he thinks: “If the living one says, I’ll kill her,” if the dead one says, I’ll release her.” The sage, after thinking, replied: “Everything is in your hands.” I didn’t take this parable by chance. We have the opportunity to create an atmosphere at school in which parents and children will feel “at home.”

Conversation on the topic

Talking with class teachers about the role of parent-teacher meetings. You see, for many people, parent meetings are associated with work that needs to be done. Some see the parent meeting as an expectation of help, a joint solution to problems.

Interaction with parents is complicated by the following qualities: stressful state (mental tension that occurs in response to an adverse impact), hyper-responsibility, emotionality.

Considering that the family is a relatively closed educational institution, and the educational potential of parents is very different, it is important when interacting with parents to be able to ensure high quality contact. Sometimes it is much more difficult to work with parents than with children. By assessing the child, the teacher thereby assesses the parents. Parents of lagging and difficult students experience particular discomfort at meetings. You should not allow conversations about the weaknesses of certain children at public meetings. It’s better to look at issues that are common and relevant to everyone. In an individual conversation, in a tactful manner, focusing on the positive characteristics of the student, reveal an exciting problem and, together with parents, outline ways to solve it.

Unfortunately, “negative statements” are considered the norm. It is easier for us to criticize everything and everyone, to complain, than to praise, encourage and talk about the positive. Try to live at least one day in kindness and optimism. Include as many pleasant words as possible in your speech, accompanying them with a smile, and you will see many glowing eyes, people wanting to fulfill any of your instructions.

It is necessary to encourage children and celebrate even minor successes.

Parents, in turn, must be sure that any confidential conversation with the teacher will not be used to the detriment of their child. Secrets entrusted to the teacher by a student must be kept especially carefully.

It is necessary to once again emphasize that when working with parents, the teacher must always and in everything comply with pedagogical norms, ethics and tact.

Practical part

Now I propose to move on to the practical part and complete the exercises from the “Warmth of the Family” parent meeting. (accompanied by presentation and music).

Game "Praise yourself" ». Here is a short questionnaire “What kind of person am I?” it lists traits that are common in many people. Choose those that describe the positive aspects of your personality. Praise yourself. We are often embarrassed when we hear good words addressed to us. But praise is very important. If a person does not receive a positive assessment from the outside, this may be one of the reasons for increased nervousness and irritation. Find opportunities to praise yourself 3-5 times during the working day. Maybe someone wants to read it. Let's applaud you for your courage.

Game "Complete the figure." As children, we all loved to fantasize, draw, invent, embellish..... so now I invite you to return to childhood.

You are offered six shapes (triangle, square, circle, oval, pentagon), which you need to complete and turn into finished images on the theme: “Family”.

It is important to try to make the images look as unexpected and fantastic as possible.

Diagnostic exercise “House”.

The exercise allows you to analyze family relationships.

Each person draws a house with six windows on an A4 (or A5) sheet of paper. After that, settle your family in this house.

Drawings are not discussed. Introspection occurs.

Exercise “Mood Target” (reflection).

Now I suggest you write your wishes to the presenter and express your mood as follows. You will be given stickers and a mood target. Your task is to write a wish on a piece of paper and stick it on the target by choosing a circle where the inscription will correspond to your mood here and now.

Final words from the presenter.

Thank you for being here with us today. They shared their thoughts and feelings. Appreciate and take care of your family, because that is what you and your children need for mental comfort. This is your fortress from the storms and adversities of modern life, which can, on the one hand, protect you from the negative influences of the environment, and on the other hand, adapt you to life in society. And let interaction with the parents of your students always be only effective. I wish you success.

Thanks everyone for your work!

Literature:

Family education / comp. T.E.Zavodova, Yu.A.Lezhneva. – Mn.: Krasiko – Print, 2006.

Parent universities / comp. O.A. Zapotylok. - Mn.: Krasiko – Print, 2006.

Fopel K. Pause energy. Psychological games and exercises: A practical guide / Trans. with him. – M.: Genesis, 2001.

Larina Galina
Methodological seminar for class teachers of grades 5–11 “Prevention of bullying in an educational organization”

In almost every there are students in the class who become the object of ridicule and open bullying. School bullying is not something that is going away and transient: Pain and humiliation often last for several years, or even until graduation. The most important thing is that the problem is that almost anyone can be at risk.

Bullying(from English Bullying)- bullying of one person by another, aggressive pursuit of one child by other children. Appears in all age and social groups. In complex cases, it may take on some features of gang crime.

In the modern world, school bullying is considered as a serious socio-pedagogical problem that needs to be recognized and measures taken to prevention. Bullying Prevention(measures to prevent it or reduce the level of aggression and violence) will help reduce the scale of this negative phenomenon, reduce the number of “aggressors” and “victims” involved in it, and establish relationships between children, taking into account the individual characteristics of each.

Main components bullying:

1. This is aggressive and negative behavior.

2. It is carried out regularly.

3. It occurs in relationships in which the participants have unequal power.

4. This behavior is intentional.

There are the following types bullying:

1. Physical school bullying– use of physical force against a child, resulting in possible bodily harm and physical injury (beating, hitting, pushing, slapping, hitting, slapping, kicking).In extreme cases, a weapon, such as a knife, is used. This behavior is more common among boys than girls.

2. Psychological school bullying–violence, associated with an effect on the psyche, causing psychological trauma through verbal insults or threats that deliberately cause emotional insecurity.

Psychological bullying has several subspecies:

Verbal bullying- an offensive name or nickname with which you constantly apply

towards the victim, name-calling, ridicule, spreading hurtful rumors, endless remarks, biased assessments, humiliation in the presence of other children. Name-calling may also take the form of insinuations about the student's perceived sexual orientation;

Non-verbal bullying– offensive gestures or actions (spitting at the victim or in his direction, showing indecent gestures);

Intimidation – the use of constant threats, blackmail in order to cause the victim fear, apprehension and force him to perform certain actions and deeds;

Isolation—the victim is deliberately isolated, kicked out, or ignored by some or all of the students. class. They refuse to play with the child, make friends, go for walks, do not want to sit at the same desk with him, and do not invite him to birthdays and other events. This may involve passing notes, whispering insults that may be heard by the victim, or derogatory writing on a board or in public places;

Extortion - money, valuables and objects are demanded from the victim through threats, blackmail, intimidation;

Damage and other actions with property – theft, robbery, hiding the victim’s personal belongings;

School cyberbullying is an insult, humiliation via the Internet, social networks, email, telephone or other electronic devices (sending controversial images and photographs, anonymous phone calls, name-calling, spreading rumors, victims bullying filmed and posted on the Internet).

Typically, physical and psychological violence go hand in hand. Ridicule and bullying can continue for a long time, causing traumatic experiences for the victim.

Potentially, any child can become a “victim” or a rapist under certain situational and life circumstances. However, young rapists are predominantly active, self-confident, dominant, morally and physically strong children.

In a bullying situation, always There is:

An “aggressor” is a person who stalks and intimidates a victim.

Types of aggressors:

A nihilist is more often a boy than a girl. This is a logical type of thinking. Pathological unemotionality is his hallmark. He hears only himself and considers only his own opinion. Comes up with sarcastic and derogatory nicknames for others

Compensator - the lack of knowledge and ability to learn is compensated by the manifestation of power, lies, and rudeness. Loves to mock the weak and defenseless. He remembers the insults inflicted on him for a long time and always tries to take revenge. The only way to combat this buller- win the support of the team. As soon as he realizes that others are supporting the victim, the intensity of his aggression decreases.

The combinator is a cruel teenager with a developed intellect. He likes to manipulate others, cynically pushing classmates among themselves while remaining aloof. Sincere communication with such buller at any moment it can turn into a sudden and very painful blow.

“Victim” is a person who is being attacked.

“Defender” is a person who is on the side of the victim and tries to protect him from aggression.

"Chasers"- people participating in bullying started by the aggressor.

“Supporters” are people who are on the side of the aggressor, who are not directly involved in bullying, but who do not interfere with it.

“Observer” is a person who knows about the details of aggressive interaction, bullying, but maintains neutrality.

Typical characteristics of students

Those who tend to become “aggressors” bullying:

Experience a strong need to dominate and dominate others

students, achieving their goals in this way;

Impulsive and easily angered;

Often behave defiantly and aggressively towards adults, including parents and teachers;

They have no sympathy for their victims;

If they are boys, they are usually physically stronger than other boys;

Children raised in families with low levels of emotional warmth and

support (for example, orphans in guardian families, etc.).

It is important to note that abusers do not always want to harm their victim with their behavior. They may have their own goals: to feel your strength, influence the situation, form character traits that are significant for yourself.

"Victim" bullying Usually those children who are weaker or differ in some way from others become. Children are most often victims of violence having:

Physical disabilities - those who wear glasses, have reduced hearing or have motor impairments (for example, with cerebral palsy, that is, those who cannot protect themselves are physically weaker than their peers;

Behavioral characteristics - withdrawn, sensitive, shy, anxious or children with impulsive behavior. Hyperactive children can be too annoying and sociable: they get involved in other people’s conversations, games, impose their opinions, are impatient while waiting for their turn in the game. For these reasons, they often cause irritation and resentment among their peers;

Features of appearance - everything that distinguishes a child in appearance from the general mass can become an object for ridicule: red hair, freckles, protruding ears, crooked legs, special head shape, body weight (fullness or thinness);

Poor social skills – lack of experience in communication and self-expression.

Such children cannot defend themselves from violence, ridicule and insults, often do not have a single close friend and communicate more successfully with adults than with peers;

Fear of school – academic failure often develops in children

negative attitude towards school, fear of attending certain items what is perceived by others as increased anxiety and uncertainty;

Lack of experience living in a team (home children)– those who have no experience interacting in a group of children before school may not have the skills to cope with communication problems;

Health features - there are a lot of disorders that cause ridicule and bullying peers: epilepsy, tics, stuttering, speech disorders and other painful conditions;

Low intelligence and learning difficulties – weak abilities can be the cause of a child’s low learning ability. Poor performance results in low self-esteem: “I can’t cope,” “I’m worse than others,” etc. Low self-esteem can contribute in one case to the formation of the role of a victim, and in another – to violent behavior as an option for compensation. Therefore, a child with low intelligence and learning difficulties can become both a victim of school violence and a perpetrator.

The roles of offenders and victims are not permanent, they can change: Victims can become abusers and vice versa. Sometimes one of classmates takes on the role of a rescuer, defending the victim against the offender. However, quite often this role becomes heterogeneous, since the rescuer begins to experience the power of the pursuer, he turns from a rescuer into a victim, and sometimes simply into a victim of a given situation.

In elementary school, violence may begin with racketeering—when high school students They take money and mobile phones from the younger ones. Children aged 11–15 use gossip, humiliating jokes, and boycotts. Moreover, boys and girls use different forms bullying. If boys resort to physical violence more often bullying(kicks, pushes, etc., then girls are more willing to use indirect forms (spreading rumors, exclusion from social circles). Girls find it more difficult to cope with the problem bullying than boys.

Genital (gender) differences bullying associated with the characteristics of boyish normative (aggressive) culture that changes noticeably with age. Among young boys, physical aggression typically results in unpopularity and social rejection from peers. In 10-12 year old boys bullying is most pronounced at the beginning of the school year, when children are fighting for their status in school life (leader, accepted, rejected, rejected, outcast). Once this process is complete and the group hierarchy is finalized, bullying is weakening. Numerous studies show that more assertive boys have more friends and are more successful with girls in forming friendships. In those school classes, where there is a rigid hierarchy structure class, the child is forced to play the role of victim assigned to him throughout his school life. If Class weakly structured, the child can free himself from this role. Bullying exists not only among children, but also in relationships between teachers and students. Some teachers abuse their power by insulting, humiliating and even hitting their students, while other teachers may be subjected to bullying by students.

How should a teacher behave with buller? First, do not focus on confrontation with the student. In this case, the teenager wants to show that he is stronger than you. Secondly, you can ignore the trick of a difficult student or simply look closely into his eyes. It must be remembered that buller spectators are needed in order to maximize demonstrative behavior. During the lesson, you can come close to the student and stay next to him for some time, while calling his name. For example: "So way, Kolya, the square of the hypotenuse is equal to...” Thirdly, you can involve buller into the educational process, stop the lesson and ask him to do something. You need to let the student understand that you cannot be manipulated

Most often "victims" bullying is silent about it that they are being bullied. You can recognize it by the child’s behavior and mood. The “victim”, as a rule, feels defenseless and oppressed in front of the offender. This leads to a feeling of constant danger, fear of everyone and everything, uncertainty and, as a result, to a loss of self-respect and faith in one’s own strength. In other words, the “victim” child becomes truly defenseless against the attacks of bullies. Extremely cruel bullying can push"sacrifice" to take his own life. In this regard, close people around you need to show utmost attention to even a minor change in the child’s behavior.

For teenagers who have become victims bullying, typical following:

Pretending to be sick to avoid going to school;

They are afraid to go to school and home alone, ask to accompany them to lessons, and are often late;

The child’s behavior and character changes;

Obvious symptoms of fear, consisting of sleep and appetite disturbances, night screaming, enuresis, stuttering and nervous tics, unsociability and secrecy;

Frequent requests for money, theft;

Decreased quality of study, loss of interest in favorite activities;

Permanent abrasions, bruises and other injuries;

Silence, reluctance to talk;

Suicidal intentions and, as an extreme measure, suicide.

These manifestations do not always indicate that the child has become a “victim” bullying. Meanwhile, if these symptoms are observed constantly, then it is worth suspecting something is wrong and conducting a small investigation to establish the reasons that caused changes in the child’s behavior.

What are the consequences for the victim? bullying:

Bad relationship with classmates may cause poor performance. The child loses the desire to go to school, he may develop various neurotic and even mental disorders. Suspicion and disbelief in the good intentions of other people are a natural state of the normal psyche, which has been attacked by rejection for a long time. The worst thing is that regular bullying can provoke a suicide attempt or an attempt on the life of one of the persecutors. Bullying causes irreparable damage not only to the psyche of the victim. The situation of bullying is no less harmful for observers. They risk remaining weak-willed pawns in the hands of stronger and more enterprising ones. And a decision made under the influence of the majority, contrary to the voice of conscience, and the constant fear of being in the place of the victim contribute to a decrease in self-esteem and loss of self-respect. Aggressors are corrupted by impunity; they learn that such methods you can control those around you.

ABOUT class where bullying occurs cannot be spoken of as a collective. The unification occurred not due to mutual sympathy or common interests, but out of necessity - the children simply had nowhere to go. In such a group there is no dynamics, relationships do not develop, but freeze, taking on an ugly form. All the more likely is that if the one who is being bullied leaves class a new outcast will appear, since this is the only possible way of building relationships that the guys have learned.

It is important to note that the situation of bullying itself leads to a distortion in the formation of children’s personality. It is a worthy position in a peer group, which gives a child and adolescent moral satisfaction, that is the main condition for normal mental development.

According to the results of a study by Norwegian psychologist Dan Olweus, a child victim may have problems interacting with others, and these difficulties can manifest themselves in adolescence, young adulthood, and even adulthood. Most offenders often do not achieve a high degree of realization of their abilities, since they get used to asserting themselves at the expense of others, and not as a result of their own efforts. Even the psyche of outside observers undergoes a change - they may develop a position of non-interference and ignoring the suffering of others.

Signs bullying:

Someone is squeezed in the corner of the room, and when an adult approaches a group of children, they fall silent, run away, and suddenly change their activities (may hug the “victim” as if everything is fine);

Child's school supplies (textbooks, notebooks, personal belongings) often

are scattered throughout class or hidden;

During lessons, the student behaves secretively, timidly when answering, class Laughter, noise, interference, comments begin to spread;

The student is constantly insulted, teased, and given offensive nicknames;

During recess, in the cafeteria, the child stays away from other schoolchildren, hides, runs away from peers and older students, tries to stay close to teachers and adults;

The schoolchild reacts to other children with a stupid smile, tries to laugh it off and run away;

The child may be confused, shake with fright, fear, cry;

Signs of violence on the body or face of a schoolchild (bruises, abrasions, cuts, pale or red face);

One of the students is not chosen by others during group games, classes, that is, to be in isolation;

Younger schoolchildren are afraid to go to the toilet;

Children do not leave after school, but wait for someone near the school.

Mandatory rules prevention of bullying in educational institutions:

1. Do not ignore or downplay the importance.

If the school has reached a common understanding and agreement that bullying is a manifestation of violence, then even those who are not direct participants become more susceptible to situations bullying and the ability to respond adequately appears.

2. Be active in this situation.

If the teacher becomes aware of the incident bullying, or has witnessed such an incident, he must take a clear and unequivocal position. The teacher can try to ensure that at least the “observers”, and, if possible, the “aggressor” himself, change their position regarding bullying, and also explain to them what the psychological consequences are for the victim in this situation.

3. Conversation with the “aggressor” bullying.

If the case becomes known bullying, it is necessary to have a conversation with the instigator, where, first of all, make it clear that the school will not tolerate bullying.

It must be taken into account that when working with bullers(aggressors) It is allowed to criticize, as well as correct behavior, but in no case become personal. It must be borne in mind that such children and adolescents usually lose interest in committing violence if they find in their institution some fairly meaningful and valuable activity for themselves, in which they are able to demonstrate their potential, as well as experience a feeling of success.

Sanctions are an excellent way to make a child understand what his free choice can entail. If an adult maintains such restrictions, this teaches the teenager to take responsibility for his actions.

It must be borne in mind that responsibility for normal relationships between children and adults lies exclusively with representatives of the older generation. It is also recommended to use different rules to regulate the child’s life at school, as well as at home, and such rules should not contradict each other.

4. Conversation with the “victim” bullying.

It is very important to protect the student who has become a “victim” and stop hiding bullying. Have a confidential conversation with a child who has been offended, try to understand him, support him, help eliminate negative emotions (feelings of fear, resentment, guilt).

5. Conversation with class.

Discuss with the guys in class case of bullying. Such a conversation will make the situation clear to everyone, help resolve conflicts and disagreements, and discuss together the existing rules against bullying or develop new ones. At the same time, those students who behave positively are actively involved in the conversation and discussion.

6. Inform the teaching staff.

The teaching staff should be aware of the case bullying and take control of the situation.

7. Invite parents for a conversation.

If bullying takes place in elementary school, it is especially important to involve parents as early as possible and discuss with them what (or maybe) signs indicating bullying, and what response strategies can and should be.

8. Onset of consequences.

Bullers must face the inevitable consequences of their actions. This includes, inter alia, apologizing to the “victim” and restoring the property that was damaged or selected.

Bullying prevention methods for class teachers:

Class hour

Time can be used for conversations class hour. The impact will be maximized if discussion of the topic becomes a natural extension of school everyday life. Short but frequent conversations are much more effective than rare and long ones. This rhythm - a weekly short discussion of a topic - is very effective. Students constantly feel that the teacher, parents and school will not tolerate bullying, and that good deeds will not go unnoticed and will be appreciated. However, it is important that these conversations do not become a formal ritual done just for the sake of being done. Then they will lose their strength, and in the worst case will lead to the opposite result.

Intraclass rules

Usually the rules class developed and written together with students. This can be done in various ways. The list of rules is posted in class.

Rules may be in place for a period of time, but they need to be reinforced and followed.

Watching films

Many teachers, having watched the film with class, and discussing the topic with students bullying, with the help of a film they can illustrate what was discussed. Students typically recognize the techniques shown in the film, and subsequent discussion names them and helps increase awareness. Most students empathize with the feelings of the victim bullying when they see what is happening on the screen. Then the teacher has the opportunity to let the students speak and gives the necessary explanations.

This video material is also suitable for viewing in teaching staff and at meetings with parents.

Composition

Students are given the task to write a short essay about bullying. The task can be completed at school, or it can be given at home (in this case, the student will be able to discuss the assignment with his parents if he wishes). The process of writing an essay provides a deeper understanding of the topic. Often, essays contain important information for the teacher that the student cannot talk about directly. In addition, the essay can reflect the inclinations of the author. It is possible that there is a victim among the authors bullying, a stalker or a popular student. This gives the teacher additional opportunities.

Combining work forms

Literature, films, writings and conversations contribute bullying prevention. These forms of work can be used either individually or in combination with each other. This will not require much time, but will demonstrate the school's position, give students something to think about, and serve as a systematic reminder. If the teacher enjoys the trust of the students, then these preventative measures can be very effective.

How a psychologist can help the “victim” bullying?

Assure the child that he is not to blame for the situation bullying.

Make it clear to the child who has become a “victim” bullying that he is valued. Often

Such children do not believe that they are capable of being liked by anyone.

Looking in the mirror, teach your child to calmly and confidently say “no” or “leave me alone.” So way, the “aggressor” looking for signs of weakness in the “victim” receives a decisive rebuff.

Help the child learn to walk, holding himself straight, confidently, decisively, instead of moving slouched, fearfully looking around, etc.

Teach your child to use humor. Respond to aggression with jokes, funny poems, anecdotes. It is very difficult to offend someone who does not want to take bullying seriously.

Help your child get rid of bad habits that are causing bullying(for example, the habit of picking your nose, sneaking around, throwing other children’s things off their desks, etc.).

Support the student, relying on his positive personal qualities of character and abilities. You can, for example, give such a student some kind of assignment class, which he can handle well in order to increase his self-respect and gain recognition from other guys.

To identify bullying in the classroom You can conduct anonymous surveys and surveys of students.

Bibliography

1. Kon I. S. What is bullying and how to deal with it? "Family and School". 2006. № 11

2. Ruland E. How to stop bullying in school: Psychology of mobbing. M.: Genesis. 2012

3. Safronova M. V. Bullying in education environment - myths and reality // World of science, culture, education. 2014. № 3

Abstract of a seminar for school class teachers on the topic “Creativity of the class teacher or how to achieve success and avoid failures in the educational activities of the class teacher.” Goal: to realize that the creativity of the class teacher is a powerful stimulus in educational activities, a favorable basis for building cooperation between adults and students. “Education is the highest of goods, but only when it is of the first grade, otherwise it is good for nothing.” R. Kipling. Progress of the pedagogical council 1. Organizational moment (dividing participants into groups: primary school, class teachers in grades 5-8, class teachers in grades 9-11, subject teachers). 2. Opening of the teachers' council. Speech by the deputy director for educational work of the school (topic, goals and objectives, determination of the progress of the teachers' council) 3. Speech by the deputy director for educational work. “Features of the educational activities of the class teacher.” 4. Analysis of the questionnaire. (10 min).

Seminar for MO.doc

Pictures

“Creativity of the class teacher or how to achieve success and avoid failures in the educational activities of the class teacher.” Pedagogical advice for class teachers (Slide 1) “Education is the highest of blessings, but only when it is first-class, otherwise it is good for nothing” R. Kipling. (Slide 2) Progress of the pedagogical council 1. Organizational moment (dividing participants into groups: primary school, class teachers of 58 classes, class teachers of 911 classes, subject teachers). 2. Opening of the teachers' council. Speech by the deputy director for educational work of the school (topic, goals and objectives, determination of the progress of the teachers' council) 3. Speech by the deputy director for educational work. “Features of the educational activities of the class teacher.” 4. Analysis of the questionnaire. (10 min) 5. Teachers’ presentation. Goal: to realize that the creativity of the class teacher is a powerful stimulus in educational activities, a favorable basis for building cooperation between adults and students. Main ideas: 1. Identify signs of creativity in the activities of the class teacher. 2. Assess the level of creativity of class teachers in real practice, identify experience that deserves study and application. 3. Develop general rules for the successful activities of the class teacher. 4. Determine the possibilities and conditions for further integration of the efforts of the family and the lyceum in the education of students. 5. Increasing the business unity of class teachers and experience in coordinating positions in the educational sphere. Form: pedagogical council. (Slide 3) The famous French teacher Celestin Frenet considered the main things in education to be: 1. The health of the child, the development of his creative potential, the desire for knowledge. 2. Creation of a favorable environment. 3. Equipment and technical means. “Education is the maximum development of the individual in a reasonably organized society.” In this case, the goal of education becomes the individual, and the main means of education is “reasonably organized society.” Respect for the educational process forces us to move on to consider the next issue, namely, the basic pedagogical conditions that decisively influence the quality of children's upbringing. (Slide 4) Pedagogical conditions include circumstances that contribute to the manifestation and development of the creative individuality of the class teacher. The success of a school’s educational practice largely depends on the cohesion of the teaching staff. At the same time, the creative search of individual class teachers can introduce something new into the educational process that can transfer the entire work of the school to a higher level. And finally, the most important thing. How to achieve results and still get

satisfaction? Our belief is that everything needs to be done together; we need a team of like-minded people. V.A. insisted on the key character of the figure of the teacher in the life of the children's group. Sukhomlinsky: “If we say that the team is a great force, then, figuratively speaking, we mean the blooming and green crown of a tree, which is nourished by deep and inconspicuous roots, and these roots are the human wealth of the educator.” Constantly increasing and enriching one’s educational potential is an important task for a teacher who undertakes to work with the student body. (Slide 5) What educational tasks does the class teacher set for himself? 1. Uniting the student team 2. Organizing collective creative activities (including personality-oriented ones) 3. Creating a favorable psychological and moral climate, a comfortable state for each student 4. Creating conditions for self-realization, self-disclosure of each student 5. Correction of interpersonal relationships that contribute to the resolution of conflicts between students 6. Stimulating the positive behavior of students 7. Providing assistance to students in difficult, difficult situations 8. Coordinating the interaction of teachers, students and parents Educating means creating all the conditions so that children become good. It is the class teacher who is the central figure in the educational process. The success of the educational institution as a whole ultimately depends on the success of its activities.  Class teachers are the most widespread category of organizers of the educational process at school.  The class teacher is the direct and main organizer of educational work at school. He stands closer to the child than any of the members of the teaching staff. And therefore he is able to have a decisive influence on the personal development of children. The class teacher must be the organizer of the student body of the class, know the students well, their living conditions, character traits, their interests and inclinations, and, taking this into account, carry out comprehensive work with the class to solve the educational problems facing the school.  (Slide 6) It is the creativity of the class teacher that is the main condition for improving the educational process, increasing the quality and efficiency of the school. “Creativity is an activity the result of which is the creation of new material or spiritual values.” V.I.Dal  The class teacher is a professional teacher, a spiritual mediator between society and the child in mastering the culture accumulated by humanity, organizing a system of relationships through various types of educational activities of the class team; creating conditions for the individual self-expression of each child and the development of each personality, preserving

uniqueness and disclosure of his potential abilities, protection of the interests of childhood. (Slide 6) The goal of classroom management is to form value orientations of students that determine the general humanistic orientation of their personality, corresponding to the vital interests of the individual and society. The purpose of his work with the class is to create a favorable microsphere and psychological climate in the team, as well as to coordinate the efforts of teachers (subject teachers, educators, club leaders, etc.), parents, and other adults influencing the development of the personality of his students. Practical part No. 1 “Tasks of the class teacher.” Development of the main tasks in the work of the class teacher. Everyone present formulates any task of the class teacher on pieces of paper. At the end, everyone reads it out loud. After which the prepared tasks are read out on the slides. (I suggest writing down the class teacher's tasks and then reading them out loud). – DISTRIBUTE ON SHEET. The main tasks and content of the work of the class teacher. 1. Promotes the creation of favorable psychological and pedagogical conditions for the maximum development of each child. 2. Provides assistance to students in educational activities. 3. Organizes and participates in pedagogical consultations on the problems of students in his class, and, if necessary, attends lessons of subject teachers. 4. Promotes the acquisition of additional education by students through a system of circles, clubs, sections, and associations. 5. Promotes professional self-determination of the graduate and his conscious choice of profession. 6. Protects the rights and freedoms of students, bears responsibility for their life, health and safety at school during school hours. 7. Provides consultations to parents, holds parent-teacher meetings, and involves parents in helping the school. 8. Organizes meals and duty. 9. Fills out a log, keeps track of attendance, immediately informs the administration and parents about all emergencies related to the health and life of children. 10. Participates in the work of teachers’ councils, seminars, administrative and methodological meetings. The class teacher organizes and directs the educational process; he is the direct educator and mentor who unites the educational efforts of parents and society. He cares about the comprehensive development of students, hard work, education, improving the quality of knowledge, strengthening discipline and order in the classroom. The main activity of the class teacher is to educate students and unite them into a friendly team. Of course, his focus is on issues of educational work and increasing the level of knowledge. The class teacher is responsible for the content of the educational process. The work of the class teacher is a purposeful, systematic, planned activity, built on the basis of the educational program of the entire school, analysis of previous activities, positive and negative trends in social life, based on a person-oriented approach, taking into account the current tasks facing the teaching staff of the school. The activities of the class teacher are primarily aimed at working with students in their class. He forms the motivation for learning of each individual student, studying his age and individual characteristics for the development and stimulation of cognitive interests; through a variety of methods and forms of individual work creates favorable conditions for

development of citizenship, ideological culture, creative work skills, creative individuality, formation of a democratic culture in the system of self-government. The most important functions of the class teacher include: developing the cognitive interests and abilities of students, caring for health. The class teacher organizes timely assistance to lagging students. The class teacher is a member of the teaching staff. He carries out organizational and educational work not alone, but under the guidance of the school director, his deputies, in close contact with other teachers. In the process of education, the class teacher reaches every student. Among the main personality qualities of the class teacher, first of all, we should mention such qualities as communicative ideology, social activity, and moral maturity. These qualities, of course, are necessary for every teacher. But it is especially important for the class teacher to have them. After all, he educates students through personal examples and his behavior. Of no small importance for the class teacher are such personality traits as passion for the profession, humane attitude towards children, and exactingness towards himself and his students. In the work of a class teacher there is a difficult, but very important mission to be a class teacher. The class teacher is a key figure in the educational activities of the school; he is the organizer of the educational process. We all know that raising children is probably the most confusing of all creative endeavors. This is the creation of living characters, and it should be treated as the most important of all professions. In the work of a class teacher, there are many unforeseen situations that require immediate intervention. And now we will offer you different pedagogical situations. Time no more than 3 minutes. – DISTRIBUTE ON SHEET, Work in groups. 1. Each creative group is invited to carefully read, collectively discuss and present in the form of a dramatization (role-playing) or in another way a joint solution to a pedagogical problem. Pedagogical tasks include the following problem situations, which are quite typical and have a “way out” to the problem of interaction between school and family. Situation 1 Three ninth grade students were seen drunk in one of the city's entertainment venues. This circumstance became known to teachers, however, the fact was not verified or confirmed by any of them, although, according to the parents of several students, it took place. These parents do not want to act as a source of information, not wanting to spoil relations with the parents of teenagers. What should teachers do in this situation? Situation 2 You pass by high school students smoking around the corner of the lyceum. Your actions? Situation 3 A seventh grade student is constantly not ready for lessons, is rude, and interferes with other students. The class teacher repeatedly invited parents to the lyceum and visited the family at home. Relations between the family and the lyceum, unfortunately, do not work out, since all attempts by teachers to find an agreed solution to the problem are met with hostility by family members. What should you do in this situation? Situation 4 At a parent-teacher meeting, parents unanimously stated a complaint against the teacher, which was that he always assigns boring, uninteresting homework and when the students try to answer in the next lesson, the teacher accuses them of lack of understanding. Situation 5

The first principle is unconditional acceptance of each student, his strengths and weaknesses. The second principle is impartiality in assessing the actions of students. The third principle is patience and tolerance in achieving the effectiveness of pedagogical influence. Principle four: dialogue and openness in communication with students. Principle five: the teacher has no fear of admitting he is wrong, his unprofessional actions. Principle six: the use of a sense of humor as an integral methodological tool in working with students. Principle seven: the ability to control your mood and not be influenced by preconceived opinions. Principle eight: the ability to admit mistakes. It’s great if the class teacher, starting to work with the class team, can tell the children about the principles of his communication with them, as well as about his former students, about how relationships were built in the team, about the traditions and customs that existed in the class. When starting to work with a class team, you need to ask students the following questions, the answers to which will make it possible to create a system of traditions and values in the class. What do you think a friendly class should be like? How to make the class become friendly? What traditions do you already have in your classroom? State your “dos” and “don’ts” in class. What classroom activities do you think should become traditional? (Slide 9 14) Rules of pedagogical hygiene. 1. When you come to school, put on a smart and noble face. 2. Every time you want to boss around your children, remember your childhood or, better yet, eat ice cream. 3. Let all the fashion models in the world see your smile and resign. 4. Do not enter into the souls of children unless you are asked to do so. 5. Remember a bad doctor can take a life, a bad teacher can incinerate a soul. 6. Tell your parents the best truth you know. 7. It’s good if late in the evening, when you remember your students, your face lights up with a smile. (Slide 15 16) In conclusion, I would like to cite the “10 Commandments of the Class Teacher”: * Know how to listen, because there is a rational grain in children’s ideas. Find him. * Do not scream. Do not suppress your voice, because your authoritative words, spoken quietly, will be heard faster. * Find something to praise for, because a kind word is pleasant to a cat. * Be fair, because insults hurt a child’s soul. * Be able to see the positive qualities of a student because there is more good in children than bad. * Infect with your own example because someone must be a locomotive. * Defend your student even in front of teachers, because there are reasons for negative aspects. * Don’t tell your parents about trifles, because only a weakling admits to his own powerlessness. * Encourage the initiative of students because it is impossible to do everything yourself. * Use a lot of kind words during communication, because the class teacher is the mother from breakfast to lunch. And let these simple rules help us in our difficult work. Do you think being “cool” is easy? Do not sleep from thoughts for long nights And listen to the noise of students, And argue with those who are not happy with little things. To live a hundred lives, good and bad, To suffer from someone else's misfortune one day.

Yes, it can be easy to be “cool,” but not everyone becomes COOL. And again the “cool” one is overloaded with work. But he can’t survive on his own. After all, why would he need it? When does a student not need it? Decision of the pedagogical council. Draft decision of the pedagogical council 1. Recommend the use of the developed principles in the work of class teachers. 2. Regularly share the experience of class teachers at the School Methodological Council. 3. Diversify the forms and methods of conducting classroom hours, including project activities, KTD, methods of self-control and self-assessment of activities. 4. School teachers should focus on humanistic education and training, a democratic style of work in interaction with students, and see each student as an individual. Final word. A teacher who raises children must meet many requirements. Perhaps, on this difficult path, the lines of B. Okudzhava will be useful to you: “Conscience, nobility and dignity - here it is, our holy army, Extend your palm to him, for him there is no fear even into the fire. His face is high and amazing. Dedicate your short life to him. You may not become a winner, but you will die as a person.” And let these simple rules help us in our difficult work. Reflection.  The most important idea of the teachers' council for you?  What is the most controversial idea of the teachers' council, in your opinion?  Have you come up with any idea that you would like to try after the teacher’s council? Literature       Gutkina L.D. A package of normative and methodological documents for class teachers. – M.: “Class teacher”, No. 4, 2007. work in the classroom based on the results of the year. – M.: “Class teacher”, No. 4, 2007. Arzhanova V.I. Matrix for compiling a report on educational Chernova S.A. Class teacher: rights, responsibilities, content of activities. – M.: “Class teacher”, No. 8, 2005. Kolpachkova M.V. Memo for drawing up a plan for educational work in the classroom. M.: “Class teacher”, No. 8, 2005. Sozonov V.P. Organization of educational work in the classroom. – M.: Center “Pedagogical Search”, 2000. Stepanov E.N. Planning educational work in the classroom: Methodological manual. – M.: TC Sfera, 2002.

  Nechaev M.P. Diagnosis of schoolchildren's education. Educational and methodological manual. – M.: TsGL, 2006. external behavioral aspect. M.: “Class teacher”, No. 3, 1999. Netopina S.A. Assessment of students' good manners in the Questionnaire "Let's evaluate ourselves!" Requirements for the class teacher 1 point 2 points 3 points Understanding the essence of the processes called “socialization”, “education”, “development”, “communication”, “upbringing”. Understanding the essence of the social role, the pedagogical position of the adult mentor in relation to the child student. Erudition, awareness in the field of pedagogical ideas, approaches, systems. The ability to see, identify, and formulate pedagogical problems in one’s own teaching activities. The ability to set educational goals and plan one’s own activities to achieve them. The ability to organize children for a pedagogical action, attract helpers, awaken activity, and unite them through joint experiences of defeats and victories. The ability to analyze one’s own activities as a whole, as well as the outcome of a separate educational event. The ability to design the future of a team and the development prospects of an individual student. The ability to communicate with children, the ability to attract children, to experience pleasure from their proximity. Tolerance and humanism combined with reasonable No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

No. Requirements for the class teacher 1 point 2 points 3 points 11 12. 13. 14. 15. 16. exactingness, ability to be fair. Level of personal responsibility, conscientious performance of official duties. The degree to which the image of the teacher is represented in the behavior of children (is the teacher an example for his students). Optimism, resistance to stress, will, determination in life. Success of activity (can be compared with previous years). Availability of parental support and connections with interschool institutions. Professional pedagogical and social significance of the teacher’s personality (social activities). TOTAL: Key to the questionnaire: * 34 48 points – a class teacher who works creatively. * 17 33 points – class teacher with an established work style. * 0 16 points – class teacher who requires special attention. Please read the text and compare its content with your own practice. Position of the class teacher 1. Position “towards”. The class teacher and the child, in their activities and communication, proceed from the fact that they are equal, equal partners and in their interaction they meet each other halfway. KR R 2. The actions of the class teacher and the child are directly opposite (position of “opposite”) KR R 3. Position “above”. The superiority (real or imaginary) of the class teacher, but the participants in the activity and communication strive to meet each other halfway (this is a real prerequisite for obtaining a positive result). CR X P Result Most likely positive Negative or zero Any result is possible, both zero and negative are not excluded

3. Position "under". The activities of the class teacher are subordinated to the interests and desires of the child. R X KR 5. Position of the “leader”. The class teacher and the child are in motion, in development. It is important that the teacher does not become too detached from his students and that this movement is based on mutual interest. R KR 6. “Slave” position. The actions of the class teacher and the children are directed in one direction, but the question arises: “Where can the class teacher’s charges take them?” KR R The result can be different A positive result is possible with mutual interest and joint movement Any result is possible 7. Position “on an equal footing”. The class teacher and the student go together. The result is positive, they respect and complement each other KR R Sample speeches: “Factors that promote and hinder the successful activities of the class teacher” from work experience. (10 min)

School has been and remains one of the most important factors in the socialization of an individual. What social experience, what values, and relationships a graduate will bear largely depends on the nature of the educational environment in which his formation and development take place. Social education will be successful only if the educational institution purposefully creates appropriate conditions for the development of creativity, supports children's initiatives, and develops a culture of democratic relations.

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Training seminar

For class teachers

"Leader's School"

Information immersion

The effectiveness of the development of student self-government in a modern school is largely determined by the level of competence of all participants in the educational process. Speaking about the competence of students, we, first of all, assume that they have the special organizational knowledge and skills necessary to participate in the management of the life of the school.

Today we will talk to you about the phenomenon of leadership.

The purpose of our today's seminar-training:increasing the level of psychological and pedagogical competence of teachers through a training system.As a result of this work you will be able toreplenish the classroom teacher’s repository of educational tools with techniques and exercises for developing leadership qualities in schoolchildren.

Who is the leader?

Exercise: I ask you to break into random groups of 10 people each. Each group will carry out my tasks, but only after my command “Start!” The winning team will be the one that completes the task faster and more accurately.

Now each team must say one word in unison. "Let's start!"

Conclusion: In order to complete this task, all team members need to somehow agree. It is this function that a person striving for leadership takes upon himself.

Now all the teams will fly in a spaceship to Mars, but in order to fly, we need to organize the crews as quickly as possible. The crew includes: captain, navigator and 8 passengers. So, who is faster?! "Let's start!"

Conclusion: Usually the leader again takes on the functions of the organizer.

Thus, you and I ended up with crew groups. Please take your seats at the group tables.

Exercise "Aquarium"

Group participants are given sheets of paper, scissors, and markers. Within 10-15 minutes, they must decide what breed of fish they will be in this lesson, draw, cut out, color the fish, write on it the name of the participant, the breed of the fish.

At the next stage, each of the participants must attach their fish to the wall (sheet of Whatman paper), which is the image of an aquarium. Where to stick the fish is up to everyone to decide for themselves (some deeper, some near the surface), some in the seaweed, some among the rocks. Participants must also say their name and tell what this fish is looking for in the aquarium, how it imagines its existence among other fish.

Discussion. What kind of fish live in our aquarium?

« Let's see the leader".

Trace the palm with a felt-tip pen and sign whose palm it is, pass the sheet in a circle through one to the right, in each finger - the leadership qualities of the person.

When it returns to the owner, see.

"Rope"

Exercise: Everyone stand in a circle. With both hands, grasp the rope tied into a ring, which is located inside the circle.

Now everyone needs to close their eyes and, without opening their eyes, without letting go of the string, build a triangle out of it.

Now try to build a quadrilateral.

Triangle

Conclusion: First, there is a pause and complete inaction of the participants, then one of the participants proposes some kind of solution. Leaders often take on these functions.

Exercise “Circle and Me”

This exercise requires a brave volunteer to be the first to jump into the game. The group will form a tight circle that will in every possible way prevent our valiant volunteer from getting into it. He is given only three minutes to use the power of persuasion (persuasion, threats, promises), dexterity (dive, slip, break through, in the end), cunning (promises, promises, compliments), and sincerity to convince the Circle and its individual representatives to let him into center of the circle.

Our hero moves two or three meters away from the circle. All participants stand with their backs to him, huddled in a tight and united circle, holding hands. Let's start!

Thank you for your courage. Who is next ready to compete with the Circle in their intellectual strength? On your marks. Let's start!

At the end of the exercise, we definitely discuss the behavior strategy of our players. How did they behave during the training and how do they act in ordinary everyday situations?

Leader. Who is he? What is he like?

B.D. Parygin gives the following definition of a leader:

Leader – This is a member of a group who spontaneously takes the role of an unofficial leader in a certain, specific, usually significant enough situation to ensure the organization of joint collective activities of people for the fastest and most successful achievement of a common goal.”Such, for example, as forming a triangle in the game “rope” or when searching for a word common to a group.

In front of you is a sheet of Whatman paper. I ask you to divide it into two parts. First, indicatewhat characterological personality traits should a true leader have?. In the second, character traits and habits that “separate” or “distance” the individual from leadership. I give you 5 minutes for all the work.

The groups then discuss the qualities

inherent in leadership and alienating from it.

Features (+) identified by E. Zharikov and E. Krushelnitsky are proposed:

Strong-willed, able to overcome obstacles on the way to the goal.
He is persistent and knows how to take reasonable risks.
Patient, ready to do monotonous, uninteresting work for a long time and well.
He is proactive and prefers to work without petty supervision. Independent.
He is mentally stable and does not allow himself to be carried away by unrealistic proposals.
Adapts well to new conditions and requirements.
Self-critical, soberly assesses not only his successes, but also his failures.
Demanding of himself and others, knows how to ask for reports on assigned work.
Critical, able to see weaknesses in tempting offers.
Reliable, keeps his word, you can rely on him.
Hardy, can work even under overload conditions.
Receptive to new things, inclined to solve unconventional problems using original methods.
Stress-resistant, does not lose composure and performance in extreme situations.
Optimistic, treats difficulties as inevitable and surmountable obstacles.
Decisive, able to make decisions independently and in a timely manner, and take responsibility in critical situations.
Able to change behavior style depending on conditions, can both demand and encourage.

Suggested signs (-), highlighted by Frank Cardell:

Low self-esteem and lack of self-respect.
Excessive tendency to deception, excuses, justifications.
Internal pictures in the mind that keep us in place.
Unwillingness to forgive and let go.
Neglect of your creative potential.
The need to always be right.
Weak communication skills: inability to listen and speak.
Inability to come to terms with your fears.
Lack of clear goals.
Lack of commitment.
Fear of risk.
Inability to accept responsibility for your life.
Loss of hope.
Lack of courage.
Inability to fantasize and dream.
Lack of self-love
Vanity.

Exercise “Leader and his team”

The leader is the mirror of the group, the leader appears in this particular group, as is the group, so is the leader. A person who is a leader in one group will not necessarily become a leader again in another group (the group is different, has different values, different expectations and requirements for the leader).

A school leader is a person who knows how to persuade other people to do what he wants, regardless of what their own original intentions were. He can use the qualities and skills of the people working in the group and guide the group towards achieving its goals.

Now you have quite a difficult job ahead of you. There are task cards on your desks. You will read them carefully. The most important thing is that within 5 minutes you will have to discuss within the group, without touching the equipment, how to complete this task. I would like to draw your attention once again to the fact that you cannot touch materials during the discussion. After you discuss the task, you will complete it, but you are prohibited from communicating with each other. Do you understand the flow of the game?

1 group “Tower”:The group is given materials to build a “tower”: paper and paper clips. Participants need to build a tower from this material. The “tower” must be stable.

Group 2 “Drawing a leader”:The group is given a sheet of Whatman paper, markers and felt-tip pens. The result of the group’s work should be an image of the leader and an explanation of why he is the way he is.

After completing the task, each group is asked questions , so that participants have the opportunity, having received feedback, to adjust their actions at subsequent stages:

What happened in the group during the work?
How did each participant feel?
What role did you perform?
Why did you take on this role?
Did he have the opportunity to speak out and make a proposal?
Was everyone heard during the preparation process?
Have you encountered similar situations in life, how did you feel?
What did you learn during this exercise, what conclusions did you draw for yourself?

“Home” (for all groups at the same time)

A teacher who trains leaders needs to demonstrate leadership qualities himself, as well as know the priorities and goals of the group - to accurately determine which of the children enjoys the greatest authority and why.

You are a team of architects. Let's imagine the process of developing leaders as a house of 12 bricks.

Pre-fill the bricks with the techniques, tools, methods and techniques that you will use to identify and develop leaders in the classroom, and assign them a place at your discretion.
Invest the most important four in the foundation, and the less important ones in the first floor; everyone else goes to the second floor.
On the roof, write, draw everything that will make your “Home” better, kinder, more fun.
The pipe - everything that interferes with the “House”, everything superfluous and unnecessary, flies out of it.

Construction time – 10 minutes, protection 2 minutes.

During the defense of groups, you can ask for clarification, explanation, proof, and ask questions.

Vyacheslav Yashkov has the following words:

After all, the word leader is the best,

And we must look for the best,

One worthy of power does not interfere himself,

The worthy ones need to be noticed.

Thanks to all! Good luck to you, dear colleagues

on the way to developing leadership qualities in your students.

These exercises can also be used in working with children to determine leadership qualities in students.