Post discipline in the school. Presentation on the topic "school discipline and its importance in the life of schoolchildren"

TOPIC: "Discipline is the key to a successful educational and educational process."

Children not only need order and rules of behavior, they want and expect them! This makes their life understandable and predictable, creates a sense of security.

The question arises: if the guys feel more protected in the conditions of a routine and certain rules of behavior, then why do they strive to break these rules and regulations? Why are parents, educators and teachers constantly complaining about this?

Children rebel not against the rules themselves, but against the methods of their "implementation" (you must admit that this very word, familiar to the ear, indicates forceful methods).

How can we find the way to conflict-free discipline of the child?

There are six rules that help establish and maintain conflict-free discipline in the family.

The first rule: Restrictions, requirements, prohibitions must necessarily be in the life of every child.

This is especially useful for those parents who seek to upset their children as little as possible and avoid conflicts with them. In these cases, children grow up as selfish, not accustomed to order, unable to limit themselves. At school, at work, in any company, no one wants to indulge them anymore. With their exaggerated demands on others and their inability to meet others, they remain alone, often met with ridicule and even rejection. Even in old age, such “eternally compliant” parents often find themselves lonely and abandoned.

Rule two: There should not be too many restrictions, requirements, prohibitions and they should be flexible.

This rule warns against the other extreme - when parents believe that winning a child, breaking his resistance is necessary. According to the principle: “Give him freedom, so he will sit on his neck; will do what he wants ”. Here they show a dubious example of behavior "always achieve what you want, regardless of the desires of the other." After all, children are very sensitive to the manners of their parents and imitate them from early childhood. So in families where authoritarian, forceful methods are used, children quickly learn to do the same. They seem to return the lesson taught to adults, and then “the scythe finds it on the stone”.

When a parent demands fulfillment of his desire from the child gently but persistently, often accompanied by explanations with which he finally agrees. And if such pressure is a constant tactic of the parent, with the help of which they always achieve their goal, then the child assimilates the conviction: “My personal interests (desires, needs) do not count, you will still have to do what the parents want or demand”.

In some families, this goes on for years, and the children are constantly defeated. They tend to grow up either aggressive or overly passive. But in both cases, they accumulate anger and resentment, their relationship with their parents cannot be called close and trusting.

Both rules, taken together, presuppose a special sense of proportion, a special wisdom of the parent in resolving questions about “do's”, “should” and “can't”.

Finding the middle ground between permissive and authoritarian styles helps us to image four color zones of the child's behavior: green, yellow, orange and red (the idea of zones belongs to an American psychologist).

The green zone is what is allowed to the child at his own discretion or desire. For example, which toys to play, which toys to give to friends, which club to enroll in, with whom to play and be friends ...

Yellow zone - activities in which the child is given relative freedom. For example, you can sit down for lessons whenever you want, but finish work by 8 o'clock in the evening; you can walk, but only in your yard.

In this zone, the child learns to internal discipline and the child's conflict-free acceptance of requirements and restrictions should be the subject of special parental care. In each case, try to calmly (but briefly!) Explain what caused your request. At the same time, be sure to emphasize what exactly remains for the child for his free choice. When children feel respected for their sense of freedom and autonomy, they can more easily accept parental constraints.

Orange zone of action - children, which, in general, are not welcomed by us, but due to special circumstances, they are now allowed. For example, a toddler is frightened by a bad dream and the mother takes him to her bed until he calms down. Do not be afraid of such exceptions if they are really rare and justified. Children are very grateful to their parents for their willingness to meet their special request. Then they are even more willing to follow the rules in normal situations.

Red Zone - Actions that are not acceptable under any circumstances. You cannot beat, pinch or bite your mother, play with fire, break things, offend little ones ... This list grows up with the child and brings him to serious moral norms and social prohibitions.

Rule three: Parental requirements should not conflict with the essential needs of the child.

Children need to run a lot, jump, play noisily, climb trees, throw stones, grab everything, open, disassemble, draw, whatever ... - these are manifestations of natural and very important for the development of children needs for movement and cognition. Prohibiting such actions is like trying to block a deep river. It is better to take care to direct its course in a comfortable and safe direction.

You can explore the puddles, but only in high boots; it is also possible to disassemble the watch, but only if it is old and has not been running for a long time; you can play ball, but not indoors and away from windows; you can even throw stones at the target if you take care that no one gets hurt. Or, if children, while playing, start throwing heavy toys - it is necessary to prohibit, but allow soft toys to be abandoned.

For example, abroad in some children's institutions there is a tiled room, especially for drawing on the walls. Each child can draw with a felt-tip pen or paint as much as he wants. After class, the drawings are washed off the hose and the room is ready for the next group. Children are very fond of these activities, as well as educators.

Another example comes from adolescence. Starting from the age of ten or eleven, it becomes especially important for children to communicate with their peers. Children often stop obeying their parents and the consequences of this can be dangerous. To avoid complications, parents should be especially careful about the prohibitions “not to be friends”, “not to walk”, “not to wear”, “not to participate”.

Teenage fashion is like chickenpox - many guys pick it up and endure it in a more or less serious form, and after a couple of years they themselves smile, looking back. But if at this time the parents entered into a protracted conflict with their son or daughter, they will not achieve agreement with their opinions, and contact and trust may completely lose.

What is left for the parents, other than patience and acceptance of the inevitability of chickenpox? We need to remain bearers and conductors of more general, enduring values: honesty, hard work, nobility, respect for the personality of another. Note that many of these values can both be discussed with a growing child and realized in a relationship with him, and this is the most important gift that he, deep down, seeks and hopes to receive.

Rule four: Restrictions, requirements, prohibitions must be agreed between adults.

When mom says one thing, dad says another, and grandmother says something else, it is impossible for a child to learn the rules, get used to discipline. He is used to getting his way, “splitting” the ranks of adults. Relationships between adult family members do not get better from this.

Adults should discuss disagreements without the child. Consistency in following the rules is equally important. If your child went to bed at 10 o'clock in the evening instead of 9 for two days in a row, then on the third day it will be difficult for you to put him to bed on time, he will reasonably object that yesterday and the day before yesterday you “allowed” him.

It is worth remembering that children constantly test our requirements for "strength" and, as a rule, accept only that which does not lend itself to loosening. Otherwise, they learn to insist, whine, extort.

Rule Five: The tone in which a demand or prohibition is communicated should be friendly-explanatory rather than imperative.

Any prohibition on what a child wants is difficult, and if it is pronounced in an angry ooze in an imperious tone, it becomes doubly difficult.

And to the question “Why not?”, You should not answer “Because I said so”, “I command it so”, “You can’t and that's it!” It is necessary to briefly explain: “It's already late”, “This is dangerous”, “It can break” ...

The explanation should be short and repeated once. If the child asks again: “Why?”, It is not because he did not understand you, but because it is difficult for him to overcome his desire. Active listening will help here.

Actively listening to a child means “returning” to him in a conversation what he has told, at the same time designating his feeling. This literal sympathy from a parent makes a very special impression on the child.

Important features of the conversation by the way of active listening.

Firstly, it is very important that your eyes and your child's eyes are at the same level, since your position in relation to him and your posture are the first and strongest signals about how ready you are to listen and hear him.

Second, if you are talking to an upset or upset child, you should not ask questions. It is advisable that your answers sound in the affirmative, since the phrase framed as a question does not reflect sympathy.

Often the question "What happened?" the upset child answers “Nothing!”, and if you say “Something happened…”, then it is easier for the child to start talking about what happened.

Thirdly, it is very important to "keep a pause" in the conversation. Do not overload it with your thoughts and comments. A pause helps the child understand his experience and at the same time more fully feel that you are there. If the child's eyes are not looking at you, but towards “inward” and “into the distance,” then continue to be silent - a very important and necessary inner work is taking place in him.

Fourthly, in your answer it is also sometimes useful to repeat what, as you understand, happened to the child, and then indicate his feeling.

Sometimes parents have a fear that the child will perceive the repetition of his words as an imitation. This can be avoided by using other words with the same meaning. Practice shows that even if you use the same phrases, but at the same time accurately guess the child's feelings, he, as a rule, does not notice anything unusual, and the conversation continues successfully.

If you did not quite accurately guess what happened or the child's feeling, do not be embarrassed, in the next phrase he will correct you. Be attentive to his amendment and show that you accepted it.

Three outcomes of active listening:

Disappears or at least greatly diminishes the child's negative experience

The child, making sure that the adult is ready to listen to him, begins to talk about himself more and more.

The child, with active listening, makes progress on his own in solving his problem.

Orders and "You are the messages" increase the child's resistance. The sentence in which you talk about the rule is best constructed in an impersonal form. For example, you should say: “Don't play with matches” instead of “Don't you dare play with matches!”, “Eat candy after dinner” instead of “Put the candy back now!”, “The cat's tail is not to be pulled” instead of “ Stop torturing the cat! ”

And the last sixth rule of discipline: It is better to punish a child by depriving him of good things than by doing bad things to him.

True, here you need to have a supply of large and small family holidays, family affairs, traditions (favorite pies that mom bakes on weekends, fishing trips with dad, joint walks).

And cancel them only if there was an offense, really tangible, and you are actually upset. However, do not threaten to cancel them on trifles.

middle School of General education

Abstract on the topic: "School discipline"

student of grade 10-A

Ablyakimova Elmar

Supervisor: teacher

in jurisprudence

Gubin. G.A.

Romashkino - 2012

A little about "Discipline"

DISCIPLINE (lat. Disciplina) - a certain order of people's behavior that meets the prevailing norms of law and morality in society, as well as the requirements of a particular organization.

I think the topic of discipline is very close to the topic of authority. The final solution to both questions depends on the solution of the theme of freedom in education. Freedom is a factor that connects and deepens these two topics. The topic of discipline is, of course, much easier compared to the topic of authority. However, this view is correct only with a narrow understanding of the term discipline ... If the topic of discipline is expanded to the question of coercion in education in general, then the topic, of course, deepens significantly.

Discipline is essentially organized coercion. Organized in the sense that not all coercion (eg accidental) is discipline. Discipline, being organized by coercion, is at the same time an organizing principle, a principle organizing an order established in advance. Of course, any discipline in itself is not an end, but there is only a means to achieve a certain end.

SCHOOL DISCIPLINE

As for the school discipline, which serves to solve the internal tasks of the school. At school, however, there is external and internal coercion, the presence of external coercion of children at school gives rise to the question of school discipline, because discipline has always been considered the basic rule of the internal structure of the school.

School discipline is a certain order of behavior of schoolchildren, due to the need for a successful organization of the educational process. External and internal disciplines are usually distinguished.

External discipline I call obedience, obedience and submission, which are based on external positive and negative sanctions - encouragement and punishment.

Internal discipline is the student's ability to inhibit unwanted impulses, self-management their behavior. It is based on the assimilation of rules and norms, which serves as an internal need.

The main condition for ensuring the disciplinary behavior of schoolchildren in the lesson is a carefully designed lesson. When a lesson is well structured, all its moments are clearly planned, if all the children are busy, they will not break discipline. The child regulates his behavior unconsciously: he is attracted by the situation of interest. Therefore, as soon as the lesson becomes uninteresting, disciplined behavior disappears.

But the teacher can not make every lesson interesting, and the secrets of pedagogical skills are not immediately learned. Discipline is needed in every lesson, from the very first day of the child's stay at school. Is there a way out?

An important factor influencing the disciplined behavior of schoolchildren in the classroom is the type of relationship between teacher and children.

The main criterion of the type is the position taken by the teacher in relation to the class, organizing and regulating the disciplined behavior of students in the lesson.

In a democratic style, the teacher organizes joint activities with the children to control their behavior, he is "inside the class"

In a liberal-conniving style of relations, the teacher does not control the behavior of children, he is aloof from them. Doesn't set goals for children.

The position of the teacher is expressed, first of all, in what methods of controlling the behavior the teacher uses. In my practice I use 3 methods: persuasion, demand, suggestion.

The method of persuasion is brought to the consciousness of schoolchildren by the norms and rules of behavior. The child should feel and realize the value and importance of discipline for himself and others.

-Look when you are not distracted and the letters are beautiful, and when you turn the letters jump.

-If anyone wants to ask something, then raise your hand. You cannot shout from the spot and disturb your comrades. They are busy with work, they are thinking.

The requirement to comply with the rules of conduct in the lesson is usually expressed in categorical forms:

orders: "Everyone sat down!", "Hands on desks!";

prohibitions: "Do not leaf through textbooks", "Do not swing your legs";

orders: "We touched the backs of the desks", "We work in silence!" "Absolute silence in the classroom."

A benevolent suggestion can accept confidential instructions “Sasha, you are talking and interfering with us”, “Seryozha, I’m afraid that because of you we will not be able to solve the problem”, “Kolya, you will turn around, you will not understand anything”.

I like teachers who use a mixed authoritarian / democratic leadership style to foster discipline. In this style, everything is subordinated to work, the teacher convinces students that discipline is the key to successful learning. The disciplined behavior of children is stable. The skill of self-regulation of behavior and the skill of obedience to the teacher are developed.

Fostering conscientious discipline, a sense of duty and responsibility. Life requires high discipline and performance clarity from a person - traits, in our character are too poorly represented. In their formation, a significant role belongs to the educational process of the school, in particular, school discipline. School discipline - students' observance of the rules of conduct at school and outside, clear and organized performance of their duties, submission to public duty. Indicators high level discipline is students' understanding of the need to comply with it in school, public places, in personal behavior; readiness and need to comply with generally accepted norms and rules of labor discipline, training, free time; self-control in behavior; combating discipline offenders in and out of school. Conscious discipline is manifested in a conscious strict, unswerving implementation of social principles and norms of behavior and is based on the formation of such traits in students as discipline and a sense of duty and responsibility. Discipline is based on the desire and ability of an individual to direct his own behavior in accordance with social norms and the requirements of the rules of conduct. Obligation is a system of social and moral requirements, realized by an individual, dictated by social needs and specific goals and objectives of a certain historical stage of development. Responsibility is a quality of a person characterized by the desire and ability to assess their behavior from the point of view of its expediency or damage to society, to measure their actions with the requirements, norms, laws prevailing in society, and to be guided by the interests of social progress. School discipline is a condition for the normal teaching and educational activities of the school. It is quite obvious that in the absence of discipline, it is impossible to carry out at the proper level neither a lesson, nor an educational event, nor any other matter. It is at the same time a means of educating schoolchildren. Discipline helps to increase the educational efficiency of students' activities, allows you to limit, slow down the reckless actions and deeds of individual students. An important role in fostering a sense of duty and responsibility is played by the work of teachers in relation to the assimilation of students of the rules of conduct at school. It is necessary to teach them to comply with these rules, to form in them the need for their constant observance, to remind them of their content and requirements. It is inappropriate to divide the rules of conduct into primary and secondary ones, when one is responsible for violating some teachings, and non-observance of others remains unnoticed. Appropriate work should also be done with the parents of the students. After all, the rules cover the main responsibilities of schoolchildren, the conscientious implementation of which testifies to their general upbringing. To help the school in developing the qualities provided for by these rules in students, parents must know them, master elementary pedagogical techniques for the formation of these qualities. Fostering the habit of observing the rules of behavior, discipline begins from the first days of a student's stay at school.

The primary school teacher must clearly know what methods to achieve it, remembering that even the youngest first-grader student is already a citizen endowed with certain rights and responsibilities. Unfortunately, elementary school teachers very often see him only as a child. Some of them influence schoolchildren only by severity, strive to achieve obedience, breaking the will of the child. In this case, the students are brought up thoughtless obedience or audacious disobedience. In the middle and senior grades, individual teachers, with excessive severity and straightforwardness of judgment, often suppress the interests of schoolchildren and generate reluctance to go to school. Vigilant control, constant restrictions lead to opposite results, comments cause irritation, rudeness, disobedience. The exactingness and severity of the teacher must be benevolent. He must understand that the student can make mistakes not only in the lesson when he answers the questions, but also make mistakes in behavior due to a lack of life experience. A stern and kind teacher knows how to forgive such mistakes and teaches minors how to behave in a difficult life situation... A. Makarenko assigned a great role in disciplining students to the school regime, believing that it fulfills its educational role only when it is expedient, precise, general and definite. The expediency of the regime lies in the fact that all elements of the life of students at school and at home are thought out and pedagogically justified. The accuracy of the regime is manifested in the fact that it does not allow any deviations in time and place of the planned events. Accuracy, first of all, should be inherent in teachers, then it is passed on to children. The universality of the regime is its obligation for all members of the school collective. With regard to the teaching staff, this feature is manifested in the unity of the requirements that teachers place on their pupils. Each pupil must clearly understand how he should act, performing certain duties. Such a regime contributes to the development of students' ability to manage themselves, useful skills and habits, and positive moral and legal qualities. An important place in teaching students the proper behavior at school and outside it belongs to clear control over their behavior, which includes taking into account their attendance at lessons, taking appropriate measures to those who are systematically late or do not show up for lessons without good reason. Some schools maintain special journals of student behavior, in which the principal or his deputy for educational work regularly records all cases gross violation pupils of order in school, on the street, in public places, as well as educational influences applied to them, and the results of these influences. This helps teachers timely analyze the state of discipline in the student body, plan and take measures to improve it, study the living conditions of students in more detail and more fully, get to know their families better, delve deeper into the inner world of individual students and thus identify the shortcomings of the educational work of the school and improve her. Such a behavior log makes it possible to concretize individual educational work with students prone to violations of moral and legal norms, and contributes to their prevention. In some schools, instead of a behavior log, they keep a special file for offended students. Attempts by individual teachers and parents to hide cases of misconduct so as not to compromise the class are hindering the education of student discipline. Not reacting to such actions, they instill in minors a sense of irresponsibility. If, at a certain stage of upbringing, a student is beginning to be reproached for bad behavior, he cannot understand why his last act is worse than the previous ones, which no one remembered, that his sense of responsibility was dulled, and impudence developed. Taking this into account, each case of violation of the rules of conduct should be analyzed in detail and given an appropriate assessment.

A diary plays an important role in disciplining students. The educator should require them to keep a neat diary. When evaluating the behavior of a student for a week, one should also take into account his appearance and participation in cleaning the class, duty in the canteen, attitude towards comrades and adults. Systematic monitoring of students' behavior in and out of school teaches them to be disciplined on a daily basis. Such control is especially necessary for children who have formed negative habits. It creates conditions for the development of positive habits in them, blocks the emergence and consolidation of negative ones. However, this does not mean that it is necessary to control the students all the time, they accidentally violated the rules of conduct. When they are "brought up" in many instances, they are often reminded of the slightest offenses, this does not contribute to their observance of the rules of conduct, but encourages the thought that they are "Incorrigible". Control must be tactful so that the student feels respect for himself as an individual. To a certain extent, external control is a compulsion to positive behavior. Together, internal control acts, when certain norms of behavior are assimilated to such an extent that they have become the inner convictions of a person, and she fulfills them, often without even thinking about why she is doing this and not otherwise. If it is possible to evade the fulfillment of the requirements of the school regime, control on the part of teachers or a collective of students can be avoided, then it is difficult to hide from one's own conscience. Therefore, in upbringing, one should achieve a reasonable combination of external and internal control over the behavior of pupils, teach them "Do the right thing when no one hears, does not see and no one recognizes."

In education in general and in strengthening discipline in particular, the establishment of the correct tone and style in the activities of the student collective is of particular importance. If a cheerful tone prevails, based on conscious discipline, unity and friendship, the self-esteem of each member of the team, it is easier to solve the issues of educating students. Prevention of conflict relations and prevention of negative actions is effective. Violations of discipline and the requirements of the school regime more often occur where the activities of students are insufficiently organized. If the pet has nothing to do in the lesson or in the workshop, if his leisure time is not organized, then there is a desire to fill his free time, to organize it in your own way is not always reasonable. The inability of some teachers to work with pedagogically neglected children, mistakes and mistakes in working with them, caused by the fact that teachers do not disclose the motives of their negative behavior, the knowledge of which makes it possible to effectively build educational work with them, also leads to violations of the school regime by individual students. So, if a pet turns badly for a lack of perspective, for indifference to his future, then all the teacher's work is aimed at forming his faith in this future, in the ability to achieve it on his own. The school loses a lot in the upbringing of conscious discipline for the fact that it does not always adhere to a strict regulation of the life and activities of students. A. Makarenko wrote in this regard that it is “the school must, from the very first day, put before the student firm, undeniable demands of society, equip the child with norms of behavior, so that she knows what is possible and what is possible, what is commendable and what will not be praised for”. This regulation has to be determined by the rights and obligations of schoolchildren, provided for by the Law of Ukraine "On Education". All conditions for study and work at school have been created for pupils, therefore each of them must conscientiously and conscientiously fulfill their duties. Respect of students for the law consists in conscientious observance of the rules of behavior, discipline, the fight against violations of the requirements of the school regime, assistance to the teaching staff in organizing the educational process. In a word, the student must deeply realize that behavior and attitude towards learning are not only his own business, that his duty as a citizen is to study conscientiously, behave roughly and keep others from unworthy actions.

behavior education school student lesson

Children and the problem of school discipline

To understand the specifics of discipline in the system of morality, it is necessary to bear in mind that one and the same rule of behavior in one case acts as a requirement of discipline, in the other - as an ordinary norm of morality. If, for example, a student is late for class - this is a violation of discipline, but if he is late for a meeting with a friend - this is qualified as a deviation from moral rules, as a manifestation of disrespect or lack of accuracy.

The fact that discipline as an ethical category is associated mainly with the fulfillment of mandatory norms and rules of behavior dictated by the official duties of an individual is also evidenced by the features that it has in various social spheres. There is, for example, military discipline, labor discipline, etc. Naturally, there is also school discipline. It includes a whole system of mandatory rules and requirements for the behavior and activities of students. These rules are developed by the students themselves and are called the "School Code of Conduct". In addition, the rules are part of the internal labor regulations. They are spelled out in the Charter of the school.

In this sense, the essence of students' conscious discipline consists in their knowledge of the rules of behavior and the order established in the school, an understanding of their necessity and an established, stable habit of observing them. If these rules are fixed in the behavior of students, they turn into a personal quality, which is commonly called discipline.

Discipline is an essential moral quality. It is necessary for every person. Whoever the students become in the future, wherever they take them life path, everywhere they will have to meet the demands of discipline. It is needed in an educational institution and in production, in any institution and in Everyday life, at home. At school, as in all areas of life, you need organization, clear order, accurate and conscientious fulfillment of teachers' requirements. School discipline should be conscious, based on an understanding of the meaning and significance of the requirements of educators and authorities children's collective... Students must not only comply with the school's requirements themselves, but also help teachers and school leaders fight discipline abusers.

Discipline in school is solid discipline. It requires the mandatory fulfillment of the orders of the elders, the requirements of the bodies of the children's collective. It is characterized by the recognition by children of the authority of teachers, parents, a clear organization of the individual and collective work of schoolchildren.

Violation of discipline at school makes it difficult to study and interferes with the preparation of schoolchildren to comply with the rules of socialist society. Undisciplined students often violate labor discipline even after leaving school, take the path of hooliganism, offenses that harm society. Therefore, in school years, a lot of educational work is carried out aimed at preventing violations of discipline and order.

There is no legal norm in domestic legislation regarding student labor discipline yet. When considering the problems of discipline observance by students, they rely on local acts educational institution.

Disciplinary actions should be distinguished from disciplinary offenses. The latter are just qualified as offenses and are subject to legal regulation. In accordance with the legislation on education, the legal responsibility of students arises in the event of illegal actions, gross and repeated violations of the Charter of the institution.

Actions that give rise to disciplinary responsibility of students, as well as types of disciplinary sanctions, should be included in the charter of the institution.

Note that a number of disciplinary actions are manifested in the indiscipline of students. Lack of discipline is of two types: malicious (not situational and has a stereotypical character) and non-malicious (manifested in mischief, pranks). Lack of discipline can be presented in such forms as rudeness, impudence, intemperance.

Federal legislation provides for only one penalty for disciplinary misconduct of a student: expulsion from an educational institution for committing unlawful acts. For offenders in this situation, the following expulsion procedure applies: if a student has reached the age of 14, then the expulsion for the commission of a disciplinary offense is carried out with the consent of the educational authority to which this educational institution is subordinate. If a student has not reached the age of 14, then expulsion is possible only with the consent of his parents. The level of conscious discipline and general education of the individual is reflected in the concept of culture of behavior. As a specific term, this concept denotes a high degree of refinement, polished actions and deeds of a person, the perfection of his activities in various spheres of life. The content of school discipline and the culture of student behavior includes the following rules: do not be late and do not miss classes; conscientiously complete study assignments and diligently acquire knowledge; take good care of textbooks, notebooks and teaching aids; keep order and silence in the classroom; not allow hints and cheating; protect school property and personal belongings; Show courtesy in dealing with teachers, adults, and peers; take part in socially useful work, labor and various extracurricular activities; avoid rudeness and offensive words; be demanding of your appearance; maintain the honor of your class and school, etc.

Compliance with the norms and rules of disciplined behavior should become a habit of students, become their inner need. Therefore, already in the elementary grades, the practical training of schoolchildren to disciplined behavior occupies an important place. Especially a lot of effort and energy has to be spent on accustoming students to disciplined behavior at the beginning of the year. During summer holidays some students lose the skills of organized behavior. To restore them, you need time in the lesson, during breaks.

Wide opportunities for accustoming schoolchildren to disciplined behavior are provided by their joint socially useful activities, work for the common good. In such work, schoolchildren acquire and consolidate the skills of organized behavior, they learn to accurately fulfill the orders of teachers and the organs of the student body, they learn to be mutually responsible and diligent. Therefore, the correct organization of the various activities of students is a necessary condition for educating them in the spirit of conscious discipline. The teacher usually monitors how individual students behave in the process of work, gives advice, shows how to act in a particular case. Gradually, the class asset is involved in monitoring student behavior. This allows students to overcome disobedience and teach them to behave in a disciplined manner. But modern education denies the physical labor of students. And some parents so protect their children from work, forgetting that it was work that turned the monkey into a man.

The education of discipline is also helped by the design of the classroom, school, school site. External order disciplines students. It is necessary from the first days of schooling to accustom children to order and cleanliness in the classroom, to careful handling of school property. A large role in solving these problems is played by the duty of students. The attendants monitor order and cleanliness in the classroom, so that the class is ventilated during recess, so that all food leftovers and pieces of paper are thrown into a special box. The attendants also monitor whether children are careful with school property, whether they spoil desks, walls and school equipment, whether they take care of their belongings, and whether their books are clean. Thus, watch becomes an important means of teaching discipline and order at school. It was. Now what. Children are not allowed to sweep, dust, work. What kind of helpers do we want to raise. What kind of labor discipline can we talk about.

We must not forget that adherence to the norms and rules of discipline and culture, behavior ensures success in all spheres of human activity. If he clearly fulfills the norms, rules and requirements necessary for the implementation of the duties assigned to him, if he shows punctuality, accuracy and a conscientious attitude to work, this creates the preconditions for achieving high results in this activity and improving its quality, which, of course, is important both for society and for the person himself. At the same time, discipline and culture of behavior have great educational potential. Here it should be said about school uniform... They make a person fit, restrained, contribute to the formation of the ability to subordinate their actions and deeds to the achievement of goals, encourage self-control and self-education and overcome existing shortcomings. All this makes the upbringing of conscious discipline a very essential task of the moral formation of the personality.

From a conversation between the class teacher and the mother of one student:

"Why, he could not. My son is a very calm boy. He never rude to adults." Do parents know what their beloved children, deprived of parental control, are capable of? Why are the actions of children at school so unexpected for dads and mothers Confusion, amazement and distrust of the words of teachers are sometimes combined with aggressiveness and a desire to defend the “innocent accused.” Notes in the diary, calls to school ... The most common reason is children's violations of school discipline. school?

As the study of this issue has shown, mainly the following forms of violation of school discipline were identified.

1st place in terms of distribution among all forms of discipline violations was taken by the conversations of schoolchildren in the classroom;

2nd place - being late for lessons;

3rd place - games with the phone; Also mentioned:

absenteeism;

damage to school property and equipment;

The latter type of violations seems to be petty fun compared to such forms as verbal abuse of the teacher; ignoring his questions; "Throwing" various objects (pieces of paper, buttons). These facts make an extremely unfavorable impression. It is noteworthy that the range of discipline violations by schoolchildren is quite wide. It should be noted that the most difficult situation is observed in the classes where adolescent children study (“they have a sharp change in mood and behavior”). Analysis of the answers showed that it is very hard for older teachers to work in school. The practice of “testing the strength” of new teachers is widespread. The reasons for violations of school discipline were also attributed to the negative influence of television programs, the preaching of violence, and the theme of crime. This is what often happens behind closed school doors. How is it that children who are polite and calm at home do such things?

There is no doubt that in many cases the herd effect is at work. Especially in adolescence, there is a strong desire to become "one of our own" in a certain group, to gain the recognition of classmates, which often pushes children to the most extravagant disciplinary violations. Not everyone can resist the pressure of the group, in which certain norms of behavior are adopted.

Ways to Solve the Discipline Problem

I believe that discipline is not a means of education, but the result of education. It is a mistake to think that discipline can be achieved through some special methods aimed at creating discipline. Discipline is the product of the entire amount of educational influence, including the educational process and the process of organizing character, and the process of collision, conflict, and the resolution of conflicts in a team, in the process of friendship, and trust. To expect that discipline can only be created by preaching alone, by explanations alone, is to count on an extremely weak result.

It was in the area of reasoning that I had to deal with very stubborn opponents of discipline among pupils, and if you prove to them the need for discipline verbally, then you can meet the same bright words and objections. Thus, cultivating discipline through reasoning and persuasion can only turn into endless controversies. How can this conscious discipline be achieved? In our school there is no theory of morality, there is no such subject. And the task for the next year will be to develop and search for such a program.

The primary conditions for good student life are a healthy lifestyle in the family and at school. The correct daily routine, normal conditions for study, nutrition and rest, the absence of conflicts with parents and teachers create the necessary basis for a healthy mood, a balanced mental state of students, and, therefore, even behavior. The starting point for the formation of a child is the conviction of the pupils in its necessity and to ensure the success of the common work, for the physical and moral security of everyone. The behavioral attitudes of students should be based on the norms of universal human morality, based on respect for another person. It is from these principles that feelings of dignity, conscience, honor and duty grow, such volitional qualities as self-control, restraint, organization.

Explaining the rules of behavior as the best ways to achieve common goals, using vivid examples from works of art, ethical conversations and disputes, discussing with students the consequences of certain incidents in the life of the class, acting out and analyzing situations that present the possibility of moral choice - all this helps pupils to master the socially approved norms of behavior, to make sure of their rationality, fairness and necessity. Moral and legal assessment of actions (by a teacher, parents, peers), which also stimulates self-esteem, is an important means of forming dialectical behavior. The effectiveness of an assessment depends on the credibility of its source. The teacher, educator work on the formation of habits and behavior skills, relying on the student's family and student collective.

An indispensable condition for the emergence of individual and social self-discipline is the joint collective development of a code of rules, laws of class life, school and the conclusion of a kind of society, an agreement between students and teachers for their implementation. "Discipline cannot be prescribed, it can only be developed by the entire school community, that is, by the teacher and students; otherwise, it will be incomprehensible to students, completely inexpensive for them and morally unnecessary." The routine and norms of the life of an educational institution are established not only by the state, but also by public organizations: school councils, etc., councils, student self-government bodies. They take it upon themselves to develop the rules for the students and organize the life of the school in accordance with them. Collective introspection of the life of the team, the actions of its members, the development of societies, opinions about events that destroy the contractual order, help to consolidate the positive experience of relations, to understand the causes of disciplinary violations.

What exactly is school discipline manifested in? First of all, it requires students to carefully attend class, conscientiously do homework, maintain order in the classroom and during breaks, and accurately fulfill all educational assignments. School discipline also provides for the conscientious fulfillment by the student of the requirements and instructions of teachers, school administration and student organizations. It obliges everyone to strictly observe the rules regarding his attitude to other people, as well as expressing requirements for himself.

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Citizenship Lessons Grade 3

Lesson 8

Theme: Discipline and order are the keys to success

Target: Review the basic rights and obligations of the student, the rules of conduct at school. Continue work on organizing self-government in the classroom, establishing a system of democratic values in the team

Equipment: computer, multimedia projector, slide presentation, video "Yeralash", dance physics minutes with a presentation, cards with situations (for group work).

Course of the lesson

1. Organizational stage.

Every day - always, everywhere,

In the classroom, in the game

Boldly, clearly speak

And of course we don't make noise.

Place your hands in a comfortable position. Close your eyes, mentally direct Love, Goodness, Peace in all directions from yourself, penetrating this state. So you create a field of love, peace and goodness around you. These minutes will return to you. Open your eyes.

What is your mood now? What does it look like?

May you keep good mood all day.

2. Communication of the topic and objectives of the lesson.

Introductory speech of the teacher:

Guys, guess the riddle:

It's a full house of children

There are always many friends here

Everybody tries at five

Answer in the classroom.

Students: School

Teacher: Why do students go to school? (Statements of children)

Teacher: School is our second home. Every home has its own rules that must be followed. The school also has its own rules and procedures. At school, they study not only the multiplication table, they explain why the day is followed by the night. In order to know and remember this, you need to master the most important subject - it is called "behavior".

At school, you must maintain discipline and respect the human dignity of other students. If any of the students violates discipline, they may be subject to retaliation. The types of measures of influence are defined in the Charter of the school.

Look closely at the pictures on the screen. Tell us what is depicted on them? (Behavior at school.)

What do the drawings have in common?

Why is this happening? (Children do not know the rules of behavior at school).

Try to formulate the topic of the class hour from all that has been said. (Possible answers are heard).

"Rules of behavior for students at school."

Guys, our lesson will be built in groups. We will investigate situations, you will draw conclusions, for which you need to follow the rules of conduct.

When organizing joint work, let's remember our motto:

“Helping others, we learn ourselves!

Let's try! "

Let's remember the rules for working in a group!

Listen to your friend to the end, do not interrupt him;

Treat partners politely and kindly;

Help if problems arise;

Work actively, taking the assignment seriously;

Feel a sense of responsibility not only for your own successes, but also for the successes of your partners, the whole class.

3. Search for a solution.

A ) - Now I suggest you watch the Yeralash newsreel. (Online viewing onhttp :// www . ivi . ru / watch / eralash ))

After watching, I will ask you to answer the question:

What problem were the students in the class discussing?

Watching the video: "Yeralash:" Have learned ... ". (Brief description of the video. After the lessons, class students discuss with the class teacher the rules of behavior of students at school: polite address to each other, teachers; the use of polite words in speech; keeping classrooms clean. The bell rings from the lesson. Children run out of the office knocking the teacher with And only one student says to the teacher: “Goodbye!” There is rubbish everywhere in the classroom ... teachers and the head teacher clean up the office.)

What did you like? What made you laugh?

What problems did the guys discuss with the teacher?

For whom should the classroom be kept clean and tidy?

What problem did the teacher and the head teacher talk about?

What polite words do you know?

Why do you think the guys speak correctly and do the opposite?

What would you do if you were in their place?

B ) Independent work in groups (by cards).

I suggest you work in groups with pictures. Each picture has its own situation. Discuss the correct behavior of the students. If you decide that the children are doing the right thing, then fill in the circle in green, and if it is wrong, in red. After finishing the work, one representative from the group will talk about your decision.

Well done. Did an excellent job with the task.

Physical minute.

V) - Now we will listen to B. Zakhoder's poem "Change" The task of the groups: to count how many mistakes in behavior Vova made and why?

Group responses. (Vova made 10 mistakes because he does not know that at recess he needs to prepare for the next lesson and rest.)

Did anyone recognize himself in Vova?

How do you behave during recess? And in the classroom?

G) - Let's play the game "Speak a word"

Be diligent in class

Be calm and ... (attentive).

Write everything, keeping up

Listen, don't ... (interrupting).

Speak clearly, distinctly,

To have everything ... (understandable).

If you want to answer

You need to hand ... (raise).

In mathematics, they believe

At recess ... (resting)

Be diligent in class.

Do not talk: you are not ... (forty).

If a friend began to answer,

Take your time ... (interrupt).

And if you want to help a friend -

Raise calmly ... (hand).

Know: the lesson is over,

Kohl you heard ... (call).

When the call rang again

Always be for the lesson ... (ready).

So that the doctors do not worry,

At breaks, do not ... (shout).

D) - At recess they have a rest. Let's get some rest too. After all, it is good for our health. (Physical minute.)

E) Further, each group receives an assignment written on a prepared card. Topics are chosen by each team by pulling assignments from the teacher's hands.

Themes:

1. Rules of conduct in the lesson

2. Rules of conduct at recess

3. Rules of conduct in the dining room

Within 5 minutes there is a discussion of the topic in groups, proposals are made, their wording is discussed. All this is recorded on the provided paper.

The children defend the selected points in front of the class, defending their developments and proving the need for this or that point.

F) - I also want to introduce you to the rules of conduct at school. Listen to them.

For you, I, friend, have made
Ten very important rules.
These rules are simple
You will quickly remember them.

The dew petal washed away
And it will wash yousoap.

Don't wait for orders
To school on timego.

Before you slam the door
Did you take everything with youcheck it out.

At school, in the classroom, do not litter,
Sor saw -pick up!

Be neat in your clothes
Avoid both holes andstains.

You sit at your desk slender
And behaveworthy.

Be diligent in class
Be calm andattentive.

If a friend began to answer,
Do not rushinterrupt.

And if you want to help a friend-
Lift up calmlyhand.

So that the doctors are not alarmed,
At recess notshout.

4. Outcome

Try to conclude: Why do you need to follow the rules?

Students' answers: in order for there to be fewer violations, it is necessary to follow the rules of conduct at school; listen to the advice of parents and teachers;

Output: Observing the rules, we establish order and take care of our health and the health of those around us.

Output (teachers): Today we tried to answer the question "Why do you need to follow the rules of conduct at school."

I think that all of you will agree with me, you need to follow the rules and not break the law. I think that all of us will now not only know these rules, but also apply them, and then each of you will proudly bear the name of the disciple.

I hope that each of you will leave with a piece of knowledge on this topic and a desire to know as much as possible in order to draw the right conclusion and choose the right path in life. Let your motto be: “ eralash

Description of the presentation for individual slides:

1 slide

Slide Description:

2 slide

Slide Description:

Discipline (from Lat. Disciplina) - consistency, severity - the rules of the behavior of a person, corresponding to the norms accepted in society or the requirements of the rules of the order. Strict and precise observance of the rules accepted by the person for implementation.

3 slide

Slide Description:

Academic discipline - the rules of behavior of a student in a general educational institution, corresponding to the school charter and intraschool routine, which are generally binding on each participant in the educational process.

4 slide

Slide Description:

Discipline is an essential moral quality. It is necessary for every person. Whoever schoolchildren become in the future, wherever their life path leads, everywhere they will have to meet the requirements of discipline. It is needed in an educational institution and in production, in any institution and in everyday life, in everyday life. At school, as in all areas of life, you need organization, clear order, accurate and conscientious fulfillment of teachers' requirements. School discipline should be conscious, based on an understanding of the meaning and significance of the requirements of educators and the organs of the children's collective. Students must not only comply with the school's requirements themselves, but also help teachers and school leaders fight discipline abusers.

5 slide

Slide Description:

Students are held accountable for discipline when they commit disciplinary offenses. These include: violation of the charter of an educational institution, hooliganism, cheating, disrespectful attitude towards adults, leading to non-fulfillment or improper fulfillment of requirements for students. Disciplinary actions should be distinguished from disciplinary offenses. The latter are just qualified as offenses and are subject to legal regulation. In accordance with the legislation on education, the legal responsibility of students arises in the event of illegal actions, gross and repeated violations of the Charter of the institution.

6 slide

Slide Description:

The content of school discipline and the culture of student behavior includes the following rules: - do not be late and do not miss classes; - conscientiously carry out study assignments and diligently master knowledge; - take good care of textbooks, notebooks and teaching aids; - keep order and silence in the classroom; - do not allow hints and cheating; - take care of school property and personal belongings; - Show courtesy in dealing with teachers, adults and classmates; - take part in socially useful work, labor and various extracurricular activities; - avoid rudeness and offensive words; - be demanding of your appearance; - maintain the honor of your class and school, etc.

7 slide

Note that a number of disciplinary actions are manifested in the indiscipline of students. Lack of discipline is of two types: malicious (not situational and has a stereotyped character) and non-malicious (manifested in mischief, pranks). Lack of discipline can be presented in such forms as rudeness, impudence, intemperance.

"What do you mean, he could not. My son is a very calm boy. He never rude to adults." Do parents know what their beloved children are capable of, deprived of

parental control? Why are the actions of children at school so unexpected for dads and moms? Confusion, amazement and distrust of the teachers' words are sometimes combined with aggressiveness and a desire to defend the “innocent accused”. Notes in the diary, school calls. The most common reason is children's violations of school discipline. What is the general discipline in our school?

It should be noted that the most difficult situation is observed in the classes where adolescent children study("They have a sharp change in mood and behavior").

Analysis of the answers showed that it is very hard for older teachers to work in school. The practice of “testing the strength” of new teachers is widespread. The reasons for violations of school discipline were also attributed to the negative influence of television programs, the preaching of violence, and the theme of crime.

This is what often happens behind closed school doors. How is it that children who are polite and calm at home do such things?

How do you solve the discipline problem?

The starting point for the formation of a child is the conviction of the pupils in its necessity and to ensure the success of the common work, for the physical and moral security of everyone.

There are so-called difficult students in almost every class.

Such children constantly start quarrels with classmates, in the classroom they become troublemakers, and during the exam test they can look into a neighbor's notebook. In such a situation, teachers are forced to apply disciplinary measures to schoolchildren. Schools usually have strict discipline requirements for their students - in most cases these requirements are set out in writing (for example, published in the school newspaper). Children and their parents often think that school discipline is a form of punishment for the guilty, but this point of view has nothing to do with reality. Discipline is a good thing for a child, and adherence to certain rules and norms of behavior is a prerequisite for the effectiveness of the learning process.

Children should be clear about:

how they should behave at school;
what behavior is unacceptable, unacceptable within the walls of the school;
what punishment they can be subjected to if they violate the rules and norms of behavior established by the school.

The American Academy of Pediatrics has the following point of view. Children who violate the rules and norms of behavior established by the school should, of course, be punished accordingly, but teachers should take into account the individual characteristics of each child (temperament, cognitive abilities, mental properties). For example, it is difficult for a child with a condition such as attention deficit hyperactivity disorder (ADHD) to sit in one place for hours at a time. Educators should take this into account and not impose too harsh discipline requirements on such a child.
In any situation, the teacher must show respect for the child. Even if he has to be punished, the punishment for the offender should always be chosen taking into account individual characteristics his personality. If the child has realized his mistake, if he sincerely seeks to improve, do not punish him too harshly. As a punishment, you can, for example, give your child an extra math assignment. In no case, under any circumstances, should physical measures be applied to children. And one more unbreakable rule: you cannot humiliate a child in the presence of peers.
If your child is having discipline problems, you should investigate the cause of these problems as soon as possible and correct their behavior accordingly. Your child should be clear about the discipline requirements of the school.
Sometimes the demands of the school administration in relation to discipline do not seem entirely justified to parents. In such a situation, you should talk to your teachers or school principal. In the presence of a child, refrain from any critical remarks about the school and its administration. Your child wants to imitate his parents in literally everything, so if you show disrespect to the school and its teachers, your child will probably do the same.
If, for example, your child was left in the classroom during recess as punishment for some offense, you may have some bewilderment about this form of punishment - after all, during recess the child needs to be outdoors, play with peers, and throw out the excess of accumulated energy ... Please refrain from commenting - no school policy should be discussed in front of your child. Talk to the teacher, suggest that he use other forms of punishment, taking into account the individual characteristics of your child. Parents and teachers must come to a certain common denominator: both at home and at school, the child must comply with certain, once and for all established norms and rules of behavior.
If the child has not completed this or that task of the teacher, you should not keep him in the classroom during the break. By depriving the child of the opportunity to play with peers, the teacher will form in him a negative attitude towards his subject and towards learning in general. In addition, during a break, the child, as a rule, is completely absorbed in the events that occur on the playground, so he cannot concentrate, his attention is scattered. During breaks, the child needs to be in the fresh air, move, play with peers.
Ask the teachers and school principal to inform you immediately of any misconduct by your child. In most cases, school principals * will immediately call parents if their child has committed a serious enough offense. Some directors, however, believe that junior schoolchildren can already be fully responsible for their actions, so they try to help the child on their own, without the participation of parents, to solve the problem.
Thus, if your child has committed any minor offense that does not go beyond the usual childish prank, the teachers may not inform you about it. If your child has told you that he has been called to the principal today, call the principal immediately to find out what is the matter. In most cases, teachers and school administrators will be able to solve the problem on their own, without your participation, and there is no need to punish the child twice for the same offense.
And finally, one last remark: inappropriate behavior of a child at school is often an alarm signal for parents. Think about it: maybe your child is experiencing stress or does he just lack you, your attention, care, affection? So, first of all, try to find out what is the root cause of your child's problems. By eliminating it, you will help him cope with all the difficulties that have arisen in his path.

Does school use corporal punishment?

You probably still have memories of your school years in your memory. Probably, you still remember about the cuffs that your headmaster handed out to overly naughty students? Or maybe in your school the guilty ones were beaten with a ruler?
unfortunately, corporal punishment is still practiced in many schools (23 states allow corporal punishment of children by law). According to statistics, at least 470,000 schoolchildren were subjected to corporal punishment during the 1993/1994 school year.
Research by educators and psychologists makes it clear that corporal punishment does not bring any tangible benefit to the child. The American Academy of Pediatrics believes that corporal punishment deprives a child of self-respect and is detrimental to his or her academic performance. Punishment in this case loses its educational value: a child subjected to corporal punishment becomes cruel and aggressive. In contrast, children who have never been subjected to corporal punishment are not prone to antisocial, antisocial behavior.
The school principal and teachers can apply physical measures to schoolchildren only in the most exceptional cases (for example, if a situation has arisen that threatens the life and health of the child). The American Academy of Pediatrics advocates the complete abolition of corporal punishment in schools in all states without exception. We believe that educators will be able to find other, much more effective ways to manage a child's behavior. We appeal to legislators at all levels (including school boards) to support our initiative.

The order of behavior of people that meets the prevailing norms of law and morality in society. Disciplinary behavior of schoolchildren in the classroom. The relationship between teacher and children. Fostering Conscious Discipline and Responsibility. Children and the problem of school discipline.

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middle School of General education

Abstract on the topic: "School discipline"

student of grade 10-A

A little about "Discipline"

DISCIPLINE (lat. Disciplina) - a certain order of people's behavior that meets the prevailing norms of law and morality in society, as well as the requirements of a particular organization.

I think the topic of discipline is very close to the topic of authority. The final solution to both questions depends on the solution of the theme of freedom in education. Freedom is a factor that connects and deepens these two topics. The topic of discipline is, of course, much easier compared to the topic of authority. However, this view is correct only with a narrow understanding of the term "discipline". If the topic of discipline is expanded to the question of coercion in education in general, then the topic, of course, deepens significantly.

External discipline I call obedience, obedience and submission, which are based on external positive and negative sanctions - encouragement and punishment.

Internal discipline is the student's ability to inhibit unwanted impulses, to independently control his behavior. It is based on the assimilation of rules and norms, which serves as an internal need.

An important factor influencing the disciplined behavior of schoolchildren in the classroom is the type of relationship between teacher and children.

The main criterion of the type is the position taken by the teacher in relation to the class, organizing and regulating the disciplined behavior of students in the lesson.

In a democratic style, the teacher organizes joint activities with the children to control their behavior, he is "inside the class"

In a liberal-conniving style of relations, the teacher does not control the behavior of children, he is aloof from them. Doesn't set goals for children.

The position of the teacher is expressed, first of all, in what methods of controlling the behavior the teacher uses. In my practice I use 3 methods: persuasion, demand, suggestion.

Look when you are not distracted and the letters are beautiful, and when you turn the letters jump.

If anyone wants to ask something, then raise your hand. You cannot shout from the spot and disturb your comrades. They are busy with work, they are thinking.

The requirement to comply with the rules of conduct in the lesson is usually expressed in categorical forms:

orders: "Everyone sat down!", "Hands on desks!";

prohibitions: "Do not leaf through textbooks", "Do not swing your legs";

orders: "We touched the backs of the desks", "We work in silence!" "Absolute silence in the classroom."

In education in general and in strengthening discipline in particular, the establishment of the correct tone and style in the activities of the student collective is of particular importance. If a cheerful tone prevails, based on conscious discipline, unity and friendship, the self-esteem of each member of the team, it is easier to solve the issues of educating students. Prevention of conflict relations and prevention of negative actions is effective. Violations of discipline and the requirements of the school regime more often occur where the activities of students are insufficiently organized. If the pet has nothing to do in the lesson or in the workshop, if his leisure time is not organized, then there is a desire to fill his free time with something, to organize it in his own way, it is not always reasonable. The inability of some teachers to work with pedagogically neglected children, mistakes and mistakes in working with them, caused by the fact that teachers do not disclose the motives of their negative behavior, the knowledge of which makes it possible to effectively build educational work with them, also leads to violations of the school regime by individual students. So, if a pet turns badly for a lack of perspective, for indifference to his future, then all the teacher's work is aimed at forming his faith in this future, in the ability to achieve it on his own. The school loses a lot in the upbringing of conscious discipline for the fact that it does not always adhere to a strict regulation of the life and activities of students. A. Makarenko wrote in this regard that it is “the school must, from the very first day, put before the student firm, undeniable demands of society, equip the child with norms of behavior, so that she knows what is possible and what is possible, what is commendable and what will not be praised for”. This regulation has to be determined by the rights and obligations of schoolchildren, provided for by the Law of Ukraine "On Education". All conditions for study and work at school have been created for pupils, therefore each of them must conscientiously and conscientiously fulfill their duties. Respect of students for the law consists in conscientious observance of the rules of behavior, discipline, the fight against violations of the requirements of the school regime, assistance to the teaching staff in organizing the educational process. In a word, the student must deeply realize that behavior and attitude towards learning are not only his own business, that his duty as a citizen is to study conscientiously, behave roughly and keep others from unworthy actions.

behavior education school student lesson

Children and the problem of school discipline

There is no legal norm in domestic legislation regarding student labor discipline yet. When considering the problems of discipline observance by students, they rely on the local acts of the educational institution.

Actions that give rise to disciplinary responsibility of students, as well as types of disciplinary sanctions, should be included in the charter of the institution.

"Why, he could not. My son is a very calm boy. He never rude to adults." Do parents know what their beloved children, deprived of parental control, are capable of? Why are the actions of children at school so unexpected for dads and mothers ? Confusion, amazement and distrust of the words of teachers are sometimes combined with aggressiveness and a desire to defend the “innocent accused.” Notes in the diary, calls to school. The most common reason is children's violations of school discipline. How are things with discipline in our school?

As the study of this issue has shown, mainly the following forms of violation of school discipline were identified.

1st place in terms of distribution among all forms of discipline violations was taken by the conversations of schoolchildren in the classroom;

2nd place - being late for lessons;

3rd place - games with the phone; Also mentioned:

Damage to school property and equipment;

Ways to Solve the Discipline Problem

What is the essence of conscious discipline? Why is discipline as the most important moral quality necessary for every person?

CHILDREN AND THE PROBLEM OF SCHOOL DISCIPLINE

Actions that give rise to disciplinary responsibility of students, as well as types of disciplinary sanctions, should be included in the charter of the institution.

Compliance with the norms and rules of disciplined behavior should become a habit of students, become their inner need. Therefore, already in the elementary grades, the practical training of schoolchildren to disciplined behavior occupies an important place. Especially a lot of effort and energy has to be spent on accustoming students to disciplined behavior at the beginning of the year. During the summer holidays, some students lose organized skills. To restore them, you need time in the lesson, during breaks.

We must not forget that adherence to the norms and rules of discipline and culture, behavior ensures success in all spheres of human activity. If he clearly fulfills the norms, rules and requirements necessary for the implementation of the duties assigned to him, if he shows punctuality, accuracy and a conscientious attitude to work, this creates the preconditions for achieving high results in this activity and improving its quality, which, of course, is important both for society and for the person himself. At the same time, discipline and culture of behavior have great educational potential. Here it should be said about the school uniform. They make a person fit, restrained, contribute to the formation of the ability to subordinate their actions and deeds to the achievement of goals, encourage self-control and self-education and overcome existing shortcomings. All this makes the upbringing of conscious discipline a very essential task of the moral formation of the personality.

From a conversation between the class teacher and the mother of one student:

"Why, he could not. My son is a very calm boy. He never rude to adults." Do parents know what their beloved children, deprived of parental control, are capable of? Why are the actions of children at school so unexpected for dads and mothers Confusion, amazement and distrust of the words of teachers are sometimes combined with aggressiveness and a desire to defend the “innocent accused.” Notes in the diary, calls to school The most common reason is children's violations of school discipline.

What is the general discipline in our school?

1st place in terms of distribution among all forms of discipline violations was taken by the conversations of schoolchildren in the classroom;

2nd place - being late for lessons;

3rd place - games with the phone;

Running up the stairs and down the school corridor;

Damage to school property and equipment.

The latter type of violations seems to be petty fun compared to such forms as verbal abuse of the teacher; ignoring his questions; "Throwing" various objects (pieces of paper, buttons).

These facts make an extremely unfavorable impression. It is noteworthy that the range of discipline violations by schoolchildren is quite wide.

It should be noted that the most difficult situation is observed in the classes where adolescent children study (“they have a sharp change in mood and behavior”).

Analysis of the answers showed that it is very hard for older teachers to work in school. The practice of “testing the strength” of new (young) teachers is widespread.

The reasons for violations of school discipline were also attributed to the negative influence of television programs, the preaching of violence, and the theme of crime.

Fostering conscientious discipline, a sense of duty and responsibility. Life requires high discipline and performance clarity from a person - traits, in our character are too poorly represented. In their formation, a significant role belongs to the educational process of the school, in particular, school discipline. School discipline - students' observance of the rules of conduct at school and outside, clear and organized performance of their duties, submission to public duty. Indicators of a high level of discipline are students' understanding of the need to observe it in school, public places, in personal behavior; readiness and need to comply with generally accepted norms and rules of labor discipline, training, free time; self-control in behavior; fighting discipline offenders in and out of school. Conscious discipline is manifested in a conscious strict, unswerving implementation of social principles and norms of behavior and is based on the formation of such traits in students as discipline and a sense of duty and responsibility. Discipline is based on the desire and ability of an individual to direct his own behavior in accordance with social norms and the requirements of the rules of conduct. Obligation is a system of social and moral requirements, realized by an individual, dictated by social needs and specific goals and objectives of a certain historical stage of development. Responsibility is a quality of a person characterized by the desire and ability to assess their behavior from the point of view of its expediency or damage to society, to measure their actions with the requirements, norms, laws prevailing in society, and to be guided by the interests of social progress. School discipline is a condition for the normal teaching and educational activities of the school. It is quite obvious that in the absence of discipline, it is impossible to carry out at the proper level neither a lesson, nor an educational event, nor any other matter. It is at the same time a means of educating schoolchildren. Discipline helps to increase the educational efficiency of students' activities, allows you to limit, slow down the reckless actions and deeds of individual students. An important role in fostering a sense of duty and responsibility is played by the work of teachers in relation to the assimilation of students of the rules of conduct at school. It is necessary to accustom them to the execution of these rules, to form in them the need for their constant observance, to remind them of their content and requirements. It is inappropriate to divide the rules of conduct into primary and secondary ones, when one is responsible for violating some teachings, and non-observance of others remains unnoticed. Appropriate work should also be done with the parents of the students. After all, the rules cover the main responsibilities of schoolchildren, the conscientious implementation of which testifies to their general upbringing. To help the school in developing the qualities provided for by these rules in students, parents must know them, master elementary pedagogical techniques for the formation of these qualities. Fostering the habit of observing the rules of behavior, discipline begins from the first days of a student's stay at school.

The primary school teacher must clearly know what methods to achieve it, remembering that even the youngest first-grader student is already a citizen endowed with certain rights and responsibilities. Unfortunately, elementary school teachers very often see him only as a child. Some of them influence schoolchildren only by severity, strive to achieve obedience, breaking the will of the child. In this case, the students are brought up thoughtless obedience or audacious disobedience. In the middle and senior grades, individual teachers, with excessive severity and straightforwardness of judgment, often suppress the interests of schoolchildren and generate reluctance to go to school. Vigilant control, constant restrictions lead to opposite results, comments cause irritation, rudeness, disobedience. The exactingness and severity of the teacher must be benevolent. He must understand that the student can make mistakes not only in the lesson when he answers the questions, but also make mistakes in behavior due to a lack of life experience. A stern and kind teacher knows how to forgive such mistakes and teaches minors how to behave in a difficult life situation. A. Makarenko assigned a great role in disciplining students to the school regime, believing that it fulfills its educational role only when it is expedient, precise, general and definite. The expediency of the regime lies in the fact that all elements of the life of students at school and at home are thought out and pedagogically justified. The accuracy of the regime is manifested in the fact that it does not allow any deviations in time and place of the planned events. Accuracy, first of all, should be inherent in teachers, then it is passed on to children. The universality of the regime is its obligation for all members of the school collective. With regard to the teaching staff, this feature is manifested in the unity of the requirements that teachers place on their pupils. Each pupil must clearly understand how he should act, performing certain duties. Such a regime contributes to the development of students' ability to manage themselves, useful skills and habits, and positive moral and legal qualities. An important place in teaching students the proper behavior at school and outside it belongs to clear control over their behavior, which includes taking into account their attendance at lessons, taking appropriate measures to those who are systematically late or do not show up for lessons without good reason. In some schools, special journals of student behavior are kept, in which the director or his deputy for educational work regularly records all cases of gross violation of order by students at school, on the street, in public places, as well as educational influences applied to them, and the results of these influences. This helps teachers timely analyze the state of discipline in the student body, plan and take measures to improve it, study the living conditions of students in more detail and more fully, get to know their families better, delve deeper into the inner world of individual students and thus identify the shortcomings of the educational work of the school and improve her. Such a behavior log makes it possible to concretize individual educational work with students prone to violations of moral and legal norms, and contributes to their prevention. In some schools, instead of a behavior log, they keep a special file for offended students. Attempts by individual teachers and parents to hide cases of misconduct so as not to compromise the class are hindering the education of student discipline. Not reacting to such actions, they instill in minors a sense of irresponsibility. If, at a certain stage of upbringing, a student is beginning to be reproached for bad behavior, he cannot understand why his last act is worse than the previous ones, which no one remembered, that his sense of responsibility was dulled, and impudence developed. Taking this into account, each case of violation of the rules of conduct should be analyzed in detail and given an appropriate assessment.

In education in general and in strengthening discipline in particular, the establishment of the correct tone and style in the activities of the student collective is of particular importance. If a cheerful tone prevails, based on conscious discipline, unity and friendship, the self-esteem of each member of the team, it is easier to solve the issues of educating students. Prevention of conflict relations and prevention of negative actions is effective. Violations of discipline and the requirements of the school regime more often occur where the activities of students are insufficiently organized. If the pet has nothing to do in the lesson or in the workshop, if his leisure time is not organized, then there is a desire to fill his free time with something, to organize it in his own way, it is not always reasonable. The inability of some teachers to work with pedagogically neglected children, mistakes and mistakes in working with them, caused by the fact that teachers do not disclose the motives of their negative behavior, the knowledge of which makes it possible to effectively build educational work with them, also leads to violations of the school regime by individual students. So, if a pet turns badly for a lack of perspective, for indifference to his future, then all the teacher's work is aimed at forming his faith in this future, in the ability to achieve it on his own. The school loses a lot in the upbringing of conscious discipline for the fact that it does not always adhere to a strict regulation of the life and activities of students. A. Makarenko wrote in this regard that it is “the school must, from the very first day, put before the student firm, undeniable demands of society, equip the child with norms of behavior, so that she knows what is possible and what is possible, what is commendable and what will not be praised for”. This regulation is determined by the rights and obligations of schoolchildren provided for by the Charter of the educational institution. All conditions for study and work at school have been created for pupils, therefore each of them must conscientiously and conscientiously fulfill their duties. Respect of students for the law consists in conscientious observance of the rules of behavior, discipline, the fight against violations of the requirements of the school regime, assistance to the teaching staff in organizing the educational process. In a word, the student must deeply realize that behavior and attitude towards learning are not only his own business, that his duty as a citizen is to study conscientiously, behave roughly and keep others from unworthy actions.

Date of publication: 01.09.2014

Article viewed: 9086 times

Sakhipgareeva L. A. The problem of school discipline [Text] // Innovative pedagogical technologies: materials of the Intern. scientific. conf. (Kazan, October 2014). - Kazan: Buk, 2014 .-- S. 201-205. - URL https://moluch.ru/conf/ped/archive/143/6089/ (date of access: 21.05.2018).

The problem of school discipline has worried and worried for many centuries, being the subject of concern for teachers. Currently, the problem has not lost its relevance.

School discipline is understood as the fulfillment by students of the requirements of the school regarding their behavior in school. Disciplinary requirements that do not correspond to the child's nature and strength, most of all, lead to the fact that a chasm is formed between mentors and students, and they turn, as it were, into two hostile camps. This phenomenon, as you know, is almost common in school: to deceive the teacher, to do some trouble for him, to commit a daring prank behind his back, to be rude to him - all this brings the student only pleasure and increases his authority in the eyes of his comrades.

The democratization of the school environment has significantly influenced the behavior of students. Children have become more active, independent, free in choosing and expressing their opinions, in actions and are not inclined to adhere to disciplinary rules. These circumstances cause serious concern for teachers, who understand that these positive changes can cause significant difficulties in the educational and educational process.

Violation of discipline at school makes learning difficult and interferes with the preparation of students to comply with the rules in society. Pupils who systematically violate discipline at school and, after graduation, violate labor discipline, become offenders that harm society. Therefore, teachers need to carry out a lot of educational work aimed at preventing violations of discipline and order.

Relevance of the problem of school discipline, methods of prevention and resolution conflict situations is acute in modern society.

The question of school discipline was once raised by A.S. Makarenko, among modern educators studying the problem of the discipline, one can name V. A. Slastenin, I. F. Isaev, E. N. Shiyanov.

Discipline is a certain order of people's behavior that meets the prevailing norms of law and morality in society, as well as the requirements of a particular organization.

Discipline is organized coercion. Organized in the sense that not all coercion (eg accidental) is discipline. Discipline, being organized by coercion, is at the same time an organizing principle, a principle organizing an order established in advance. Of course, any discipline in itself is not an end, but there is only a means to achieve a certain end.

Discipline is the presence of a firmly established order, certain rules and requirements, the observance of which is mandatory for all members of the team. School discipline requires the mandatory fulfillment of the requirements of elders; it is characterized by the recognition by children of the authority of the teacher, parents.

The problem of discipline was given primary importance by all great teachers, in all eras and regimes. And this problem has always been controversial.

First, discipline is something that a child is not born with, something that is naturally absent in him, and something that needs to be "put" into him. And therefore, the discipline of children and discipline at school is always a certain result of upbringing, which is very important for the characteristics of both the children themselves and the assessment of the school. This is really the temperature of the school body, it signals his health or illness. The statement that there is no discipline in this school or class sounds like a sentence: this is a bad school, this is a bad class, the child should not be sent there. An undisciplined student is the trouble of the whole school, an undisciplined employee is not needed by the employer.

Secondly, the concept of "discipline" (as a certain order, adherence to the norm) is always perceived by people as opposed to freedom. As restriction, coercion, deprivation. The words of one researcher are known that of all types of violence against people, education is the next after murder. Unfortunately, for the majority of teachers and schoolchildren, the word "discipline" is associated with prohibitions and punishments and therefore most likely evokes negative emotions.

Thirdly, the connection between external discipline and morality as a purely internal, intimate state of a person is very unclear, confused, contradictory.

Discipline is not a means of education, but the result of education. Discipline is the product of the entire amount of educational impact, including the educational process and the process of organizing character, and the process of collision, conflicts, and the resolution of conflicts in a team, in the process of friendship and trust. Discipline can be created by clarification, preaching, instruction - this is delusion.

In a series of theoretical concepts that mean about the same thing: the school environment, the space of childhood, the legal space of the school (all this is the living environment of children, to one degree or another pedagogical, cultured) - there is also such a concept as school discipline, or school discipline ... This concept is perceived by the school community purely at the everyday level, as a given.

To teach children to discipline has always been considered one of the main tasks of pedagogy. The task of the school is precisely to create the need for discipline. The trouble is for the school and the nation that do not teach discipline, do not give rise to the need for it. Lack of discipline is sometimes even more nurturing than the strictest discipline.

In a modern school, the problem of school discipline violation is one of the most acute and urgent, as well as quite complex in terms of ways to solve it. Violations are presented in a variety of forms: from the fear of answering at the blackboard to insulting the teacher. ...

Despite all the variety of approaches to solving the problem of school discipline, good knowledge of their subject and the methodological literacy of the teacher are the most important conditions that can prevent violations of discipline in the lesson and ensure the effectiveness of the educational process. The teacher must carefully prepare for the lesson, not allow the slightest incompetence.

Discipline, motivation and cooperation seem to us to be three most important goals, the achievement of which should now become the main management task in Russian education.

Solving the problems of discipline, cooperation and motivation in the school means introducing into the organizational culture of the school the technology of how to correct the behavior and increase the self-esteem of students who behave in this way.

To do this, you need to understand what constitutes so-called "bad" behavior. “Bad” behavior here means not only hooligan antics, but also any unadapted, “infantile”, unworthy behavior, therefore the word “bad”.

Examples of such behavior can also include a loss of interest in learning, fear of answering at the blackboard, lack of faith in oneself, dependent and insecure behavior of an outcast - that is, everything that indicates a student's maladjustment.

Discipline development builds on positive relationships with students and increasing their self-esteem through a support strategy.

School discipline is manifested in the requirement from students to carefully attend class, conscientiously do homework, maintain order in the classroom and during breaks, and accurately fulfill all educational assignments.

School discipline also provides for the conscientious fulfillment by the student of the requirements and instructions of teachers, school administration and student organizations. It obliges everyone to strictly observe the rules regarding his attitude to other people, as well as expressing requirements for himself.

The formation of self-discipline is a necessary condition for a generation that will determine the future of the country's democratic development in 15–20 years. Formation of self-discipline in schoolchildren does not bode well for quick success. This is hampered by the named reasons and goals of discipline violations, the general unfavorable state of the teaching environment: the dominance of women in the total number of teachers, the unattractiveness of teachers' salaries, the destruction of collectivist principles and patterns of behavior, the alienation of people from civic ideals and social values.

Pupils choose certain behavior in certain circumstances: experienced teachers who know their subject well do not have discipline violations in the classroom. And, on the contrary, a poorly prepared lesson by a teacher is full of students' conversations, games on phones, laughter, and various other violations.

The quality of the teacher-student relationship, the partnership, and the classroom atmosphere, supportive or destructive, are of paramount importance. The personality of the teacher is the basis and guarantee of discipline in the classroom: exactingness, a vivid image for teachers - all this has an upbringing function and forms motivation for the subject taught by this teacher. The teacher should always be of interest to students as a person.

Lack of discipline is of two types: malicious (not situational and has a stereotypical character) and non-malicious (manifested in mischief, pranks). Lack of discipline can be presented in such forms as rudeness, impudence, intemperance.

The level of conscious discipline and general education of the individual is reflected in the concept of culture of behavior. As a specific term, this concept denotes a high degree of refinement, polished actions and deeds of a person, the perfection of his activities in various spheres of life.

The content of school discipline and the culture of student behavior includes the following rules: do not be late and do not miss classes; conscientiously complete study assignments and diligently acquire knowledge; take good care of textbooks, notebooks and teaching aids; keep order and silence in the classroom; not allow hints and cheating; protect school property and personal belongings; Show courtesy in dealing with teachers, adults, and peers; take part in socially useful work, labor and various extracurricular activities; avoid rudeness and offensive words; be demanding of your appearance; maintain the honor of your class and school, etc.

All reasons are closely interconnected and turn into a discipline problem in the classroom.

Violation of discipline in order to attract attention.

Some students misbehave for the teacher to pay special attention to them. They want to be the center of attention, they demand more and more attention. The essence of their "bad" behavior is demonstrativeness. The need for attention is a basic psychological need. In fact, students show that they want to interact with you, but do not know how.

Behavior aimed at asserting one's own power.

Some students behave negatively, because it is important for them to establish their authority even over the teacher, the class. Students who strive to achieve this constantly “touch” us, challenge us. They can ignore teacher's comments, make noise while others are working, chew gum, play with a cell phone. They need spectators, witnesses to their power.

There are a great many reasons for violation of discipline in the classroom, but we believe that these are the main problematic points that each teacher needs to pay attention to. Let's clarify these points again.

1. Violation of the neuropsychic system in children, which can develop for various reasons (the majority are based on the residual effects of early organic damage, frequent illnesses).

2. Maternal deprivation, is a refusal to raise a child and transfer it into the hands of grandmothers.

3. Permissive style of family education.

4. Incorrect setting of accents in preparing the child for school.

5. Violation of discipline in order to attract attention.

6. Establishment by children of their own power over the team.

7. Revenge as the target of "bad" behavior.

8. Avoiding your own failures.

9. The herd effect, which affects a large percentage of children.

10. The negative influence of the media, computers.

In the modern school, a variety of methods are used to solve the problem of discipline, including "repressive" methods (calls to parents, entries in a diary, removal from class, etc.). Schools do not pay due attention to preventing violations of discipline, taking into account the age and individual characteristics of children. Unfortunately, teachers do not have sufficient training in this area, they are poorly familiar with the main approaches to solving the problem of discipline in modern psychology and pedagogy.

Many scientists are convinced that by violating discipline, a student realizes that he is behaving incorrectly, but may not realize that one of the following goals (motives) is behind this violation: attracting attention, power, revenge, avoiding failure.

Without good discipline in the lesson, students cannot achieve excellent knowledge. On the other hand, the lack of initiative and passivity of students in the classroom indicates a lack of interest in the subject being studied, which also leads to poor knowledge.

Therefore, the teacher should strive for the "golden mean" and maintain the optimal level of "noise" during the lesson. The teacher can indirectly obtain information about the level of interest in his lecture through feedback from the audience in the form of a dialogue, on a large number of replies and counter questions.

At the same time, it is necessary to suppress all attempts of students to divert the dialogue away from the topic being studied, start empty chatter and noise under the guise of questions to the lecturer. This behavior of students is one of the techniques for disrupting the lesson.

The problem of school discipline in a modern school should be addressed in a comprehensive manner, taking into account modern level development of psychology, pedagogy, methodology, medicine and other sciences based on the establishment of a favorable psychological climate, cooperation between teachers and children.

School discipline includes a whole system of mandatory rules and requirements for the behavior and activities of students. These rules should be developed not only by teachers, but also by the students themselves. The School Code of Conduct is part of the Code of Conduct. They are spelled out in the Charter of the school.

At school, as in all areas of life, you need organization, clear order, accurate and conscientious fulfillment of teachers' requirements. School discipline should be conscious, based on an understanding of the meaning and significance of the requirements of educators and the organs of the children's collective. Students must not only comply with the school's requirements themselves, but also help teachers and school leaders fight discipline abusers.

Discipline at school requires the mandatory fulfillment of the orders of elders, the requirements of the bodies of the children's collective. It is characterized by the recognition by children of the authority of teachers, parents, a clear organization of the individual and collective work of schoolchildren.

The level of conscious discipline can be significantly increased and become adequate to the needs of society and the state if the following conditions are met in the educational process:

Updating the value content of ideas about the discipline for middle-level students and their immediate environment (family, peers, teachers);

Organization of model situations involving the choice of a behavior strategy by students on the basis of a creative interpretation of socially significant values;

The relationship of external social and pedagogical influence with the intrapersonal process of self-discipline formation.

Rethinking the problem of school discipline in modern conditions.

1. Bocharov I., Pogognina O., Suslov A. Methods of teaching human rights in school.- Perm. 2010;

2. Markova A. K., Orlov A. B. Motivation of teaching and its education among schoolchildren, - M .: Education, 2008;

3. Rybakova MM Conflict and interaction in the pedagogical process / MM Rybakova. - M .: Education, 2011;

4. Speransky V. I. The main types of conflicts: classification problems / V. I. Speransky // Socio-political journal. - 2005. - No. 4;

5. Stratilatov PV On the system of teacher's work, - M .: Education, 2008;

7. Shamova TI, Nefedova KA Education and training. M .: Education, 2009.

8. Stepanov E.N. Methodical developments educational affairs in the classroom. Moscow: Education, 2010.

9. Babansky Yu. K. Optimization of the educational process. SPb .: Peter, 2004.

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Discipline problems in the modern school.

Today, for many children, the school remains the only place where at least someone cares about the child and his problems. Any child has the right to count on school as a place where he can experience the joy of achievement, feel, perhaps for the first time, himself a winner ( Glasser, 1992). Nobody removed from school the function of preparing children for adulthood... The school freezes in confusion in front of unresolved problems related to the discipline of students. Today, as never before, the school does not know how to establish semantic connections between the culture of modern students and that classical culture (the culture of not even the twentieth, but the nineteenth century), which is reflected in the compulsory curriculum. Therefore, the problem of developing the cognitive motivation of schoolchildren under conditions of semantic dissociation is especially acute. Discipline, motivation and cooperation seem to us to be three most important goals, the achievement of which should now become the main management task in Russian education.

All teachers and educators, in school and in preschool, first grade and high school, young and experienced, are bound to face discipline problems in their work, as well as the fact that children are often bored and disinterested. In educational institutions, there are also many not too friendly-minded children who have pronounced individualistic attitudes. Already after the first days of his work at school, the teacher knows that his students have hundreds of ways to interfere with the lesson, "start" the class and surreptitiously disrupt the explanation of the material. Solving the problems of discipline and motivation in the school means introducing into the organizational culture of the school the technology of how to correct the behavior and increase the self-esteem of students who behave in this way. To do this, you need to understand what constitutes so-called "bad" behavior. “Bad behavior here means not only hooligan antics, but also any unadapted,“ infantile ”, unworthy behavior, so I always put the word“ bad ”in quotes. Examples of such behavior include a loss of interest in learning, fear of answering at the blackboard, lack of faith in oneself, dependent and insecure behavior of an outcast - that is, everything that indicates a student's maladjustment. Strictly speaking, “bad” behavior is behavior that violates the rules of the organization. .

How we react to their behavior depends on the "philosophy of discipline" that the particular educator - consciously or not - preaches.

There are many factors that give rise to maladapted children who do not trust anyone, are disillusioned with education and people who do not have internal mechanisms for controlling behavior, and often do not even know how to behave differently. The reason for this is a certain percentage of personality-disturbed parents among the population of this region. In megacities, this percentage is higher; it increases during times of stress and socio-economic changes.

Overtly or behind the scenes, but every school and every teacher adheres to some kind of approach to the facts of violations of discipline at school. Conventionally, we can say that there are three different approaches.

The first approach can be called "hands off". Educators and entire teaching teams that adhere to the so-called “hands-off” approach believe that young people will gradually learn to manage their own behavior, control themselves and make the right decisions. Such teachers, at best, explain to students what happened when everything has already happened. The discipline program, from the point of view of this approach, boils down to teaching communication skills: empathic listening, reflecting feelings, etc. However, most non-interventionists simply routinely let the discipline take its course, believing that "they are not paid to do this" and that "parents must educate." This position completely deprives them of the opportunity to find an approach to children and win their respect; the atmosphere in such pedagogical collectives is especially helpless and aggressive.

Second approach could be called a "firm hand" approach. Educators and school administrators who adhere to this method believe that total external control is absolutely necessary for education, the power in the school should obviously belong to the teachers, and the task of children and parents is to obey. Such directors and teachers are very similar to bosses: they demand, command, direct. The administration sets a good example by implementing the same directive style of relations with teachers. Those, in turn, broadcast it “down” to students and parents. Typically, such schools regularly experience a lot of emergencies, much more than the average in other educational institutions. The paradoxical consequences of this management style, however, go unnoticed. For the sake of discipline, manipulation of students "for their own good" is permitted and encouraged. The main methods of influence are threats and blackmail: “If you don’t shut up, I will. "(Hereinafter referred to as the punishment associated with a good knowledge of the" weak points "of each student).

Third approach can be called "join hands." Teachers and school collectives who adhere to this approach believe that the concrete actions of students are the result of the action of both forces: internal motives and external circumstances. Such teachers take on the difficult role of an unobtrusive leader, each time pushing the student towards the need for an informed of choice... They also involve the students themselves in setting and maintaining school and class rules. The discipline development program is built on positive relationships with students and increasing their self-esteem through a support strategy. The proposed approach to the problems of discipline and motivation is based on the quality of the teacher-student interaction.

Working hand in hand with students, parents and colleagues, uniting not to develop punishment plans, but to implement a plan for the development of the personality of each student in the class, is what my proposed system teaches for solving discipline problems. Develop interest in learning based on mastering your subject through the implementation of a system of support and development of the self-worth of the individual.

Here are some theoretical assumptions that should form the basis of such developments.

1) The key concept is constructive interaction between a teacher and a student. As teachers, we place certain demands on students and expect student behavior to match them. The fact that at school special requirements will be imposed on the child, both parents and Kindergarten... But there is another side - what does a child expect from us, teachers? So, the interaction of teachers and students within the walls of the classroom and the school is always a "street with oncoming traffic": we treat students, expecting a certain attitude from them, and they treat us, expecting from us. But why? The answer to this question becomes simply intriguing when the student's attitude to the teacher is expressed in the form of conflict, “bad” behavior, an unpleasant trick, or a serious offense.

2) Effective behavior correction is possible only if we act on the cause of the behavior. The motive of the offense is more important than the content itself. First of all, you need to consider the motive, and only secondly, what exactly the student did. This requires:

1. Recognize the true purpose of the offense.

2. In accordance with it, choose a method to immediately intervene in the situation and stop the trick.

3. Develop a strategy for their behavior, which would lead to a gradual decrease in the number of such misconduct in this student in the future.

3) professional development of teachers and should include three types of skills in accordance with the listed paragraphs. Learning these skills involves

the development of a methodology for accurately determining the hidden purpose of any violation of discipline in the classroom,

analysis of various methods of partnership interaction in situations of violation of discipline caused by each of the four goals;

it is important that educators do not confine themselves to the momentary cessation of bad behavior, but go further, formulating strategies for creating positive interactions that form high self-esteem in students.

Methodical techniques in case the motive is attracting attention.

Strategy 1. Minimizing attention

A paradoxical thing happens: naturally reacting to the antics of students, the purpose of which is to attract attention, we kind of give them positive reinforcement in the form of our attention, thereby reinforcing their bad behavior. They begin to feel like a part of the educational process, feel like belonging to a group (class) only when they receive a lot of comments, and they perceive our angry sermons and threats as a kind of special attention to themselves. Why use attention to support behavior that disrupts the lesson and distracts other students? Attention minimization strategy contains many techniques designed to reduce ostentatious behavior, since it will go unnoticed.

Ignore this behavior. Often the best way to stop demonstrative behavior is to stop reacting to it. “No answer” means that the goal is not achieved with the help of this action. When a student is demonstrative, ask yourself the question, "What happens if I completely ignore his trick?" If you tell yourself that nothing will happen, except that he will be deprived of your attention, feel free to use the technique of ignoring. After a few tries, the student will stop behaving this way.

Eye contact.“Look at him closely,” experienced teachers advise. - They know what they are doing. They know that I know what they are doing. And they know this look means enough. A gaze (without judgment) is all the attention they “bailed out” for their trick. No words - just a look. "

Stand by your side. Physical proximity is another tool to help minimize attention-seeking behavior. As you continue to teach the lesson, simply walk up and stand next to the student. No eye contact and no words. Children begin to realize that they are doing something wrong when the teacher is so close.

Mention the student's name. This technique allows you to simultaneously give a minimum of attention "as a reward" for demonstrative behavior and encourage the student to join in what you are explaining. The teacher does this by periodically inserting the student's name into the lesson context. It may sound like this: “Thus, the square of the hypotenuse, Vova, is equal to the sum. "Or:" Then, Igor, Peter the Great issued a decree about. ".

These simple tricks can be easily used with learners who often disrupt behavior.

Send the "secret signal". You can use some gestures that the children know the meaning of. For example, put your finger to your lips and say "Shh".

Make written comments. Prepare in advance a stack of identical notes with the following content: "Please stop doing what you are doing now." Just place the note on the student's desk when he is "out." No need to say anything - everything is written. This technique, of course, works with students who read well and quickly.

Formulate "I-statements". There are situations when the nerves can not stand it and you just want to shout to the student who starts the class: "Stop it immediately!"

Psychologists advise in these cases to use "I-statement". This verbal statement provides specific information about the behavior disorder and how it impresses you. Here is an example: “Katya, when you whisper with Lena during my explanation, I feel very irritated because I am losing my thoughts. Please stop! "

"I-statement" consists of 4 parts:

Part 1.C will contain an objective description of the bad behavior that takes place here and now: “When you whisper with Lena during the explanation. "

Part 2. Calls the teacher's feelings at this moment: “. I feel very irritated. "

Part 3. About writes the effect of bad behavior: “. because I am losing my mind. "

Part 4.C will receive a request: “. please stop. "

The “I-statement” communicates to the students only what we feel. If you are sincere in words and intonation using “I-Statement”, you will be able to influence many students.

Strategy 2. Permissive behavior

The forbidden fruit is always sweet. This property of human nature has been known since the time of Adam and Eve. Therefore, the second strategy is not to prohibit eating the apple, but to destroy all the beauty of what was done by declaring the apple not forbidden.

Here are the specific strategies for permissive behavior.

Use the "allowed quota". This is the technique recommended by Dr. Rudolph Dreikurs in Psychologists in the Classroom. The technique consists in the fact that some kind of violation of behavior is allowed, if it has appeared, but only to the extent that is agreed in advance and on the condition that this volume will decrease daily.

As an example of how this technique works, Dr. Dreikurs describes the following case.

Johnny hiccups loudly in every civil law lesson at least ten times. One morning before class began, the teacher agreed with Johnny how many hiccups he would be allowed in each lesson, and that he would hiccup fewer times each day than he did yesterday. And the teacher will see to it. Every time Johnny hiccupped, the teacher just smiled at him and made a chalk mark in the corner of the chalkboard. When the "limit" for today was exhausted, the teacher told Johnny: "That's all for today!" So gradually the number of loud hiccups was reduced to naught.

Skeptics may say: "What will happen if the student continues the trick after the teacher's words," That's all for today? " If this happens, leave this technique and use another technique from this chapter. Alternatively, re-analyze this behavior disorder in terms of its purpose - perhaps the point is that the real purpose is not getting your attention, but, for example, power. The allowed quota technique only works for attention-seeking behavior.

Teachers who have used this technique claim that students comply with the "allowed quota" rule. Why? Because the special relationship between you and the student, your smiles, your chalk marks - these are all signs of attention that the student needs so much. After all, these students do not need to assert their power over us, they do not want to overthrow anyone's authorities. They only need a little attention so as not to feel like an empty space.

Strategy 3. Be unexpected!

Often we can stop students' “bad” behavior by acting unexpectedly. When we suddenly "throw out" something, we seem to say: "I see everything and know what you are doing, but I am not going to play your game." The game requires at least two participants. When the teacher refuses to play, it is better to do it in an unusual way. For example, short bursts of laughter, better than anything else, can defuse the atmosphere in the classroom. The more humor you have in your class when the behavior is disturbed, the sooner it will stop.

Start speaking in a low voice . The results of a sociological survey of students in different classes are known. To the question "What do you dislike most about school?" most of the students answered, "Teachers who yell."

Shouting from the teacher does not diminish the already existing clutter and greatly reduces the self-esteem and inner freedom of the students. When we begin to speak more quietly, students, on the contrary, listen and pay attention to us, and this distracts them from the behavior disorder. When we speak calmly, they also speak calmly.

Stop teaching the lesson temporarily. Pupils know that the teacher is in the school to teach. When you interrupt a lesson and “do nothing” for a few minutes, you send an impressive signal to students that it is time to stop this behavior. “Do nothing” can be done while standing at the board or sitting down at the table. “Let me know when you're ready to continue the lesson” is all you need to say. The elder's unobtrusive pressure will soon take effect, and peace and order will quickly be restored.

Strategy 4. Distract the student

No one can do two things at the same time for a long time. This is what happens when a student misbehaves. Therefore, you can simply distract him by focusing his attention on something else. How to do it practically?

Ask direct questions. At a critical moment, it is useful to ask him a direct question: "Roman, what assignment have I just given?" or: "Misha, what do you think about this physical problem?" Such questions both distract from bad behavior and direct the student's attention to the lesson he is currently in. We recommend combining this technique with the techniques of strategy 1 “Minimize attention”.

Ask for a favor."Sasha, please collect your essays!", "Masha, could you take this notebook to the teachers' room right now?"

Just do not use this technique often, as demonstrative children may find that their "bad" behavior is rewarded with roving assignments. But as a one-time measure, it works very well.

Change the activity. If many students at once “rage” to get your attention, drastically change their activities, distracting from the behavior disorder. Ask them to empty their desks for a new assignment, take out other books, listen to a new assignment, and so on.

Strategy 5. Draw class attention to examples of good behavior.

It is far more beneficial to pay attention to a student who is behaving well than to point out the offending student's bad behavior. By doing this, you will emphasize that good, not bad, behavior deserves the teacher's attention and respect.

Thank students . Thank and celebrate those students who do what you asked to do: “Thank you, Sasha, for finding the right page in the textbook and carefully looking at the blackboard!”, “Thank you, Olya, that your hands are on the desk, and your legs are under the desk. " Such statements to a classmate or friend of the offending student should accurately describe the very behavior that we expect from the mischievous person.

This technique only works if we describe the desired behavior in objective terms. General and non-specific statements such as “Thank you, Julia, for being so kind” or “Thank you, Sasha, for doing what I expected,” are absolutely ineffective, since your expectations are unclear. Be careful not to thank the same students too often, so as not to present them as "favorites" and not to get ridicule from the class.

Strategy 6. Transplant students

Students who need attention tend to need an audience as well. When you remove these students from their viewers, you are robbing them of the main reward, and it makes the students calm down. There are two techniques for transplanting.

Swap students. Sometimes this is enough. "Igor, sit down, please, to an empty seat in the third row." And keep teaching the lesson while Igor is replacing. That way he won't get the attention he wants. And it is possible that this kind of attention on your part will be quite sufficient and will be perceived as a reward.

« The chair of reflection. " Some teachers in their class place a special "reflection chair" away from the rest of the class (it should not be in the field of view of other students). This chair should be different from the rest. It can be bought at a thrift store and repainted, for example, in bright red. Any chair unlike the rest will do.

This chair is a place where an intruder can think about how he will behave differently when he returns to his seat. Five minutes in this chair is enough time. The rest of the class should understand not to disturb the person sitting in the “thinking chair”.

But it may be that when you say to the offending student: "Zhenya, please sit on the thinking chair," he does not go there. This does not mean that the reception is bad, it is just that the student's goal is power, not attention.

Methodological techniques in case the motive is power or revenge.

Among the problems of discipline, the most difficult and unpleasant ones are those associated with the behavior of the vindictive and domineering types. Confrontation and offensive behavior of the student "devour" our energy, time, etc. confidence in their teaching abilities.

Vindictive behavior is probably the hardest type of behavior. It is not only offensive to the teacher, but also destructive to all students. And we, as educators, feel that the search for effective action is a matter of honor for us. We do not have to love vengeful students, but we can learn to peacefully go out on our own and get them out of tense and explosive situations. The results will be worth the effort.

Let's try to imagine how it happens eruption . At first, dull rumbles and tremors are heard. They grow, and finally there is an explosion and eruption of lava, which destroys everything around. Then there is a lull, everything ends, and we calculate the damage and try to save the remainder from further destruction.

A conflict based on the behavior of a vengeful or domineering type develops, passing through the same stages as the activity of a volcano. It also begins with the stage of "dull rumbles" - when students, with the help of antics, grimaces, muttering and other small unpleasant antics, persistently pester the teacher, drawing him into conflict. Finally, they "get" us, we are hurt and make a remark. This is where the eruption begins - disrespectful, offensive words and actions hit with an uncontrollable stream. Sooner or later, the third stage comes - permission. This is the stage of results and conclusions when we try to get back to normal and protect ourselves from future confrontation.

At each of the stages of the "cool volcano eruption", the teacher is required to behave in different ways:

The stage of "dull rumblings" - look for an elegant escape from the conflict,

Lava Explosion and Eruption Stage - Use the removal technique,

Resolution stage - set sanctions, draw conclusions.

If you used the graceful grooming technique correctly and on time in the first stage, then there may not be a second stage at all. But sometimes, despite the most elegant solutions and ingenious findings, the confrontation grows and goes into the stage of explosion and eruption. If this happens, use the technique of "withdrawal" (isolation of the student from spectators and participants in the conflict), which allows both teacher and student to calm down before the discussion (resolution) stage. Removal (isolation) is also a time when the student can be taught to make better choices in the future.

Rumble Stage - Seek Graceful Care

At the first stage - the stage of "dull rumblings" - the student with his whole appearance warns us that a full-fledged conflict is coming. We can see a warning in the "non-verbal" components of the student's behavior: this is indicated by his facial expressions and gestures, as well as intonation and voice volume. We can sense the approach of conflict by the way the student smiles or by his neglect. The student is agitated and the tension builds up like the pressure in a steam boiler. All of his behavior is a warning, which gives us a chance to end the confrontation already at this stage, using one of the graceful tricks that reduce confrontation.

Graceful exit is a diplomatic maneuver that allows all parties to the conflict to “save face” and avoid scandal. No one won or lost - everyone got the opportunity to get out of a traumatic, conflict situation.

While making this or that graceful move, contributing to relaxation, you should remain as calm as possible. Neither sarcasm in the voice, nor deliberation, any original, playful or simply unexpected, non-standard, shocking reaction of the teacher discharges the atmosphere in the classroom better than shouting and threats.

Variants of such non-standard answers are given below.

Recognize the strength of the student. Agree - there is an illusion that the teacher has the power to force the student to do something. You can insist and demand that Dima, who does not want to learn mathematics, start answering and doing his homework. You can write notes to parents and deprive the child of rights and privileges, give two marks and threaten to be kicked out of school, and so on - "until blue in the face." But until Dima himself decides that he needs to learn mathematics, you will not achieve your goal. Remember Newton's third law: "Every action has an equal and oppositely directed reaction", in other words, the greater the pressure, the greater the resistance of the students.

Do not get involved in a battle doomed to failure, just acknowledge the strength of the student: "Dima, I realized that I cannot make you start doing your homework in mathematics." There is nothing to argue about, because there are no commands or instructions. Does your sincere and courageous confession mean that you have lost your authority, and students like Dima can now do whatever they want? Absolutely not.

Now that the resistance starts to subside and the participants calm down, we can move on to the third stage - resolution. At this stage, you can somehow influence Dima so that he makes the right decision.

Recognition of the power (strength) of a student as a technique very often defuses a tense situation, since it means in fact the recognition of the equality of the statuses of the student and the teacher as individuals. Powerful people are often aggressive, attacking others, attacking and hurting others. It is difficult to build partnerships with them. And when we admit out loud that we cannot dominate and that no one in this classroom is superior or inferior, we greatly contribute to a spirit of cooperation rather than confrontation among students.

When others stop to see who wins, the confrontation intensifies. It is not always possible to remove the audience from the scene, especially if the conflict takes place in the classroom. Try to postpone the conflicting discussion until the students leave. For example, in a lesson, when a student entered into a fierce polemic with you on a topic not related to the lesson (at the same time he feels the hot attention of the whole class), just say: “Sasha, we will definitely end the discussion of this issue when the bell rings. for a break. " The audience will disperse, and Sasha will be left without an audience, in this position he may lose interest in confrontation. Performances usually fail without the support of the audience.

Postpone the discussion of the issue for later.

The best way out in such situations is to postpone further discussion of the issue until the moment when you are able to communicate more calmly. One or two phrases are enough. We can choose a time and place to continue the discussion, when the audience disperses, and we are not so overwhelmed with feelings. Here are some examples of phrases that effectively move the discussion:

I have no desire to discuss this topic right now.

Do you prefer a scandal or do you really want to solve this problem? (If the student chooses to have a scandal, you can answer, "Please, not with me. Maybe someone in the class will agree? Or maybe your parents?") You will have to look for another way. I do not scandal with my students.

You may be right. Let's talk about it sometime.

Assign special time to discuss the issue. Keep a dedicated notebook handy. When the student begins to bother you, take out the book and say: “I agree to take a time to discuss this issue with you. Is today three fifteen good for you? " Write down a jointly selected time and place for a personal conversation. Don't say anything more about the topic of discussion, just continue the lesson.

Puzzle students. When you are pissed off by verbal remarks, it is best to puzzle the student. Clearly provocative and offensive statements can be answered as if they were harmless, insignificant, or even obvious. This answer makes it clear that you cannot be manipulated if you do not want to. The two most effective techniques in this case are:

1) agree with the student,

Puzzling techniques are the opposite of the "active listening" skills popular in psychology. Active listening emphasizes the importance of what the students want to say (“If I understand you correctly, you mean.”). But when the student's spoken word is a verbal attack on you, active listening only prolongs the confrontation. In this case, it is inappropriate. Much more productive in such situations is behavior that puzzles the student rather than inviting him to continue the conversation. If the student really wants to talk to you about something, he will wait for a better opportunity.

Agree with the student. When students say something that they think will piss you off, they least expect you to agree with them. This is puzzling. Our agreement is a great way to end resistance.

Change the subject. If we respond to a verbal challenge by changing the subject, we can end the conflict. The verbal antics of the students hurt us painfully, and we do not forgive them for this, since we often do not know how to repel verbal attacks. The disciple knows well that her words are stupid and offensive. But a lecture on “Why Students Should Respect Teachers” will only prolong the period of confrontation. Our goal is different - to stop the trick and relieve tension. If we do this quickly in one of the puzzling techniques, we don't need to look for ways to get rid of the student who has reached the stage of "eruption of lava".

Eruption stage - use the removal (temporary isolation) technique of the student

If the confrontation did not end at the first stage - be on your guard! The explosion is coming. And here the wisest would be to take the brawler away from the conflict and the audience as quickly as possible. For this, there are techniques of temporary isolation, just as in football or hockey there is a sanction of removal for a few minutes or until the end of the game for violators. They all involve isolating the student from the rest of the class. The severity of the offense determines for how long and where we put the student

The following are isolation techniques as they increase in severity. Immediately, we note that those who prohibit the removal of children into the corridor or "nowhere" are absolutely right.

Removal within the classroom. You can equip it in such a way that there is a place prepared in advance for isolation somewhere behind the cabinet or behind the piano, you can simply fence it off with a screen or board. It should be a small patch out of sight of the rest of the students. In extreme cases, the place can be fenced off with an ordinary desk.

Removal to other classes (offices). If the school has a parallel class or an older class, you can, by agreement in advance with a colleague, bring the rebel there. Pupils of the parallel class most likely will not be able to play the role of spectators, because they do not know the "rebel" very well and can simply ignore him. This can make the student calm down. At the same time, it is not recommended to place a student in a class with younger students.

Removal to a special room. There is an interesting experience in some American schools - a special room for isolating offenders from classmates. This is an ordinary room, not an official place, such as the director's office.

Isolation in the office of the school administration. This is done as a last resort. In the teacher's room or the office of the head teacher (director), most likely no one will pay attention to the student. However, it may happen that for the offender it will be more a gift than a punishment. Therefore, these premises should be used only when there is no opportunity to use other places or when the offense is so serious that there is no other way out - immediate action is needed.

Removal by force. How to deal with students who do not want to obey and leave the scene? There are two ways:

1. Offer them a choice.

2. Call the "command" Who? ""

1. Offer students a choice. When we tell a student that he “must do something immediately,” we thereby increase his resistance. It will be more effective to give him a choice.

This technique always ends confrontation, because we do not command, demand or scold. We simply take specific binding actions to end disobedience. We do not force students to leave, they make a choice, realizing that they will have to bear responsibility for it: either they will leave, choosing this, or they will choose something else: “they will stop behaving badly”.

By providing a choice, you create a sense of responsibility for your decisions: if you choose to continue, leave. Next time you will do more right choice... The only time this technique cannot be used is if the student's act is so ugly or dangerous that the student must be removed from the room immediately.

If you feel cornered in the truest sense of the word, call the "Who?" Command.

2. Call the "command" Who? " Sooner or later, every teacher encounters a student who is one hundred percent rebellious. “You won't force me to leave,” “You won't do anything to me,” as this fellow says, towering over the teacher. Then the teacher must offer the following choice: "Do you prefer to leave on your own, or would you like me to ask someone to help you leave?" I would like to believe that in your teaching practice, such cases will not occur or they will be extremely rare and that you will not have to resort to outside help to get rid of the offender who is dangerous to others.

Resolution stage - set sanctions.

Everything in this world has its consequences: dropping a glass of milk - wiping a puddle, touching a hot iron - treating a burn, etc. In the human world, this law can be formulated as follows: you have to pay for everything in life. Behavioral disturbances also have their consequences, or their costs. All students should be well aware of the consequences to be expected if they choose violent or out-of-bounds behavior. We can pre-determine the specific consequences of each particular behavior disorder in advance, or ask students to make their own assumptions about it. Students are included in this reasoning process, and it is then easier to find mutual understanding with them. Students must learn to think about the consequences. Then they will learn, in certain, specific circumstances, to choose the most appropriate behavior each time. Plus, thinking about the consequences, they become more mature.

Most effective form, in which conclusions about "retribution" (sanctions) can be presented, will be the form "when. - then. "

"When you do this (specific behavior disorder), then later (specific consequences)."

Formula: “If you hadn’t. would not have happened. "Is worse, as is the threatening formula:" If you do. then I will do ... ".

The more responsibility we want to see in the student's actions, the more opportunities for free independent choices we must give him. It is about making the student his assistant in solving some problems of the educational process. At the same time, the student receives a certain independence and legitimate authority. We have already said that for many power-hungry, active and active natures, this is the only way to channel their energy and satisfy their need to organize and lead something or someone in a “peaceful way”. Legitimate authority - the authority we have given assumes that the teacher can advance trust to the student.

In Russian child psychology, this problem is being developed by E.V. Saturday. He believes that the most effective of all educational methods is to make the "naughty" child a guide and protector of social norms in the eyes of other children. This means that yesterday's mischievous, empowered by the teacher with the power to maintain discipline among peers, quickly becomes a model of good behavior.

Invite students to help you with a wide variety of learning challenges every day. The first step in developing a sense of belonging is to ask students as often as possible for help with on-duty classroom problems. There are many things to do in class on a daily basis that do not require your supervision or direct guidance. It can be watering flowers, organizing shifts.

Encourage students to express their opinions and let them make choices. Another way to teach students to contribute to the overall well-being of the class is to ask them to express their opinions and preferences about the learning process.

Even first-graders can make simple choices: how to sit in a class discussion - at desks or in a circle? Where to sit in class - by the window or by the blackboard? How can you draw geographical maps in a lesson about the world around you: paints, pencils or felt-tip pens?

Share the rules with your students... The rules that are set in the classroom are the law for both you and your students. They are not accepted to restrict the behavior of students. The real purpose of the rules is to help the teacher teach effectively, help the student learn effectively, and help the class function effectively. A teacher's gross mistake would be the following statement: "Follow the rules, because I said so!" This is a replica of a failed teacher. It sounds quite differently: “Follow the rules, as you yourself will benefit greatly from it.” And the students, realizing this, become more united.

As you work with your students to create rules for life in your classroom, tell them that there are two types of rules: the first type, permissive rules, describes everything that contributes to a good life and pleasant learning in the class, and the second type is prohibitive rules. describes what makes life in the classroom difficult and unproductive. Then ask all the children: What conditions do they need to be comfortable in this class? Under what conditions does it become impossible to achieve their goals? In fact, their answers will make up the "Class Rules".

All new circumstances must be assessed by the students themselves in terms of whether they “facilitate” or “hinder” life and learning in this class. After that, a collective decision is made on additions to the rules. Self-adopted rules are difficult to "forget", on the contrary, the enthusiasm with which students try to follow them is striking.

Your work will be many times more effective if you can attract the parents of the students to it. We come together to ensure that our emergency pedagogical interventions and supportive strategies complement each other, not contradict each other. When parents and teachers - the adults who matter most to the child - join forces, set common goals and use partnership strategies, results are much faster.

Often, the student's leprosy at school, like in a mirror, repeats what is happening at his home. The same difficulties faced by the teacher are usually familiar to the parents of the child. Therefore, it is very effective if the teacher will share with parents all their knowledge about the problem of discipline in the classroom and the techniques of working with it. Both emergency parenting tactics and support strategies can and should be used by parents at home.

Invite your parents to become your partners, they will definitely agree. After all, most parents of disobedient students sincerely believe that only a teacher can correct a child's behavior at school. At the same time, you have an advantageous position: parents of "problem" children would rather accept an offer of help from their own teacher than go to consult a psychologist or child psychiatrist - the former is much less painful.

Probably, at the beginning you will encounter certain difficulties. It's no secret that “difficult” children live in families of “difficult” parents. Therefore, at first, you will have to make some effort so that your parents begin to respect you as much as their children. It is known that there is a relationship between parenting style and academic success. The greatest success is possible only with a partner-style relationship at home. Authoritarian and permissive family parenting styles do not maximize academic performance. Therefore, it can be said that changing the style of parenting is a turning point in a child's academic performance.

Just like teachers, parents should be interested in the four motives for “bad behavior”, just like teachers, they will need knowledge of emergency interventions to be able to stop children's antics, and knowledge of ways to build relationships in which the child will not need “ misbehaving ”(that is, self-esteem support strategies).

Newspaper for the parents of your students

It's good if, when parents come to class, they can find some information they need in the class newspaper. Include a Discipline Corner in this newspaper to describe and discuss specific interventions and support strategies that build self-esteem. Create a parenting library with books on parenting and child psychology in your school. It may also contain videotapes and teaching materials that you yourself once thought were important and valuable.

To reduce conflicts with your parents, follow these rules:

Tell parents about their child's bad behavior only in objective terms. Parents will much more calmly perceive the phrase: "Vera answers from her place, without raising her hands, five or six times a day," than the phrase: "Your Vera constantly interferes with teachers at all lessons."

Do not bring down everything about the child's bad behavior at once on the parents' heads, limit yourself to three or four examples, otherwise they will simply lose heart.

Avoid negative predictions. Mom has enough thought and excitement about what has already happened, and you also make her worry about what may or may not happen.

But positive predictions are very useful. If you tell your parents, “I don’t know what to do with your child,” you will not get any results and ruin the relationship.

Keep in mind that parents - ordinary people and often give defensive reaction like: "It won't work," "Do it yourself, you get paid for it." You must understand that these statements are based on insecurity, fear of failure, pain, and experiences of disappointment. This may be similar to what you yourself experienced at the beginning of the training in relation to the leading psychologist. Try not to pay attention to the defensive reaction, do not be offended and understand.

Do not demand the impossible from your parents: "So, Papa Petrov, tell your Rita so that she won't be late for class anymore." These are not the problems of the parents, but yours, the teacher's problems and do not demand their solution - it is impossible.

The technology described above for building constructive interaction in the "Teacher - student" system is aimed at solving the problems of discipline and cooperation motivation.

Motivation, discipline and cooperation- three components of corporate culture, which in turn allows solving three main tasks of the school:

1) education, social adaptation and preparing the young generation of students for life,

2) attracting and retaining good teachers at school (through a system of non-material motivation),

3) the educational institution's own development as an organization.

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